Unit 4222-205 Principles of safeguarding and protection in health and social care (HSC 024) Level: Credit value: UAN: 2 3 A/601/8574 Unit aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning outcomes There are five learning outcomes to this unit.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
All States regulate the practice of physical therapy. The eligibility requirements vary from state to state. Typical requirements for physical therapists include graduation from an accredited physical therapy education program; passing the National Physical Therapy Examination; and fulfilling State requirements such as jurisprudence exams. A number of States require continuing education as a condition of maintaining licensure. To maintain this career you must keep up on all the new things, because in the medical field there are more and more discoveries every
A Psychiatrist is someone who may diagnose and support young children with mental health problems and will work along staff to support the individual child. Sometimes a physiotherapist may be involved if the child has difficulty controlling their movements e.g. a child with cerebral palsy. All of these help with the child’s development supporting both parents and children also at the pre-school and at
Name …………………………………………………………………. Unit HSC: 024 Principles of safeguarding and protection in health and social care Unit Title: Principles of safeguarding and protection in health and social care Unit sector reference: HSC 024 Level: 2 Credit value: 3 Guided learning hours: 26 Unit accreditation number: A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged.
Services tend to be bespoke, meeting the individual family need. In addition to these services the following is also delivered from the Centre - Parentcraft, ante-natal and post-natal support, nurture groups, attachment and bonding support and breast feeding support, a variety of training courses for parents through the Adult Learning Alliance and other partners. Courses range from computer courses to learning to speak English and learning basic maths and English, the courses are provided in direct response to local need. The Childcare team works closely with speech and language therapists in order to promote early and effective identification and intervention of language development in children. The Centre has a cafe
Unit 204 Principles of safeguarding and protection in health and social care Level: Credit value: 2 3 NDAQ number: A/601/8574 Unit aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning outcomes There are five learning outcomes to this unit.
Case Study Reflective Supervision Report Cognitive Behavioural Therapy For An Individual With Early Onset Psychosis Word Count 2700 Introduction This assignment will focus on the interaction between clinical supervision and the use of Cognitive Behavioural Therapy (CBT) with a young person experiencing early onset psychosis. The study will demonstrate the knowledge and the critical application of theory to practice, analysing how the clinical supervision process informed and influenced my thinking, planning, interventions and evaluations of care. The names and any identifying information of those people included in this report have been changed in order to maintain confidentiality. The young person will be referred to as James. Psychological interventions for the management of psychotic symptoms have been available for over thirty years, though it is only since the 1990’s that recognition and acceptance of the value of these treatment approaches were acknowledged (Garety et al 2008).
Definitions Educational psychologist : An educational psychologist provides guidance and support to schools on a range of issues including special educational needs. They work with parents, carers and practitioners to identify and support the special educational needs of individual children both at home and school Speech therapist : Speech and language therapists play an important role in supporting schools to meet the needs of children with SLCN and in supporting good practice across universal, targeted and specialist approaches. They have a distinct role in assessing, planning, delivering and evaluating support for children and young people with a range of speech, language and communication needs. SLTs play a key role in diagnosis of children with different speech, language and communication needs.
Child Care and Education Unit 7 play and learning in children’s education Salma Sohail E1) Collate evidence which describes the role of the practitioner in meeting children’s learning needs The adult plays and important part role in providing children with the environment and resources to develop their skills through play. The role of the practitioner is to provide challenging opportunities and guidance as appropriate. Making sure that the children’s needs are met plays a vital role in the development stages of a child, therefore practitioners should ensure that child centred approach is taken when dealing with children in order to achieve the best results. Practitioners could involve other people apart from themselves for example work