Unit 26: Unit code: QCF Level 3: Credit value: Caring for Individuals with Additional Needs M/600/8981 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to challenge their attitudes towards individuals with additional needs by introducing models of disability and exploring barriers. Learners will be able to examine the role of health and social care services in providing care and support. Unit introduction Individuals with additional needs have a right to receive the best quality care and support. This unit explores the additional needs experienced by individuals and how these may impact on their health, wellbeing and life opportunities. Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support.
CU236P/ CT236 Principles For Implementing Duty Of Care In Health, Social Care Or Children’s and Young People’s Setting Aims 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. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care. Credit Level 1 3 Assessment criteria The learner can: 1.1 1.2 Explain what it means to have a duty of care in own work role Explain how duty of care contributes to the safeguarding or protection of individuals Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care Explain where to get additional support and advice about conflicts and dilemmas Describe how to respond to complaints Explain the main points of agreed procedures for handling complaints Learning outcomes The learner will: 1. Understand how duty of care contributes to safe practice 2. Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care 2.1 2.2 2.3 3.
The Code of Practice suggests that children and young people and young people who are described as requiring School Action or School Action Plus provision or have a Statement of Special Educational Needs (SEN) should have an Individual Education Plan (IEP). • An IEP is a tool to help plan for meeting the SEN of children and young people/young people and to help in teaching them effectively the emphasis is placed on the involvement of parents/carers and children and young people/young people. The Code of Practice identifies the information an IEP should contain: o The short term targets set for or by the children and young people and young people o The teaching strategies to be used o The provision to be put in place o When the plan is to be reviewed o Success and/or exit criteria o Outcomes (to be recorded when the IEP is reviewed) • IEPs should focus on: o Up to three or four key individual targets set to help meet the Individual children and young people and young people needs and particular priorities. Targets set in IEPs will largely relate to curriculum objectives: communication, literacy, mathematics, and all aspects of behaviour or physical skills. Targets can be set to meet more holistic objectives, such as the development of independence skills.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Understand how to handle information in social care settings PWCS 38 3 1 9 31/07/2015 D/602/3119 Unit purpose and aim This unit develops the knowledge and understanding needed to implement and promote good practice in recording, sharing, storing and accessing information in social care settings. This unit is aimed at those who are interested in, or new to working in social care settings. Learning Outcomes The learner will: 1 Understand requirements for handling information in social care settings Assessment Criteria The learner can: 1.1 Identify legislation and codes of practice that relate to handling information in social care settings 1.2 Explain how legal requirements and codes of practice inform practice in handling information Exemplification Legislation includes: Data Protection Act 1998 Freedom of Information Act 2000 Health & Social Care Act 2008 - Essential standards Codes of Practice includes: GSCC ICO Local or internal Codes of Practice How to maintain records includes: clear and accurate writing recording the information straight away or as soon as practicable including a time, date, signature and printed name using a black pen putting a line through any errors and initialling all boxes on pro-formas to be completed 1 2 Understand good practice in handling information in social care settings 2.1 Explain how to maintain records that are up to date, complete, accurate and legible 2.2 Describe practices that ensure security when storing and accessing information 2.3 Describe features of manual and electronic information storage systems that help ensure security © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification Practices that ensure
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Support individuals with multiple conditions and/or disabilities SS OP 3.3 3 4 31 A/601/5190 Unit purpose and aim The purpose of this unit is to provide the learner with knowledge, understanding and skills required to support individuals with multiple conditions and/or disabilities Learning Outcomes The learner will: 1 Understand the impact of multiple conditions and/or disabilities on individuals Assessment Criteria The learner can: 1.1 Describe possible multiple conditions and/or disabilities that individuals may have 1.2 Explain how multiple conditions and/or disabilities may have an additional impact on the individual’s well being and quality of life 1.3 Explain how multiple conditions and/or disabilities may impact on individuals opportunity to participate in a range of activities Exemplification Multiple conditions and/or disabilities could include a