Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice. 1.2 - . Define what is meant by restrictive interventions. 1.3 - . Explain when restrictive interventions may and may not be used. 1.4 - . Explain who needs to be informed of any incidents where restrictive interventions have been used. 1.5 - . Explain why the least restrictive interventions should always be used when dealing with incidents of challenging
CU1571 Promote Positive Behaviour Aims The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour. Credit Level 6 3 Assessment criteria The learner can: 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice 1.2 Define what is meant by restrictive interventions 1.3
4222-329 Promote positive behaviour (HSC 3019) Level: Credit value: UAN: 3 6 F/601/3764 Unit aim The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support 2. Understand
Unit 4222-329 Promote positive behaviour Outcome 1 Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support |explain how legislation, frameworks, codes of practice and policies relating to positive behaviour are applied to own working practice | | | |Human Rights
difficulties, and of our own lack of skills. | | | Before we take a real interest in something and attempt to get involved, we are aware and unskilled. | | | | ------------------------------------------------- Models of reflective practice (1) Learning outcome 4 Assessment criteria 4.1, 4.2 What is reflective practice? * What knowledge and skills are needed to do your job? * How can you use your experience to improve the way you work? * How can you get the best out of
diversity and inclusion in own area of responsibility. Within my role as a manager I have to ensure my own and staff members practice is fair and that practice is underpinned by policies and procedures that raise awareness about equality, diversity and inclusion, encouraging debate and devising strategies of practice that empower rather than disable. This practice needs to be passed on to the foster carers and the young people we come into contact with. Equality can be explained as ‘fairness’
qualification? Who is this qualification for? What are the benefits of this qualification to the learner and employer? What progression opportunities are available to learners who achieve this qualification? 1 3 3 3 3 What are the potential job roles for those working towards this qualification? 4 4 What is the qualification structure for the Edexcel Level 2 Certificate 5 for the Children and Young People’s Workforce (QCF)? Summary of the qualification structure for the Edexcel Level 2 Certificate
............................................................... 13 M/502/3146 Purpose and principles of Independent Advocacy............................................................ 14 F/602/0097 Understand mental wellbeing and mental health promotion ............................................. 16 J/602/0103 Understand mental health problems ..................................................................................
Unit 504 Develop health and safety and risk management policies procedures and practices in health and social care or children and young people's settings 1. Understand the current legislative framework and organisational health, safety and risk management policies, procedures and practices that are relevant to health, and social care or children and young people’s settings 1.1 Explain the legislative framework for health, safety and risk management in the work setting The basis of British
Topic 1 – Monitor and improve workplace operations 13 Introduction 13 Monitor efficiency and service levels through close contact with day to day operations 15 Ensure that workplace operations support overall organisation goals and quality assurance initiatives 17 Identify quality problems and issues and make appropriate adjustments to procedures and systems, with relevant approvals 19 Procedures and Systems 19 Proactively consult with colleagues about ways to improve efficiency and service
Health and Social Care Working in Partnership in Health and Social Care Research Project Social Policy The Sociological Context of Health and Social Care Empowering Users of Health and Social Care Services Safeguarding in Health and Social Care The Role of Public Health in Health and Social Care Physiological Principles for Health and Social Care Managing Human Resources in Health and Social Care 5 11 15 21 27 33 37 41 45 49 53 59 Managing Financial Resources in Health and Social Care 65 Psychology
DL LS556 Wider Professional Practice. Written assignment 1500 – 2000 words Essay introduction – reflection and reflective practice, reflection is part of professional development – give examples of how you use it. The wider responsibilities of your professional role as a teacher in the lifelong learning sector Data from school/college leavers in 2000 demonstrated that 42% had gained no more than a level 2 qualification (DfES 2002b) Browne, Liz , Kelly, Jean and Sargent, Dennis(2008) 'Change or transformation
| |Recognition of prior learning | | |Reflection on own practice | |Other (please state below) | | |Expert Witness evidence | | | |Recording of evidence. Cyp core 3.3 Understand how to safeguard the well being of children |Unit |Assessment | |and
both of these types of program progress. Process indicators help track the progress that your program is making as you work toward achieving the desired outcomes. Process indicators often provide important feedback to program providers long before you can expect to see evidence that outcomes are being achieved. Outcome indicators provide the most compelling evidence that the program is making a difference in the lives of program participants (and other beneficiaries, such as the young children who are
Social care governance: A practice workbook (NI) (2nd edition) The Social Care Institute for Excellence (SCIE) was established by Government in 2001 to improve social care services for adults and children in the United Kingdom. We achieve this by identifying good practice and helping to embed it in everyday social care provision. • disseminate knowledge-based good practice guidance • involve people who use services, carers, practitioners, providers and policy makers in advancing and promoting
Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) Qualification handbook for centres 501/1306/9 www.cityandguilds.com January 2011 Version 1.0 About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for
Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas. This specification is Issue 3. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject
relationships and establish the boundaries . 4.Getting to know each other. Getting to know people by listening and talking to them enable to develop an understanding which will lead to stronger relationship in longer term. Explain how effective communication can affect relationships in an adult social care setting between: Colleagues and other professionals: Effective communication in an adult social care setting between colleges and other professional is very important and have significant
1.1 Explain the legislative framework for health, safety and risk management in the work setting. 1.2 Analyse how policies, procedures and practices in own setting meet health, safety and risk management requirements. 2.1 Demonstrate compliance with health, safety and risk management procedures 2.2 Support others to comply with legislative and organisational health, safety and risk management policies, procedures and practices relevant to their work. 2.3 Explain the actions to take when health
adults and children is encouraged is essential for learning. This involves active listening and reflection, in order to ‘…provoke, co-construct and stimulate children’s thinking and their collaboration with peers’ (French, 2007:27). Partnership with children “Practitioners face a challenge, to look upon children as experts on themselves and not that practitioners are all-powerful and know best…how could this fail to raise the level of any child’s self-esteem, creating an environment of trust