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.
3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Level: Credit value: UAN: 2 2 R/601/5471 Unit 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 equality, diversity and inclusion which are fundamental to such roles. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the importance of equality and inclusion 2.
Introduction The purpose of this essay is to look at what benefits will be had on mental health services if they are culturally competent, the text will discuss what is meant by cultural competence and how this can impact on mental health services. There will be a discussion as to how the model of cultural competence fits into the holistic model of mental health and will look at wether developing cultural competence could improve mental health services, and the text will conclude with a brief discussion of what the future may require in order to develop culturally competent mental health services. In order to make a case for culturally competent mental health services it is first necessary to discuss what is meant by the term cultural competence,
This stage is to help the counselor to identify how the client is functioning socially, academically, occupationally, and behaviorally since the crisis. This stage also helps the both the counselor and client to explore meanings, cognitions, and perceptions. Helps identify distress (emotional distress), ethical concerns such as suicide/homicide assessment, and organic or other medical concerns. Also the uses of therapeutic interactions of educational comments, empowerment statements, support statements, and positive reframes. Using the Cognitive Tree, in Figure 5.1 on p. 80, in your own words, how will you identify the precipitating event, recognize the meaning or perception of the event from the client’s perspective, and identify the distress and other impairments in such a way
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
1009). This indicates the complexity in managing bipolar disorder. Studies also show that psychotherapy is necessary to supplement and optimize the effects of medication (Steinkuller and Rheineck 338). Cognitive behavioral therapy helps patients manage the disorder by replacing negative behaviors with positive ones. 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).
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.
It takes into account not only the physical health of the patient, but also the patient’s perception of self and his or her ability to function in the community. The psychosocial assessment is used to create a comprehensive picture in order to map out treatment and nursing goals and to have accurate data on the patient’s psychosocial and mental status. Usually it takes the form of a series of questions asked by the health care professionals. Examination of Mental Status Objectives: 1) Define: Mental Status ,Orientation, Level of Consciousness, Memory, Lethargic, Stuporous, Comatose, Glasgow Coma Scale, Stressors, and Abstract Reasoning. 2) State the purpose for evaluating mental status.
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.