Unit 4222-307 Promote good practice in handling information in health and social care settings (HSC 038) Level: Credit value: UAN: 3 2 J/601/9470 Unit aim This unit is aimed at those working in a wide range of settings. It covers the knowledge and skills needed to implement and promote good practice in recording, sharing, storing and accessing information. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand requirements for handling information in health and social care settings 2.
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.
* Analysing reports from an external social psychologists. * Working with CAHMS (child and adolescent mental health services) for on-going assessments and plans. * Through carrying out observations and assessments. * Through talking with the young person (and possibly the YPS family) and carrying out consultation reports. 1.3 Explain the importance of working with others to assess the needs of children and young people to inform planning It is important that children and young people have a variety of agencies or practitioners working alongside them, this will allow for the most appropriate skills to be
The intention of this assignment is to explore the roles and responsibilities of professional agencies working with children and their families. In this assignment police, health care, and teaching services will be looked at. In addition to this, this assignment will look at possible dilemmas faced by professional services that work with children and families, and how the Every Child Matters agenda has influenced service provision today. Every Child Matters is defined as; a policy strategy which is a shared programme of change
Diverse groups of individuals can work well together, forming a strong team and how communication amongst professionals when forming a multi-disciplinary team ensures that the best care and development is available for the children involved. The Common Assessment Framework (CAF) explains how professionals working together should share a common goal for children and their families enabling access to appropriate facilities and services. Self awareness and self concept assures we are informed and sensitive about our intra-personal skills and inter-personal skills enabling interaction with others making it possible as a practitioner to perceive and recognise the needs of others, potentially making a difference to their life (Oliver and Pitt, 2011). Self-awareness requires us to take a critical look at ourselves and the organisation we belong too, therefore recognising our own strengths and weaknesses, enabling us to learn from others while developing and improving standards of positive relationships by using empathy, inter-personal and intra-personal skills. In early years settings it is likely there will be a range of experiences and qualifications as well as diversity amongst colleagues ensuring it is a strong team rather than leading to critism behind closed doors.
Expectations about own work role as expressed in relevant standards: standards relevant to own role eg national occupational standards for Children’s Care, Learning and Development eg role to support child or young person with special educational needs, expectations to meet standards eg Help to keep children safe, Promote children’s development. Support the needs of children and young people with additional requirements, Reflect on, develop and maintain your practice 2.1. Explain the importance of reflective practice in continuously improving the quality of service provided. The importance of reflective practice in continually improving the quality of service provided: aim to continually review progress to improve or change approaches, strategies, actions; benefits to children, young people, setting and individual of improved performance eg enables learning to take place and practice to improve, enables all relevant factors to be taken into account, provides clarity; identification of learning needs of individual undertaking reflection; Experiential Learning Cycle (Kolb) 2.2 demonstrate the ability to reflect on practice How to reflect on practice: regular reflection; focused; use a structured approach; appropriate way of
1.2 Define what is meant by restrictive interventions. Restrictive interventions are ways and methods that prevent an individual from carrying out a certain task. They are planned intervention based on risk assessment and care plan or emergency intervention based on judgement identification of risk. The intervention should be with robust areas of the body only and with clear justifications. 1.3 Explain when restrictive interventions may or may not be used.
2. Agency name | Role of agency | 1. Shropshire Safeguarding Children’s Board (SSCB) | A representative group of agencies involved in Safeguarding Children and Child Protection | 2. Working Together to Safeguard Children 2013 | This agency covers the legislative requirements and expectations on individual services to safeguard and promote the welfare of children | 3. Social services | This agency aims to create more effective organisations, making communities stronger, and promote equality and opportunity.
Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support. Learners will explore additional needs which may be experienced by individuals, considering the effects that their needs may have on their wellbeing, rights and access. Learner’ understanding of disability will be challenged through an introduction to the models of disability and the factors which contribute to barriers faced by individuals with additional needs. Legislation, frameworks and policies, which govern work in the health and social care sectors and support the rights of individuals with additional needs, will be introduced. The final part of the unit will enable learners to consider current practice, including a person-centred approach.
Regnum – 125112 Integrated Children’s Services Legislation and Policy A specific focus on safeguarding 15Fl200 November 2013 Contents Title page Page 1 Contents page Page 2 ICS Legislation and Policy – A specific focus on safe-guarding Pages 3 - 11 References * Websites Page 12 * Books Page 13 * Reports Page 14 List of Appendices Page 15 Aims and objectives My aim is to study legislation and policy surrounding safeguarding and evaluate the impact this has on people working within Integrated Children’s Services and the families it is designed to protect. I will reference this to documents I have read such as:- * Early Years Foundation Stage (2012) - EYFS * Working Together to Safeguard Children (2013) - WTSC * Daniel Pelka Serious Case Review (2013) * The Munro Review of Child Protection: Final Report (2011) I will evaluate why child protection problems still recur and recommend changes to my workplace practice, which could prevent these happening again in the future. Introduction My role in Children’s Services I work within the Early Years and Childcare sector of Children’s Services. My role is to train and advise Childcare practitioners on how to meet the requirements of EYFS (2012). EYFS safeguarding and welfare requirements are ‘designed to help providers create high quality settings where they take all necessary steps to keep children safe’ EYFS (2012:13).