651.1.1 - write an assignment describing your work setting's appraisal policy and procedure, and looking at how this policy links in with the NHS Framework. Cambridgeshire Community Services Appraisal Policy and Procedures – To provide a clear policy, procedure and documentation for staff to use when completing performance appraisals. To ensure staff are motivated in reaching trust objectives and their individual objectives. Identifying learning and developmental needs of staff. It allows staff to contribute towards service and organisational development and provides them with opportunities for staff to develop to their full potential.
PWSC22 PRINCIPLES OF PERSONAL DEVELOPMENT IN ADULT SOCIAL CARE SETTINGS. OUTCOME 1 1. Standards that influence the way that adult social care job roles are carried out are codes of practice, minimum standards, regulations and national occupational standards. Codes of practice. These include Codes of practice for social care workers and employers.
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.
On the other hand, if a psychologist would take a behavioral approach, which focuses on behavioral responses, followed by enjoyable consequences being enforced or strengthened. He might believe that Jake has not done well on his first exam and has not received the positive consequence of success, which made him feel anxious instead of happy. He would probably tell Jake to study and then take practice tests until he succeeds in all of the possible questions, so studying will bring about success and favorable consequences, reinforcing good study habits. Another psychologist who takes a cognitive approach, which focuses on how people remember, store, and use information, might suggest that Jake’s study habits need to be reevaluated. Jake may need to take a different approach to studying in order to remember and apply information learned correctly.
To label someone is to attach a meaning or definition to them. Studies show that teachers often attach labels to pupils regardless of their ability or attitude, but instead based on stereotyped assumptions about their class background, labelling working-class pupils negatively and middle-class pupils positively. Howard Becker carried out an important study on labelling and found that teachers judged pupils according to how closely they fitted an image of the ‘ideal pupil’. We can see how the process of labelling can affect pupils by looking at Aaron Cicourel and Johm Kitsuse’s study of educational councillors. The study found that the counsellor judged pupils largely on their social class; this therefore put them at a disadvantage as middle-class students were placed on higher level courses.
Unit 201 Understand employment responsibilities and rights in health, social care or children and young people’s settings 2 3 R/602/2954 Level: Credit value: UAN number: Unit aim This unit is aimed at those working in a wide range of settings in the health, social care or children and young people’s sector. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 2. Understand agreed ways of working that protect own relationship with employer 3.
4 What are the potential job roles for those working towards these qualifications? 4 What progression opportunities are available to learners who achieve these qualifications? 4 What is the qualification structure for the Edexcel Level 2 Diploma in Health and Social Care (Adults) for England 5 What is the qualification structure for the
Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage in more desirable alternative behaviors.”(Kizlik, 2012). I believe that I have a more to learn about classroom management and policy, especially dealing with punishment and consequences. The use of praise in my classroom management style might be good. In the use and way I praise students matched the use of best practices of more seasoned professionals. I have linked praised with student performance and instruction.
Analyse the principles, scope and purpose of professional supervision. Outline the theories and models of professional supervision. 511/LM2c 1.1 1.2 . Professional supervision is where a worker is given responsibility by the organisation to work with another worker in order to meet certain organisational, personal and professional objectives. Before you do supervision with an individual for the first time, I come up with a supervision agreement with the individual so that we are both aware of what is expected from each other during supervision.
* Based on the best evidence, consider the implications of failing a student * Critically reflect on the consequences of “Failing to Fail” Demonstrate recordable evidence of mentorship update which is relevant to remain on the mentor register database Identifying the Underachieving Student: Most students successfully achieve their learning outcomes on placement. However, some students do not perform at the expected level and evidence suggests that mentors find this one of the most challenging aspects of the mentoring role Duffy and Hardicre (2007). Many contributing factors can influence how to deal effectively with this aspect of the mentor’s role such as: * Uncertainty about expected levels of competence. * Allowing a settling in period * Time constraints * Conflicting shift patterns * Lack of confidence in dealing with the issue * Lack of support for the mentor. Mentors often have an instinctive feeling early on in the placement about a student performance but may have difficulty in articulating or describing what is often a vague concern.