combination of factors relating to: sensory loss physical health mental health physical disability learning difficulty/disability emotional health Well Being eg emotional psychological physical Activities could include: education employment leisure activities social activities household or domestic tasks 2 Understand own role in supporting individuals with multiple conditions and/or disabilities 2.1 Describe own role in supporting the well being of individuals with multiple conditions and/or disabilities Well Being eg emotional psychological physical © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.2 Explain the steps to take when actions may be outside of the scope of own role and responsibilities 3.1 Research the roles of professionals who may provide support to individuals with multiple conditions and/or disabilities in own local
H601/5474 Introduction to Duty of Care in Health, Social Care or Children’s and Young People’s Settings 1 Understand the implications of duty of care 1. Define the term ‘duty of care’ A moral or legal obligation to ensure the safety or well-being of others. 1.2 Describe how the duty of care affects own work role My duty of care is to support vulnerable people with learning difficulties and provide them with the best possible care making sure all individual needs are met with a person-centered approach, being aware of any issues that may arise and have the knowledge to assess situations and respond accordingly in the best interests of the client and also ensuring the safety from harm and to promote their independence and choice. 2 Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights An example of a dilemma could be that a person is in need of support when leaving their home incase of an accident, as is written in their care plan, but state they do not want or need one because it affects their right to live as independently as possible. 2.2 Explain where to get additional support and advice about how to resolve such dilemmas Additional support could come from the persons’ family, colleagues, GP, friends or other professionals 3 Know how to respond to complaints 3.1 Describe how to respond to complaints Arrange to talk in private, making sure the individual knows that you may need to pass on information if there is a risk to the safety of themselves or others.
2.2 There are a number of ways to gain additional support and advice when needed. These could be through talking with senior staff or managers, you can speak to your tutor and you could also approach the quality care commission or even the appropriate council department. 3.1 Ensuring that I
Unit Title: Sector unit number Level: Credit value: Guided learning hours: Unit Reference Number: Support individuals at the end of life HSC 3048 3 7 53 T/601/9495 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 support end of life care. Learning Outcomes The Learner will: 1 Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life Assessment Criteria The Learner can: 1.1 Outline legal requirements and agreed ways of working designed to protect the rights of individuals in end of life care 1.2 Explain how legislation designed to protect the rights of individuals in end of life care applies to own job role Legislation and agreed ways of working will include policies and procedures where these apply, and may relate to: • equality, diversity and discrimination • data protection, recording, reporting, confidentiality and sharing information • the making of wills and living wills • dealing with personal property of deceased people • removal of medical equipment from deceased people • visitors • safeguarding of vulnerable adults An individual is the person requiring end of life care Key people may include: • Family members • Friends • Others who are important to the well-being of the individual Exemplification 2 Understand factors affecting end of life care 2.1 Outline key points of theories about the emotional and psychological processes that individuals and key people may experience with the approach of death 2.2 Explain how the beliefs, religion and culture of individuals and key people influence end of life care © OCR 2010 1 Learning Outcomes Assessment Criteria 2.3 Explain why key people may have a distinctive role in an individual’s end of life care 2.4 Explain why
Working Assignment for BTEC Level 3 Certificate in Preparing to Work in Adult Social Care Unit 13: Principles for Implementing Duty of Care in Health, social care or Children’s and Young People’s setting Level 3 Diploma in Health and Social Care (For adults) in England (QCF) Unit 4: Principles for Implementing Duty of Care in Health, social care or Children’s and Young People’s setting Learner Name: Suzy Osbaldeston Assessor: Date: Explain what it means to have a duty of care in your work role and how your duty of care can contribute to the safeguarding or protection of individuals (BTEC L3 U13 1.1, 1.2 QCF L3 U4 1.1, 1.2) A duty of care is putting the needs and interests of the service user before anything else and to safeguard them and protect them from any risks. The service user must also be treated with respect and be able to maintain their dignity and independence. If the service user appears to be having difficulties with another carer or their family it is in your duty of care to report these issues. Codes of Practice are in place to enable a care worker to assess their duty of care. These guidelines are in place to show how you are expected to behave.