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
Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031) Level: 2 Credit value: 3 UAN: A/601/9546 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to contribute to supporting positive risk-taking to benefit individuals. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Know the importance of risk-taking in everyday life 2.
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.
1.1 Evaluate the extent to which the outcomes for a range of individuals conform to contemporary person-centred values and aims using the principles of the active support model. Using the active support model as an approach to supporting means people will be supported in a person centred way through inclusion in everyday activity and by allowing choice and control which conforms to the contemporary person centred values as it allows people to demonstrate their competence or their autonomy in activity through participation on their own terms. By trying activities a person will develop and learn new skills in physical, mental and social contexts. They will be in control of the activities as the person supporting them will be aware of their communications and respect their choices. As people learn they will gain knowledge and experience and with this a person develops confidence in their own abilities and will develop a sense of self worth and wellbeing.
Motivation Plan Deborah S. Glispie LDR/531 6/09/2014 Brandon Johnson Motivation Plan Motivation is a key factor necessary to maximize team productivity and efficiency. The success of a motivated team is dependent on how well individual team members are motivated and the blending of their personalities. The application of each team members DISC assessment provides management with reliable data that is necessary for creating, developing, and motivating a team. The DISC assessment evaluation of each member of Team B provides a structured platform to develop a motivational plan that will meet the demands necessary to manage different personality styles in the work environment. The motivation plan is specifically designed for the Employment Verification Division (EVD).
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
HSC 3020 Facilitate person centred assessment, planning, implementation and review |Title |HSC 3020 Facilitate person centred assessment, planning, implementation and review | |Level |3 | |Credit value |6 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | |1. Understand the principles of person centred |Explain the importance of a holistic approach to assessment and planning of care or | |assessment and care planning |support | | |Describe ways of supporting the individual to lead the assessment and planning process| | |Describe ways the assessment and planning process or documentation can be adapted to | | |maximise an individual’s ownership and control of it | |2. Be able to facilitate person centred assessment |Establish with the individual a partnership approach to the assessment process | | |Establish with the individual how the process should be carried out and who else | | |should be
Promote active support (LD 303) Outcome 1 Understand how active support translates values into person-centred practical action with an individual The learner can 1 compare the characteristics associated with active support and the hotel model in relation to an individual's support The characteristics of active support include drawing the person into their plan of care and really including them in decisions being made about this - person centred planning in other words. It means thinking about the person in a holistic way - so their previous history, spiritual needs, physical needs and family are considered - likes and dislikes. They are encouraged to get involved in activities within the home and promote or maintain their independence. The hotel model on the other hand, is just a 'new' word for institutional care - things done without real consent and for the convenience of the staff (like making people wait for pain relief because the medicine round isn't officially starting for another hour). The hotel model means that people have everything done for them which means they are losing their skills and ability to care for themselves.
Name: Andrew Nkala Unit Title: Provide active support Unit sector reference: LD 203 Level: 2 Credit value: 3 Guided learning hours: 27 Unit accreditation number: Y/601/7352 Unit purpose and aim The purpose of this unit is to provide the learner with knowledge, understanding and skills to provide active support to increase an individual’s participation in tasks and activities. It is aimed at those whose role includes providing direct support and assistance to individuals. 1 Understand how active support translates values into person-centred practical action with an Individual 1.1 Explain how the key characteristics of active support differ from the hotel model Active Support Characteristic | Hotel Model Characteristic | 1) Service Users participate in doing Activities of everyday life2) Promotes independence3) Promotes choice4) Promotes Well-being of service user | 1) Service users have their daily life activities done for them by care worker/support worker2) Promotes reliance on care worker/ support worker and others.3) Service user has little or no choice4) Makes service user feel useless | 1.2 Define the terms: Active support is a way of helping people with learning disabilities to engage in meaningful activity and relationships as active participants. Instead of doing things for people or to people, it involves working with people to enable them to take part in all the activities of everyday life, no matter how disabled they are. The Hotel Model is were the people with learning disability are treated as guest or patients.