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. On completion of this unit learners will have considered the psychological approach to studying health and social care. The unit encourages reflection, and will be valuable to those learners intending to work with people in a caring capacity. It will also be useful to learners who intend to progress to study at a higher level. The psychological approach is embedded in several other units in the programme and is extended, in particular, in Unit 29: Applied Psychological Perspectives for Health and Social Care, and Unit 30: Health Psychology.
This essay will focus on inter-professional working in health and social care delivery. The history of inter-professional working will be explored. The nature and types of evidence underpinning inter-professional working focusing on the practice area of protection of vulnerable adults will be discussed. The range of factors that promote and create barriers to inter-professional working will be discussed. The implications of this essay will be discussed in relation to my future practice as a qualified Social Worker as a member of an inter-professional team.
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
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.
It may make you consider new approaches or make you consider learning more or beginning new courses in relevant subjects. You can use reflective practice to improve the quality of the service you provide by thinking about a task you previously completed and asking yourself: What could have been done better? & how will I do that task next time? 1.3 Explain how standards inform reflective practice in adult social care Standards i.e. the code of practise explain the way that we should be working, you can use them to think about the way you work and compare them to your own work and decide if you need to make any improvements.
3. Be able to evaluate own performance Use of feedback to evaluate own performance and inform development: feedback from others can develop own knowledge, skills and understanding and may include: identifying areas for improvement, increasing my capacity for problem solving, helping me to understand others` perspectives. 4. Be able to agree a personal development plan Sources of support: formal, informal, supervision, appraisal, within the organisation, beyond organisation Work with others to review and prioritise own learning: individual,
Unit H6015474: Introduction to Duty of Care in Health, Social Care or Children’s and Young People’s Settings. Credit Value: 1 this unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning Outcome 1: Understand the implications of duty of care Assessment Criteria 1.1. Define the term ‘duty of care’ 1.2. Describe how the duty of care affects own work role Learning Outcome 2: Understand support available for addressing dilemmas that may arise about duty of care Assessment Criteria 2.1.
Education is important with this form of treatment so clients can recognize how different factors affect the course of the disease and what they can do to manage these factors (Steinkuller and Rheineck 342). Family therapy is also a means of treatment where family members as well as the client see a mental health provider to find solutions and ways to deal with the disorder. Family involvement provides structure and could increase adherence to treatment leading to delays or reductions in relapses (Steinkuller and Rheineck 342). Interpersonal and social rhythm therapy involves stabilizing social and circadian rhythms based on the hypotheses that unstable daily routines result in increased bipolar episodes in individuals prone to them (Steinkuller and Rheineck 349). Social rhythm therapy recognizes the need for regular sleep/wake cycles, regulation of meals, exercise, sleep and plans for keeping rhythms stable when disruptions occur.
ESSAY HND/C HEALTH AND SOCIAL CARE – YEAR1 UNDERSTANDING SPECIFIC NEEDS INTRODUCTION In this Essay, I am going to talk about individuals with learning difficulties. The aims and objectives of the assignment are as followed: * To define, percept and analyse the challenging behaviours of people with disabilities * Talk about some of their methods of working – * I will state the organisational implications such as its legal, professional standards and codes of practice * When writing my conclusion, I will include all references and bibliography that I will used when researching. What is learning disabilities? A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those
And record it for them to sign. explain how using an individual’s care plan contributes to working in a centred way (1.2) using an individuals care plan will ensure that the persons own needs and wishes are being met. By using their care plan. You can build on what they want and see when there are gaps that need to be addressed. describe how identity, self image and self esteem are linked (6.1) self image and self esteem are very strong examples.