3. work with the individual and others to plan for the move 4. support the individual to express their feelings about the move and any concerns they may have 5. demonstrate strategies to address concerns. Outcome 3 Be able to support individuals to settle into new home environments The learner can: 1. support the individual to familiarise themselves with the new environment and living arrangements 2. support the individual to explore opportunities to: • maintain existing social networks and/or • create new social networks 3. support the individual to adjust to living with new people or to living
Outcome 3 - Be able to work with individuals to secure additional services and facilities to enable them to live at home 1. Support the individual and others to access and understand information about resources, services and facilities available to support the individual to live at home. 2. Work with the individual and others to select resources, facilities and services that will meet the individual’s needs and minimise risks. 3.
1.3. Explain how standards inform reflective practice in adult social care? Standards i.e. the code of practise explain the way that we should be working, you can use them to think about the way you work and compare them to your own work and decide if you need to make any improvements. They enable us to gain professional development and provide a way to identify good practices.
Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment. 242 Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) Unit 4222-320 Support individuals to live at home (HSC 3022) Assessment Criteria Outcome 1 The learner can: 1. describe how being supported to live at home can benefit an individual 2. compare the roles of people and agencies who may be needed to support an individual to live at home 3. explain the importance of providing information about benefits, allowances and financial planning which could support individuals to live at home 4. explain how risk management
should produce a new hire procedural manual with checklist to be marked and dated after completion of each item. This procedural manual should have all the details and guidelines that the new hire/trainee needs to complete prior to new hire/trainee orientation. ABC, Inc. also needs to have an on-the-job training program that provides new hires/trainees to develop their skills under the direction of an experienced department employee mentor. I believe that the human resources department should be involved when a new hire or trainee has accepted the job offer. After the human resource department is aware of the new hire or trainee accepting the job offer, the human resources department will be able to start the background check, and verify the candidate is knowledgeable making sure the applicant is qualified for the position desired.
This is usually as a result of the client needing to gain more from their sessions rather than continually going over the same issues. Failure to recognise any of these issues can lead to a breakdown in the communicating process and often set the client back to where they started. The client needs to feel valued and listened to. To miss the signs being sent could have major effects on the client. Should a session stop proceeding forward and the client become silent, this would be a good place to find out exactly how they are feeling, and
5.5.a Usually, if someone feels uncomfortable they will move about until they find a more comfortable position. Individuals with limited movement or mobility might not be able to do this. I should make sure that you recognise if they need support to feel more at ease. 5.5.b I should ask individual if everything is all right, listen carefully. Apart from the individual telling me that they are in pain or discomfort, there are also non-verbal signs.
How caregivers respond to the tension of the bipolar relationship is an individual decision based on personality, expectations of the relationship, and self assessment. When people with bipolar have support from family and friends, they tend to recover quicker, have milder symptoms, and experience fewer manic and depressive episodes. Unfortunately, many caregivers have difficulty providing this much needed support because they are not sure how to cope with themselves. And let’s face it- not being able to cope also interferes with the caregivers ability to lead a normal, happy life as
The staff will be given information Re: training sessions and the plan to ensure staff are aware and prepared for the changes to come. Having leadership established in the initialization of the change will provide support for the desired transformation. The final phase is refreezing. The affected staff will have many opportunities for their own input about the application’s performance and if they attained adequate preparation to achieve the execution phase of eMAR. Refreezing is the process of including new policies and procedures to develop into a component of the agenda of the organization.
This would be best covered within the second half of the course of study as they should have become familiar with using the action plan and reflecting on own progress. M2 requires learners to analyse the importance of attaining targets they have set themselves within their action plan. Learners should discuss how working towards the targets identified within their action plan has impacted positively on their performance/ development, or perhaps identify where the targets were unachievable and required changing to ensure progression. D1 requires learners to evaluate the changes made in response to ongoing reflection, giving thought to how the targets and goals have had a positive impact on personal development and considering reasons why, when changes have not impacted positively; therefore this information could follow on from learners’ evidence when completing M2. This assignment should be added to the learners PDP’s.