502.1 ac 1, 502.2 ac1 – What are the regulation, inspection requirements, codes of practice and conduct and standards and guidance relevant to your role and responsibility in relation to managing, and continuous professional requirements as a manager for yourself and staff team? * National Minimum Standards. * Keys Policies and Procedures * Children’s Home Regulations * Care Standards Act 2000 * Children’s Act 2004 * Health and Safety Act 1974 * Every Child Matters 502.1 ac 2 Analyse potential barriers to professional development What can be the impact of work pressure on the service, provision, and individual and team performance? How should you organise your time and resources to maximize your efficiency and effectiveness as a manager? How and where can you access information, resources and support for your learning and development?
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.
Details of the relationship between the unit and relevant national standards This unit is linked to CHS19. 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 outcomes 2, 3, 4 and 5 must be assessed in a real work environment. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 297 Unit 4222-335 Undertake physiological measurements (HSC 3052) Assessment Criteria Outcome 1 Understand relevant legislation, policy and good practice for undertaking physiological measurements The learner can: 1. describe current legislation, national guidelines, organisational policies and protocols affecting work practice.
Unit – HSC026 Implement person centred approaches in health and social care NCFE NVQ Level 2 in Health and Social Care HSC 1.1 Define person-centred values? 1.2 Explain why it is important to work in a way that embeds person centred values? 1.3 Explain why risk-taking can be part of a person centred approach? 1.4 Explain how using an individual’s care plan contributes to working in a person centred way? 2.2 How do you find out the history, preferences, wishes and needs of the individual?
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.
This essay will focus on one of the K101 five key principles of care practice “Support people in having a voice and being heard”; firstly this essay will define the statement “Support people in having a voice and being heard”, secondly I will then explain why it is important for care workers to put this principle into practice, by using Goffman’s “Total institution” and Lennox Castle hospital as comparison and former patient Margaret Scully, (K101 block 2, unit 7), as examples of when voices go unheard and unsupported, then lastly this essay will show how carers can empower service users to have a voice, using research from Howard Mitchell and Lennox Castle. I would define “Support people in having a voice and being heard” as the carer empowering the individual to express their needs and wishes in improving their quality of life and wellbeing. To ensure the individual are being supported, the carer must learn to develop a good supportive relationship with the individual, allowing them to voice their choices and opinions without prejudices, (K101, Unit 4 pg. 184), however in contrast Lennox castle was on the opposite side of the spectrum, the “inmates” voices’ remained unheard for many years, “ …the philosophy of care was much about control, discipline and segregation… the individuals were not treated as individuals or members of wider society, or that they had any choice about their lives.”(K101, DVD Unit 7, Activity 3). Lennox castle was built in the 1920s and took it first “ Inmate” in 1936, the hospital was set up to care for people with “mental defectives”, the patients were put in categories: “ imbeciles”, feeble minded persons” and “moral imbeciles” (Block 2 DVD, unit 7, Activity 3) and lived a very ridged and institutional way of life.
Unit Title: Implement person-centred approaches in health and social care Unit sector reference: HSC 026 Level: 2 Credit value: 5 Guided learning hours: 33 Unit accreditation number: A/601/8140 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement person-centred approaches. Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 1 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person-centred values 1.3 Explain why risk-taking can be part of a personcentred approach 1.4 Explain how using an individual’s care plan contributes to working in a person-centred way Person-centred values include: Individuality Rights Choice Privacy Independence Dignity Respect Partnership Understand personcentred approaches for care and support An individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner A care plan may be known by other names eg support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2 Be able to work in a person-centred way. 2.1 Find out the history, preferences, wishes and needs of the individual 2.2 Apply person-centred values in day to day work taking into account the history, preferences, wishes and needs of the individual 3 Be able to establish consent when providing care or support 3.1 Explain the importance of establishing consent when providing care or support 3.2 Establish consent for an activity or
Unit 201 Understand employment responsibilities and rights in health, social care or children and young people’s settings 2 3 R/602/2954 Level: Credit value: UAN number: Unit aim This unit is aimed at those working in a wide range of settings in the health, social care or children and young people’s sector. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 2. Understand agreed ways of working that protect own relationship with employer 3.
Lead and manage a team within health and social care setting Learning outcome one – Understand the features of effective team performance. Activity 1 Examine Syer and Connolly and Bruce Tuckmans theory of team development and compare the two Syer and Connolly believe that effective team development requires certain aspects to be in place in order for the development to happen, they write that there are two elements to team development, maintenance and task roles. In order for the team to develop they need to have task roles such as analysis, decision making, planning and design, maintenance roles are areas such as being concerned about people’s feelings and relationship between team members, continually working towards cohesion within the team and preventing negative conflict within the team, they also believe that task and maintenance roles are interconnected and both are required for the success of teams. ( Syer and Connolly 1996) Bruce Tuckmans theory related to how teams build from the start of their journey together and some of the transitions they go through when building the team dynamic, Tuckman describes these thus: Forming – when a team are trying to develop their roles and responsibilities are unclear, the team members do not want conflict and therefore tend to not make any decisions for fear of upsetting one another, they simply want to gather information about each other before making any commitment to taking on responsibility, this often happened when someone new joins and established team, they as individuals will be reluctant to take on any responsibility. Storming – when team members become more established and knowledgeable and want to show what they have learned, this can lead to conflict and power struggles as their skills and understanding develop and they challenge each other’s ideas.
David Francis Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services. Unit 1: Use and Develope Systems that Promote Communication SHC 51 1.1.1 Review the range of groups and individuals whose communication needs must be addressed. 1. Service Users: adults with learning disabilities, adults with autism, adults with mental health problems, young people moving on from children’s residential services with additional support needs, people with a dual diagnosis of substance misuse issues and learning disability or mental health issue. 2.