btec specialist qualifications care (qcf) specification btec specialist ... understand health and...

Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF)


Specification

BTEC Specialist qualification First teaching December 2011

Issue 3

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

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 to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Sukhvinder Bhatnagar

Publications Code BA033388

All the material in this publication is copyright © Pearson Education Limited 2012

Contents

1 Introducing BTEC Specialist qualifications 1

What are BTEC Specialist qualifications? 1

2 Qualification summary and key information 2

QCF qualification title and Qualification Number 3

Objective of the qualifications 3

Apprenticeships 4

Relationship with previous qualifications 4

Progression opportunities through Edexcel qualifications 5

Industry support and recognition 5

Relationship with National Occupational Standards 5

3 Centre resource requirements 6

4 Qualification structures 7

Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF) 7

Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF) 8

5 Assessment 9

6 Recognising prior learning and achievement 11

Recognition of Prior Learning 11

Credit transfer 11

7 Centre recognition and approval centre recognition 12

Approvals agreement 12

8 Quality assurance of centres 13

9 Programme delivery 14

10 Access and recruitment 15

11 Access to qualifications for learners with disabilities or specific needs 16

12 Units 17

Unit title 17

Unit reference number 17

QCF level 17

Credit value 17

Guided learning hours 17

Unit aim 17

Unit introduction 17

Essential resources 17

Learning outcomes 18

Assessment criteria 18

Unit amplification 18

Information for tutors 18

13 Further information and useful publications 19

Your BTEC support team 19

Unit 1: Principles of Communication in Adult Social Care Settings 20

Unit 2: Principles of Personal Development in Adult Social Care Settings 29

Unit 3: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings 36

Unit 4: Principles of Safeguarding and Protection in Health and Social Care 43

Unit 5: Introduction to Duty of Care in Health, Social Care or Children and Young People’s Settings 54

Unit 6: Understand the Role of the Social Care Worker 60

Unit 7: Understand Person-centred Approaches in Adult Social Care Settings 67

Unit 8: Understand Health and Safety in Social Care Settings 77

Unit 9: Understand How to Handle Information in Social Care Settings 95

Unit 10: Principles of Communication in Adult Social Care Settings 101

Unit 11: Principles of Personal Development in Adult Social Care Settings 109

Unit 12: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings 115

Unit 13: Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings 122

Unit 14: Understand Person-centred Approaches in Adult Social Care Settings 128

Unit 15: Understand Health and Safety in Social Care Settings 140

Unit 16: Understand how to handle Information in Social Care Settings 158

Annexe A 164

The Edexcel/BTEC qualification framework for the health and social care sectors 164

Annexe B 166

Assessment requirements/strategy 166

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification which a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded

the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which learners’ level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care– Issue 3 – September 2012 © Pearson Education Limited 2012

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1 Introducing BTEC Specialist qualifications

For more than 25 years, BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. BTECs also provide progression routes to the next stage of education or to employment.

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, ie Technical Certificates.

There are three sizes of BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care (QCF)

QCF Qualification Number (QN) 501/1586/8

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/01/2011

Age range that the qualification is approved for

Pre16 16-18 19+

Credit value 20

Assessment Centre-devised assessment (internal assessment) and/or Edexcel-devised assessment (onscreen testing). Please see Section 5 for more details.


Grading information The qualification and units are at pass grade.

Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)

Countries it is offered in England only

Review date 28/02/2015


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Qualification title Edexcel BTEC Level 3 Certificate in Preparing to Work in Adult Social Care (QCF)

QCF Qualification Number (QN) 501/1813/4

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/01/2011

Age range that the qualification is approved for

16-18 19+

Credit value 21

Assessment Centre-devised assessment (internal assessment) and/or Edexcel-devised assessment (onscreen testing). Please see Section 5 for more details.


Grading information The qualification and units are at pass grade.

Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see Section 10, Access and recruitment)

Countries it is offered in England only

Review date 31/01/2015

QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, units and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. Further information about certification is in the Edexcel Information Manual on our website at www.edexcel.com

Objective of the qualifications

The Edexcel BTEC Level 2 Certificate in Preparing Adults to Work in Adult Social Care (QCF) and Edexcel BTEC Level 3 Certificate in Preparing Adults to Work in Adult Social Care (QCF) are for learners who work in, or want to work in, the health and social care sector.

They give learners the opportunity to:

develop knowledge related to working in an adult social care environment

develop skills and techniques, personal skills and attributes essential for successful performance in working life

learn about how to work with different types of individuals and organisations in the adult social care environment

achieve a nationally recognised level 2 or 3 qualification

develop their own personal growth and engagement in learning.

http://www.edexcel.com/�


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The Edexcel BTEC Level 2 and 3 Certificates offer an engaging programme for those who are clear about the vocational area they want to learn more about. These learners may wish to extend their programme through the study of a related GCSE, a complementary NVQ or other related vocational or personal and social development qualification. These learning programmes can be developed to allow learners to study complementary qualifications without duplication of content.

For adult learners, the Edexcel BTEC Level 2 and 3 Certificates can extend their knowledge and understanding of work in a particular sector. They are suitable qualifications for those wishing to change career or move into a particular area of employment following a career break.

These qualifications are aimed at learners interested in, or new to, working in adult social care in England. Their aim is to introduce knowledge around the following areas relating to working in adult social care:

communication

equality, diversity and inclusion

personal development

role of the social care worker

handling information

health and safety

safeguarding

duty of care

person-centred approaches.

They do not confirm competence but relate to the knowledge elements covered in the mandatory units of the Health and Social Care Diploma at Level 2 and Level 3. Learners progressing to the Health and Social Care Diploma at Level 2 and Level 3 will be able to use Recognition of Prior Learning (RPL) to use the knowledge gained from the Edexcel BTEC Levels 2 and 3 Certificates in Preparing to Work in Adult Social Care towards the Health and Social Care Diploma at Level 2 and Level 3.

Apprenticeships

Skills for Care and Development, the SSC, approve the Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care as the knowledge components for the Intermediate and Advanced Apprenticeships in Health and Social Care in England.

The Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care are approved to be offered in England only.

Relationship with previous qualifications

These qualifications are a direct replacement for the Edexcel BTEC Level 2 Certificate in Health and Social Care and the Edexcel BTEC Level 3 Certificate in Health and Social Care, which have now expired.


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Progression opportunities through Edexcel qualifications

Learners who have achieved the Edexcel Level 2 BTEC Certificate in Preparing to Work in Adult Social Care and Edexcel Level 3 BTEC Certificate in Preparing to Work in Adult Social Care can progress on to employment in Health and Social Care. They could also progress to related general and/or vocational qualifications, for example the Edexcel Level 3 Diploma in Health and Social Care (QCF) or the Edexcel BTEC Level 3 Extended Diploma in Health and Social Care (QCF).

Industry support and recognition

These qualifications are supported by Skills for Care and Development, the SSC for Health and Social Care.

Relationship with National Occupational Standards

These qualifications relate to the National Occupational Standards in Health and Social Care. The mapping document in Annexe A shows the links between the units within this qualification and the National Occupational Standards.


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3 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

Centres must have appropriate physical resources (for example equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to make sure continuing professional development for staff delivering the qualifications.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation.


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4 Qualification structures


The Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care is a 20-credit and 179-guided-learning-hour (GLH) qualification. To achieve this qualification learners’ must complete nine mandatory units.

