When set an assessment task you will have to decide what the requirements are so that your work is successful. You need to make sure that you: * Analyse what is required * Check out the main task words that state what you are asked to do. For example, ‘analyse, evaluate’. * Checking out what the content word actually mean. For example, is the information you need to get required about all ages development or focusing on a particular age.
NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 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.
Define the “age stratification theory”, and discuss the relevance of this theory to the older person. The age stratification theory is the underlying scheme that groups people into social categories; ranking people based of age, wealth, gender and race. Age stratification, which is based on the social status of a person, is a major source of inequalities and differences between age groups and consequently may lead to ageism. (GCIT, 2012a) 3. Define the “activity theory”, and discuss the relevance of this theory to the older person.
Psychodynamic is the next theory that fits as well. This is associated more with childhood experiences and the unconscious mind of the individual. According to Grove (1994), “But are persons really responsible for their actions in the sense that they (1) assess the possible alternative courses of action available to them, (2) choose a particular course, and (3) construct a complex set of acts to achieve intended results” (p. 74). Our laws, our religions, and our emotional responses are established on the principles that these are factual intentions. When the events of others have an effect on our lives, and we recognize their reactions to be determined entirely by power beyond their limitations, there is then no cause for feelings of either anger or gratitude (Grove,
Beyond that I would take the cognitive approach, specifically Albert Ellis’ Rational-Emotive Theory. I find it fascinating and clarifying to think that a person’s point of view or rationale regarding a situation decides how a situation affects them psychologically. I believe in parts of the psychoanalytic approach, as well. Specifically, I believe that a person’s childhood has a lot to do with why they think the way they do. I think that I would probably let a client say all they needed to say about their childhood then after that not let it take over the conversations further.
Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
Objectives of the Report * Outline Ageism and why it will become more prevalent | * Establish a definition of Ageism and Age discrimination | * Describe various legislative measures in Ireland and the UK surrounding Age discrimination | * Critique the world of perception and its role in shaping our attitudes toward older workers | * Take a look at a case study insight | * Outline the consequence of Ageism for Human Resource management in organisations | * Conclusions to my research | Question: Is Ageism prevalent in modern business cultures and if so what an impact is it having upon management practices of HRM? “Discrimination due to age is one of the great tragedies of modern life. The desire to work and be useful is what makes life worth living, and to be told your efforts are not needed because you are the wrong age is a crime”- Johnny Ball `Frail, decrepit and feeble are often words used to describe older people and in a modern age where many seem to be preoccupied with youthful exuberance and reinventing themselves, the older people are fast becoming a neglected part of our society. Age discrimination or Ageism has reared its ugly head in many organisations and in recessionary times it seems that the issue will become more prevalent in labour markets across the globe. The fact is that between 2005 and 2050, half of the increase in the world population will be accounted for by a rise in the population aged 60 years or over.
The life course perspective emphasizes the importance of time, social context, and process in both theory and analysis by taking into account historical events and changes as well as individual lives. The two central concepts in the life course perspective are trajectories and transitions. Trajectories are the long-term patterns and sequences in an individual's life. These are pathways such as marriage, parenthood, careers, and criminal or non-criminal behaviors. Transitions, on the other hand, occur within trajectories and are single events that are often age-graded, such as changes in societal roles or status.
Daisy King-Barbour CST 229 February 27, 2011 Short Paper 1 Journal Thursday, February 24, 2011 8:30 a.m. I open my eyes and thank the Lord for allowing me to see another day. I enjoy listening to all the sounds around me. I check on my mother, children, seventeen grandchildren and eighteen great grandchildren. (Christianity and Parent Identity) 9:30 a.m. Thursday’s are laundry day for washing and changing bed linens.
74-110. San Francisco, CA: Jossey-Bass, 2000. http://gseweb.harvard.edu/~ncsall/ann_rev/vol1_3.html Herring, M. "Focus Groups for Young Adults." Unpublished paper prepared for Youth Cultural Competence. Kansas City, MO: Metropolitan Alliance for Adult Learning, March 2001. Malcolmson, J. D. "What Works in Youth Literacy and Why?