CU249P/ CT249 Aims Purpose and Principles of Independent Advocacy This unit aims to provide learners with an understanding of what Independent Advocacy is and how to use the values and principles which underpin good practice. The unit focuses on the different models of advocacy, their history and why they exist. Credit Level 4 3 Assessment criteria The learner can: 1.1 1.2 1.3 1.4 1.5 Define Independent Advocacy Explain the limits to advocacy and boundaries to the service Identify the different steps within the advocacy process Distinguish when Independent Advocacy can and cannot help Identify a range of services Independent Advocates commonly signpost to Explain the difference between advocacy provided by Independent Advocates and other people Explain the key principles underpinning Independent Advocacy Explain why the
Aiii Give two reasons why it is important to observe the reactions of an individual using the service when you are communicating with them. 4 marks 1. To be able to see if the service user understands what has been said, either by giving off body language signals or gestures. 2. To recognise then the service user is getting anxious or distressed as the service user may be non verbal and it may take a few guesses to know what the service uses wants or needs.
Aiii Give two reasons why it is important to observe the reactions of an individual using the service when you are communicating with them. 4 marks 1. To be able to see if the service user understands what has been said, either by giving off body language signals or gestures. 2. To recognise then the service user is getting anxious or distressed as the service user may be non verbal and it may take a few guesses to know what the service uses wants or needs.
To pass on information 4. To instruct 5. To ask questions Aiv Give two reasons why it is important to observe the reactions of an individual using the service when you are communicating with them. 1. To ensure that they have understood what you are
(Points : 5) | Cultural roots Cultural routes Nonmaterial culture Material culture | Question 3.3. (TCO 1, 2) In communication, feedback _______. (Points : 5) | is the source responsible for what’s being communicated is a verbal or nonverbal message occurs when the receiver sends messages back to the sender includes mechanical and human ways of disseminating information | Question 4.4. (TCO 2, 3) Interactive elements of culture include _______. (Points : 5) | cultural roles, such as the hero and outlaw rituals, rules, and organizational communication style symbols, stories, language, and metaphors context elements, such as history and place | Question 5.5.
Marian Richardson Unit 4222-246 (LD 202) Support person-centred thinking and planning Understand the principles and practice of person-centred thinking, planning and reviews Outcome1.1 Identify the beliefs and values on which person-centred thinking and planning is based. Person Centred Planning puts the ‘person’ at the centre of a planning process and shifts power to them. It provides an effective way to listen and respond to people. The approach encourages us to take direction from people by identifying their gifts, interests and desires. This makes it different from traditional approaches in assessment and individual planning.
Diploma in Leadership for Health and Social Care Services Unit: SHC 51 Use and develop systems that promote communication. 1. Be able to address the range of communication requirements in own role. 1.1 Review the range of groups and individuals whose communication needs must be addressed. In my role I have to deal with a wide range of individuals who are both directly associated with the Care Home and those who are a necessity but who are indirectly required to assist with the business/operational needs.
Failing to do so can cause the risk of confusion, misunderstanding or leave the individual with anxiety, frustration or bad feelings. 3.3 Explain how to overcome barriers to communication understanding and being aware of an individuals needs, wishes, beliefs, values and culture supporting individuals to communicate their needs avoid using jargon in written documents and when speaking ensuring communication aids are available and working properly show you are listening and interested 3.4 Describe strategies that can be used to clarify misunderstandings asking the individual for clarification presenting information in a clearer way/ another form - such as written, picture form or diagram. 4.2 Describe ways to maintain confidentiality in day to day communication keep written records safe not leaving written records in places where others may see them ensure confidential information is passed on only to others who have a right to it and who need to know password protecting electronic files do not leave computer screens on or let others use your password 4.4 Explain how
In other words, how does the presentation of the message communicate deeper/abstract meanings (our values/norms) in addition to the simpler meaning (what is being sold)? The Receiver • Who is the targeted audience? What individuals/group of individuals is/are intended to receive the message? • Is the media having the desired affect on the targeted audience? Are the logical/emotional/ethical appeals working?
In order to enable people to understand the theory more effectively a model was developed that goes through four separate stages, the first stage of the model is cultural awareness, this involves examining your own values and beliefs, Popadopalus also believes that by examining the construction of cultural identity and how this has an impact upon our mental health beliefs and practices is a necessary part of developing cultural