Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) Unit 3: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings Credit Value: 2 Credit Level: 2 Candidate Name: Diana Cornell Issue Date: Completion Date: Unit aim This unit introduces the concept of inclusion which is fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Unit introduction This unit will provide learners with an understanding of inclusion within the adult social care sector. Learners will investigate practices which support equality, diversity and rights, and gain an understanding of how discrimination may occur within the work place. Key legislation and codes of practice which relate to equality, diversity and inclusion in adult social care are examined, together with ways of challenging discrimination.
3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
The intention of this assignment is to explore the roles and responsibilities of professional agencies working with children and their families. In this assignment police, health care, and teaching services will be looked at. In addition to this, this assignment will look at possible dilemmas faced by professional services that work with children and families, and how the Every Child Matters agenda has influenced service provision today. Every Child Matters is defined as; a policy strategy which is a shared programme of change
Discuss why a model of social pedagogy for work with children, young people and families may be beneficial. What barriers may there be for implementing this model in the UK? Social pedagogy is a system of theory, practice and training that teaches the use of hands, head and heart when dealing with children and young people. Social pedagogues are trained to engage with children using emotional awareness and genuine empathy. It is a holistic approach to caring for children which combines education with care and recognises that we all have a shared responsibility when it comes to caring for children, young people and adults.
Infants and parents are seen together so that their patterns of interaction can be considered. To a trained eye, play is a powerful form of communication, which may express how children feel and the difficulties they may be experiencing. The relationship between the child and the therapist is central to treatment. Qualifications Entry requirements and training Training in child and adolescent psychotherapy in the UK is offered at training schools accredited by two organisations: The Association of Child Psychotherapists (ACP); and the UK Council for Psychotherapy (UKCP). Entry to accredited training is at graduate (honours degree or equivalent) level and those wishing to train must already have substantial experience of working with infants, children, young people or families.
Assignment 304 Principles for implementing duty of care in adult social care Task A Supervision Notes As an experienced social care worker you have been asked to mentor a new social care worker. You plan to use a supervision session to explain about the duty of care and how this helps to protect individuals from harm and abuse. Prepare a set of notes to help you in this supervision session. In the notes, you must include an explanation of: Ai What is meant by the term “duty of care” Aii How the duty of care affects the work of a social care worker Aiii What having a duty of care means for a care giving organisation Aiv How the duty of care contributes to safeguarding individuals Task B Reflective account Bi Describe two situations which demonstrate a conflict or dilemma between exercising a duty of care and the rights of an individual. Bii Choose one of the situations and describe how best to manage the risks involved, explaining the reasons why this would be best practice.
TDA 2.5 Schools as organisations 6.1 Identify the roles and responsibilities of national and local government for education policy and practice The national government has a Department For Education. The role and responsibilities for education policy and practice are: draw up educational policies set National Curriculum set Early Years Foundation Phase looks for new ways to develop the quality of services under Every Child Matters sets up and administers school league tables funds research into education based projects develop workforce reforms promote integrated working for everyone involved with working with children and young people develop the role of the third sector such as voluntary and community
2012-000-438 SW-106 TTH 0900-1030 RRL: Social Welfare Policy and its Implications to Social Work Practice There are different meanings of Social Welfare Policy in various textbooks. The following definition is stressed by Colby, Dulmus and Sowers’ (2013): A system of social services and institutions, designed to aid individuals and groups to attain satisfying standards of life and health, and personal social relationships that permit them to develop their full capacities and promote their well-being in harmony with the needs of their families and community. (p.5) As social workers in the future, “the core mission of the social work profession is the promotion of social, economic, and political justice for all people” (Colby et al., 2013, p.1) and President John F. Kennedy stressed that “its emphasis must be directed increasingly toward prevention and rehabilitation…” (Wooley and Peters as cited in Colby et al., 2013, p.4). In order for us to realize this goal social workers must be able to know and examine certain policies and resolutions that are most effective to the client. However, for some people, they question social welfare policy as safety nets or crutches (Theodoulou, n.d.).
Goals | Objectives | Tasks/Methods | Evidence/Evaluation | Timeframes | Develop an understanding and capacity of my role as a Social Worker within my current role with Headspace Ipswich (Youth Mental Health) | Explore different frameworks social workers within my field adopt to manage clients within the youth demographic (12-25 yrs.) | Meet with Social Work Practitioners on-site at Headspace to understand their practice frameworkBased on the above, collate findings and develop own practice framework | Work with Headspace Social Workers; Jae and Fiona Debrief, present and develop own framework in conjunction with Qld Health Social Work Supervisor Myfwany Pitcher | Ongoing, each time a Social Worker commences with Headspace Ongoing, complete
Name: Mr Lee Raistrick Student number: 10436005 Bradford College Safeguarding Assignment Word Count of this assignment: 2637 Introduction This essay will discuss the role of the family in the welfare and nurturing, or potential abuse of, children. It will discuss the different type of abuse and how these can be recognised by professionals. It will then attempt to define safeguarding and discuss relevant legislation in the implementation of safeguarding procedures by professionals. The essay will conclude with the author reflecting on his application of safeguarding principles in his provision. Families When discussing safeguarding children it is important to