Unit 8: Unit code: QCF Level 3: Credit value: Psychological Perspectives for Health and Social Care A/601/2404 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to understand the different psychological approaches that can be used when studying and in particular how these can be used to study health and social care. Unit introduction This unit highlights the different psychological perspectives and encourages learners to apply these approaches to the study of health and social care. The value of psychological studies to the understanding of health and social care will also be examined. Learners will initially consider the meaning of the term ‘theories’ in the context of psychology, and will begin to appreciate the diversity of psychological theories as they progress through the unit. Learners will examine the principal psychological perspectives and then apply them to the health and social care sectors to gain understanding of the potential value of psychology in these sectors.
Learners are required to set goals for the training programme and to monitor and evaluate their fitness and the training programme. This involves using a training diary and feedback/reviews, then evaluating the extent to which the programme is achieving goals set. Learning outcomes On completion of this unit a learner should: 1 2 3 4 Know the fitness requirements for entry into the uniformed public services Know
Learning outcomes 2 and 3 must be assessed in a real work environment. Assessment methodology Learning outcomes 2 and 3 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Content 1 Understand working relationships in health and social care Roles in health and social care: range of roles in health and social care eg adult social worker, paramedic, care manager, nursery worker, occupational therapist Working relationship: a relationship with a work colleague; the nature of a professional relationship; concept of team working; working within agreed guidelines; working towards common goals with a shared purpose; a business relationship Personal relationship: a relationship with a friend, family member or within a social group; interpersonal relationship; romantic relationship; based on love, liking, family bond or social commitment Different working relationships in health and social care
Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-22) 31 Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Assessment Criteria The learner can: 1. explain what is meant by: diversity equality inclusion discrimination 2. describe ways in which discrimination may deliberately or inadvertently occur in the work setting 3. explain how practices that support equality and inclusion reduce the likelihood of discrimination.
Details of the relationship between the unit and relevant national standards This unit is linked to HSC 216 and CHS 6. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. 178 Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) DRAFT Unit HSC 2003 Provide support to manage pain and discomfort Assessment Criteria Outcome 1 Understand approaches to managing pain and discomfort The learner can: 1. explain the importance of a holistic approach to managing pain and discomfort 2. describe different approaches to alleviate pain and minimise discomfort 3. outline agreed ways of working that relate to managing pain and discomfort. Outcome 2 Assist in minimising individuals’ pain or discomfort The learner can: 1. describe how pain and discomfort may affect an individual’s wellbeing and communication 2. encourage an individual to express feelings of discomfort or pain 3. encourage an individual
Unit 2- principles of personal development in adult social care settings. 1.1 Identify standards that influence the way adult social care job roles are carried out. The standards which influences the way the work role is carried out are: Codes of Practice, minimum standards, Regulations, national occupational standards. • Regulations are: Health and Safety at work Act 1974 Care Standards Act 2000 Manual Handling operations regulations NHS & Community Care Act Food Safety Act Management of Health and Safety at work. • Codes of Practice are: Codes of Practice for Social Care Workers and Employers; General Social Care Council; Standards of conduct; Standards of Conduct Performance & Ethics: Health Professionals Council • National Occupational Standards: Health and Social Care; Children's Care Learning and Development 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills.
CU3812: Understanding own role and responsibilities in lifelong learning 1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role is to understand my responsibilities within legislation, regulatory and codes of practise. The key regulatory bodies are the health & safety at work act 1974, equal opportunities and discrimination. My role as a tutor is to promote and adhere to these rules and to ensure that the people I deal with also understand these codes of practice. Other responsibilities are the Data Protection 1998, Safeguard Vulnerable Groups Act 2006, Every Child Matters and The Copyright Act.
SUMMARY OF LEARNING OUTCOMES To achieve this unit a learner must: 1. Understand psychological approaches to study 2. Be able to apply psychological approaches to health and social care. HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 describe the application of behaviourist perspectives in health and social care P2 explain the value of the social learning approach to health and social care P3 describe the application of psychodynamic perspectives in health and social care P4 describe the value of the humanistic approach to health and social care service provision P5 explain the value of the cognitive perspective in supporting individuals P6 describe the application of biological perspectives in health and social care To reach Merit level, the evidence must show that, in addition to the Pass criteria, the learner is able to: M1 analyse the contribution of different psychological perspectives to the understanding and management of challenging behaviour M2 analyse the contribution of different psychological
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE D/600/8958 LEVEL 3 UNIT 8 GUIDED LEARNING HOURS: 120 UNIT CREDIT VALUE: 20 PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE D/600/8958 LEVEL 3 UNIT 8 AIM OF THE UNIT Reflective practice is used widely within the health and social care sector to ensure standards of service and care are monitored and where necessary improved. This unit will enable learners to develop skills necessary to plan, monitor and reflect on their personal and professional development and learners will compile a professional development portfolio (PDP) which will contain evidence
Name …………………………………………………………………. Unit SHC: 22 Introduction to personal development in health, social care or children’s and young people’s settings Unit Title: Introduction to personal development in health, social care or children’s and young people’s settings Unit sector reference: SHC 022 Level: 2 Credit value: 3 Guided learning hours: 23 Unit accreditation number: L/601/5470 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these. Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence.