Describe ways in which discrimination may be challenged in adult social care settings to promote change. (2.2.3) 7. Identify sources of information, advice and support about diversity, equality, inclusion and discrimination (3.3.1) 8. Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination (3.3.2) Once you have completed, your Learning Advisor will be able to cross reference all the knowledge into UNIT 4222-203 of the
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.
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
Alternatively, centre documentation should be used to record this information. N025514 – Specification – Edexcel Level 3 Diploma in Health and Social Care (Adults) for England (QCF) and Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) – Issue 2 – February 2011 © Edexcel Limited 2011 333 Learning outcomes and assessment criteria Assessment criteria 1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 Describe how pain and discomfort may affect an individual’s wellbeing and communication Encourage an individual to express feelings of discomfort or pain Encourage an individual to use self-help methods of pain control Assist an individual to be positioned safely and comfortably Carry out agreed measures to alleviate pain and discomfort Carry out required monitoring activities relating to
Unit 302 Principles of Personal Development in Adult Social Care Settings Unit 302 Principles of personal development in adult social care settings Outcome 1: Understand how to reflect on practise in adult social care 1.1 Explain what reflective practice is Reflective practice is a process to help evaluate your work. It provides opportunities to learn from your experience and develop your working practice. It is both a tool to help you analyse specific interactions or incidents that have occurred at work, as well as a method of working in the moment that is mindful and self-aware. 1.2 Explain the importance of reflective practice in continuously improving the quality of service provided Reflecting on your practise is important as it can help you to focus on what you have done well and identify areas you may need to improve I.e. It may make you consider new approaches or make you consider learning more or beginning new courses in relevant subjects.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Understand person-centred approaches in adult social care settings PWCS 26 2 4 34 31/07/2015 J/602/3180 Unit purpose and aim This unit introduces the concept of person-centred support as a fundamental principle of social care. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: 1 Understand personcentred approaches for care and support Assessment Criteria The learner can: 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person-centred values Exemplification Person-centred values include: Individuality Rights Choice Privacy Independence Dignity Respect Partnership It is important to work in these ways eg: to meet the needs of the individual to provide the best possible quality care service to ensure a good quality of life of the individual to treat the individual as you would want to be treated © OCR 2010 1 Learning Outcomes The learner will: 2 Understand how to implement a personcentred approach in an adult social care setting Assessment Criteria The learner can: 2.1 Describe how to find out the history, preferences, wishes and needs of an individual 2.2 Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support 2.3 Explain how using an individual’s care plan contributes to working in a person-centred way Exemplification An Individual is someone requiring care or support Sources of information to find out the wishes and needs of an individual include asking: the individual family friends other carers other professionals i.e. GP, social worker, nurse referring to documents i.e. care plans,
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.
L3 HSC Technical Certificate unit worksheet Unit 302 - Principles of personal development in adult social care settings The numbers in the bracket after each question relate to the assessment criteria in the standards 1. Explain what reflective practice is (1.1.1) Reflective practice is when you look back over the things that you have done and consider how they went. You should think about what went well, what went not so well and how you could improve in the future. 2. Explain the importance of reflective practice in continuously improving the quality of service provided (1.1.2) Reflective practice is the capacity to reflect on action so as to engage in a process of continuous learning, it helps you to consider what you did,
CARE HEALTH AND SOC TH AND SOCIAL CARE H SOCIAL CARE HEALTH A CARE HEALTH AND SOC AND SOCIAL CARE HEA RE QUALIFICATIONS HE ALTH AND SOCIAL CARE EXEMPLAR SOCIAL CARE HEALTH A CANDIDATE WORK CARE HEALTH AND SOC TH AND SOCIAL CARE H UNIT DEM 201 DEMENTIA AWARENESS Unit DEM 201 2 Unit DEM 201 CONTENTS Introduction Unit Purpose Evidence for Learning Outcome 1 AC1.1 Commentary for Evidence for AC1.1 AC1.2 Commentary for Evidence for AC2.1 AC1.3 Commentary for Evidence for AC2.2 Evidence for Learning Outcome 2 AC2.1, 2.2 and 2.3 Commentary for Evidence for 2.1, 2.2 and 2.3 Evidence for Learning Outcome 3 AC 3.1 and 3.2 Commentary for Evidence for AC3.1 and 3.2 AC 3.3 Commentary for Evidence for AC3.3 AC 3.4 Commentary for Evidence for AC3.4 Evidence for Learning Outcome 4 AC 4.1 and 4.2 Commentary for Evidence for ACs 4.1 and 4.2 Summary of how exemplar evidence for DEM 201 meets the assessment requirements and assessment criteria Page 4 Page 5 Page 6 Page 6 Page 6 Page 7 Page 7 Page 8 Page 8 Page 9 Page 9 Page 9 Page 10 Page 10 Page 10 Page 11 Page 11 Page 12 Page 12 Page 13 Page 13 Page 13 Page 14 3 Unit DEM 201 INTRODUCTION OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria for the unit DEM 201, Dementia Awareness. This exemplar evidence should be considered alongside the unit requirements, the Learning Outcomes and Assessment Criteria. This content has been selected by the OCR Chief External Verifier for the Health and Social Care Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors contributed to the final outcome. The exemplar candidate evidence is intended to demonstrate how criteria have been met and are supported by a commentary. While the exemplars are intended to be useful in interpreting the specification’s Assessment