Provide Support for Journeys Aspects and factors to consider when planning journeys may relate to the individual, the journey itself, and health and safety. To provide effective support for an individual on a journey I begin by considering their specific needs, how the journey is going to develop, the outcome of the journey, and any health and safety factors that may be relevant to the journey. Possible risks that may develop whilst on a journey include; accidents involving the individual or others, illness, large crowds, adverse weather and vehicle breakdown. There are various ways to minimise possible risks, these include carrying a first aid kit, a mobile phone and pre planning. In addition, for each individual I will consider, medication needs, toileting requirements suitable footwear and clothing and also bus pass or money necessary to complete the journey successfully and as independently as possible.
3.2 Describe ways to deal with unforeseen problems that may occur during a journey Ways to minimise these include taking first aid kits with you, keeping track of significant landmarks and taking mobile phones and/or being aware of payphone locations, as well as pre-planning the journey. Some communication technology that can support planning and making journeys safely include the use of maps and computers to plan journeys and bus timetables. 4.1 Describe what factors should be considered when reviewing support for the journey Factors that should be considered when reviewing support for the journey include Service User disability, public transport networks, time restrictions and organisational/legal policies that need to be adhered
The car could break down. There are several ways to minimise the risks of these happening, we could take medication and pain killers or anti car sickness tablets. Take a map or a satellite navigational system. Look out for certain landmarks to remember your way. Actually going on the journey a day or so before if it’s close by would be a good idea to ensure you know where to go and of any risks.
Title: | 374 Promote active support | Level: | 3 | Credit Value: | 5 | GLH | 36 | Learning Outcomes The learner will; | Assessment CriteriaThe learner can; | 1. Understand how active support translates values into person-centred practical action with an individual | 1.1 Compare the characteristics associated with active support and the hotel model in relation to an individual’s support 1.2 Identify practical changes that could be made within a service setting to: a) promote an individual’s independence b) support informed choices c) improve quality of life | 2. Be able to interact positively with individuals to promote participation | 2.1 Assess the levels of help an individual would need to participate in a range of new activities 2.2 Use task analysis to break a range of new activities into manageable steps for an individual2.3 Evaluate different ways of positively reinforcing an individual’s participation in a range of new activities 2.4 Demonstrate positive interaction with an individual to promote successful participation in a range of new activities | 3. Be able to develop and implement person-centred daily plans to promote participation | 4.1 Develop daily plans with the individual and others to ensure a valued range of activities for an individual are available throughout the day, avoiding lengthy periods of disengagement 4.2 Support the implementation of daily plans that promote an individual’s participation in a range of activities3.3 Review and revise an individual’s daily plan with the individual and others to increase the opportunities for participation | 4. Be able to use person-centred records to evaluate an individual’s participation in activities | 5.3 Develop a person-centred record to monitor an individual’s participation in activities4.2 Review an individual’s participation in
Provide support for journeys (HSC 2008) Emma Understand factors to consider when planning support for journeys 1.1 Describe different aspects and factors to consider when planning a journey Factors to consider when planning journeys are anything that the service user may need. You need to look into how the journey is going to progress. There may be delays or diverts on the bus, the underground may have delays or the trains may break down 1.2 Describe different risks that may arise and ways to minimise these Using bus timetables, TFL websites, computers and maps to plan journeys. 1.3 Describe different types of communication technology that can support planning and making journeys safely Be able to Support individuals to plan journeys 2.1 Agree with the individual the level and type of support needed for planning and making a Journey I can agree with the service user, the level and Type of support needed by listening to what the service user wants and providing information on various travel routes, whilst supporting them with there journey 2.2 Support the individual to research a journey that they wish to make You could help the individual do this by using the Internet TFL, telephone and underground maps. 2.3 Support the individual to develop a plan for a journey that promotes active participation and reflects agreed ways of working Getting the service user to plan there journey they wish to take also making it clear to them any organisational policies that might have to be taken into consideration Be able to support individuals when making journeys 3.1 Support the individual in line with the journey plan I would support the individual with journey planning by helping them relies and take into consideration any diverts that may occur or any connected routed that they night need to take on there journey.
Case Study 2 Civ) a range of approaches to help indivual make informed choices can be creating flash cards and other communication aids to help a person to understand the questions t is all about furnishing them with all the facts so they can make an informed choice. Cv) Different ways to help an indivual challenge decisions made by others such as medical practitioners, social workers and family members is to knowing key working skills, ensuring the service user understands letters or appointments accompanying them to appointments where you have gained permission to do so.Also to stand your ground for those less assertive due to age/learning disability or infirmity. Always make things clear as you go along to make sure you don’t confuse or mislead anyone and always respect their wishes in their best interest. Cvi) Possible consequences if the person views of others such as medical practitioners, social workers and family members are allowed to influence the choices
Elements of competence |HSC215.1 |Support individuals to keep mobile | |HSC215.2 |Observe any changes in the individual’s mobility and provide feedback to the appropriate people | About this Unit For this Unit you need to support individuals to keep mobile, observe any changes in their mobility and provide feedback on any changes. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Communicate using the individual’s preferred spoken language, the use of signs, symbols, pictures, writing, objects of reference, communication passports; other non verbal forms of communication; human and technological aids to communication.
My contribution is To facilitate the plan with my training and experience in this To be a member of the planning and meeting process To contribute to the actions that result from the plan Support the person or the family to lead on the individual’s own plan My role is to spend time with the focus person reading the plan and increasing my understanding of the person through the plan as the focus person will have experience of working with the individual and will know them well. For example, before starting a shift and going for an outside activity with a new service user I read their personal care-plan and learn what they like to do or what they
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,
one have to agree with the client, the level and type of support needed by listening to what the client wants and providing information on the various travel routes, whilst supporting them in the use of various items by explaining the uses of those items. I would support the individual to develop a plan that promotes active participation by getting the client to plan any journeys that they wish to make and also making clear to them any organisational policies, risks involved in the journey etc that they may have to take into consideration. I would support the individual in line with the journey plan by helping them realise to take into consideration any connections of buses, trams etc that would have to be made during the journey as well as helping them impose on their journey any time restrictions that they may have to adhere to. I would also describe any alternative travel options available to them if the one they have is brought to a standstill due to public transport etc not being available to them. Factors that should be considered when reviewing support for the journey include client disability,