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.
• Codes of Practice are: Codes of Practice for Social Care Workers and Employers; General Social Care Council; Standards of conduct; Standards of Conduct Performance & Ethics: Health Professionals Council • National Occupational Standards: Health and Social Care; Children's Care Learning and Development 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills. Reflecting on activities from work and also other places is a great way to develop the things that you know, and also discover what you don’t know, allowing you to set your mind on ways to develop your knowledge and fill in any gaps in your knowledge. Learning to properly reflect on what has happened is in the past is one of the most valuable personal skills, and it’s a way that an individual can develop themselves without the need for textbooks and training, merely learning not to repeat mistakes you’ve made, and recognizing actions as mistakes in the first place goes a long way to making a person more efficient at their job role. It’s important to access the skills you have, and also the skills you lack to know where improvement is needed, and knowing exactly what you want to learn is useful in reducing the time necessary in producing a new skill. Along with having knowledge and skills,
A person’s values will include their individuality, rights, choices, privacy, independence, dignity and respect. 1.3 Eplain how person-centred values should influence all aspects of social care work. Health and social care should be based on person-centred values, and should be individualised as this is a requirement by law (Human Rights Act 1998, Health and Social care Act 2012, Codes of practice for Social Care Workers, etc). 2. Understand how to implement a person-centred approach in an adult social care setting.
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
Understand Unit 14 person-centred approaches in adult social care settings This unit draws together themes from many other modules, including the ideas of communication, equality, safety, duty of care, personal development and the role of the health and social care worker. The idea and process of person-centred care is central to providing excellent health and social care. This unit examines person-centred values, the reasons why these influence all aspects of care, and some of the theories that have guided society’s understanding of human needs, motivation and fulfilment. The idea of person-centred support as a fundamental principle of adult social care is explored in the context of individuals with a variety of conditions and needs. On completion of this unit you should: understand person-centred approaches in adult social care understand how to implement a person-centred approach in an adult social care setting understand the importance of establishing consent when providing care or support understand how to implement and promote active participation understand how to support an individual’s right to make choices understand how to promote an individual’s well-being understand the role of risk assessment in enabling a personcentred approach Understand person-centred approaches in adult social care settings 105 [1255] ASC Level 3.indd 105 8/24/12 11:17 AM thin Preparing to work in adult social care | Level 3 k ut abo You or those close to you may have received services in the past – perhaps in a health and social care setting, or from other services such as education, the police, a job centre, a housing association etc.
Standards can be used in numerous different ways in which to help a social care worker reflect on their practice. It helps them work on par with one another and to standardise the service in which they are giving out to the public. HOW REFLECTING PRACTICE CONTRIBUTES TO IMPROVING THE QUALITY OF SERVICE PROVISION. Reflective Practice contributes to improving the quality of service provision by health professionals looking back over there work to see where they are going wrong and the things in which they are doing right and should focus upon to do better. Reflective Practice helps a person to do their work better.
CU2623 Implement Person Centred Approaches in Health and Social Care Aims 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. Credit Level 5 2 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 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. 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 action 3.3 Explain what steps to take if consent cannot be readily established 4.
Extended National Diploma in Health and Social Care Unit 9 Values and Planning in Social Care This assignment is designed to meet Learning outcomes: 1 Understand principles and values which underpin the planning of support for individuals | 2 Know processes involved in planning support for individuals | 3 Understand legislation, policies and codes of practice related to the planning of support for individuals | 4 Understand ethical principles in relation to providing support for individual | Grade | Grading Criteria | Pass | P1 Explain how the application of relevant principles and values will enable holistic support for individuals who use social care services (IE1:CT1:CT2)P2 Identify the processes and assessment tools involved in planning support for individuals with different needs who use social services (IE4:CT5: CT2)P3 Explain how one piece of legislation, one policy and one code of practice could be applied to planning support for individuals. (IE5:CT5)P4 Explain how to incorporate ethical principles into the provision of support for individuals. (IE6 :CT1:CT2)P5 Explain why an ethical approach may provide workers with dilemmas. (CT1 :CT5) | Merit | M1 Review the benefit to individuals and professional staff of taking a holistic approach to planning support M2 Describe how three key professionals could be involved in planning support for individualsM3 Justify how an ethical approach to providing support would benefit the individuals | Distinction | D1 Analyse reasons for working with professionals from more than one agency when planning support for individualsD2 Assess potential issues which could arise from the involvement of several professionals in the planning of support for individuals | Hand out date: Wednesday 3rd June Hand in date: Wednesday 10th June Tutor: Sarah Hodson As a senior social worker