Unit Unique Reference Number

Mandatory units Level Credit Guided Learning Hours

1 L/602/2905 Principles of Communication in Adult Social Care Settings

2 2 17

2 L/602/3035 Principles of Personal Development in Adult Social Care Settings

2 2 17

3 H/602/3039 Principles of Diversity, Equality and Inclusion in Adult Social Care Settings

2 2 18

4 A/601/8574 Principles of Safeguarding and Protection in Health and Social Care

2 3 26

5 H/601/5474 Introduction to Duty of Care in Health, Social Care or Children and Young People’s Settings

2 1 9

6 A/602/3113 Understand the Role of the Social Care Worker

2 1 9

7 J/602/3180 Understand Person-centred Approaches in Adult Social Care Settings

2 4 34

8 R/602/3179 Understand Health and Safety in Social Care Settings

2 4 40

9 Y/602/3118 Understand How to Handle Information in Social Care Settings

2 1 9


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The Edexcel BTEC Level 2 Certificate in Preparing to Work in Adult Social Care is a 21-credit and 190-guided-learning-hour (GLH) qualification. To achieve this qualification learners’ must complete nine mandatory units.

Unit Unique Reference Number

Mandatory units Level Credit Guided Learning Hours

4 A/601/8574 Principles of Safeguarding and Protection in Health and Social Care

2 3 26

6 A/602/3113 Understand the Role of the Social Care Worker

2 1 9

10 R/602/2906 Principles of Communication in Adult Social Care Settings

3 2 17

11 R/602/3036 Principles of Personal Development in Adult Social Care Settings

3 2 19

12 M/602/3044 Principles of Diversity, Equality and Inclusion in Adult Social Care settings

3 2 19

13 R/601/1436 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings

3 1 4

14 R/602/3182 Understand Person-centred Approaches in Adult Social Care Settings

3 4 37

15 L/602/3178 Understand Health and Safety in Social Care Settings

3 5 49

16 D/602/3119 Understand how to Handle Information in Social Care Settings

3 1 9


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5 Assessment

Assessment requirements/strategy

The assessment requirements and strategy for this qualification have been included in Annexe B. They have been developed by Skills for Care and Development in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:

criteria for defining realistic working environments

roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers

quality control of assessment.

Assessment methods

The table below gives a summary of the assessment methods used in the qualifications.

Units Assessment methods

Unit 2 Centre-devised assessment

Unit 1

Units 3–16

Centre-devised assessment

or

Edexcel-devised assessment: onscreen test

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.

To avoid over assessment centres are encouraged to link delivery and assessment across units.

There is more guidance about internal assessment on our website. See Section 13 Further information and useful publications.


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Edexcel-devised assessment (external assessment)

To pass an externally assessed unit, learners must pass an onscreen test. Edexcel set and mark the test. The test writer will use the Unit amplification section as a guide when writing questions for the external assessments.

Further information, including details of test duration and question types is available on the webpage for these qualifications:

http://www.edexcel.com/quals/Specialist/pwasc-lvl2/Pages/default.aspx

http://www.edexcel.com/quals/Specialist/pwasc-lvl2/Pages/default.aspx�


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6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.


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7 Centre recognition and approval centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).

Existing centres get ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.

In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Edexcel BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Edexcel quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems.

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

Assessors delivering the level 2 qualification will be required to attempt Lead Internal Verifier accreditation for the onscreen option, to enable internal assessment of Unit 2.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


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9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners’ needs.

Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Where a unit is externally-assessed, it is essential that learners have covered all of the Unit amplification before they are tested.

Centres must make sure that any legislation is up-to-date and current.


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10 Access and recruitment

Edexcel’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.

The documents are on our website at www.edexcel.com/policies


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12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Unit introduction

The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.


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Learning outcomes

Learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections:

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Edexcel: www.edexcel.com/contactus

BTEC: www.btec.co.uk/contactus

Work-based learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Edexcel Equality Policy

Edexcel Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at www.edexcel.com/resources

Your BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our BTEC support team to help you whenever — and however — you need, with:

Subject Advisors: find out more about our subject advisor team — immediate, reliable support from a fellow subject expert — at www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�

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http://www.edexcel.com/ask�


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Unit 1: Principles of Communication in Adult Social Care Settings

Unit reference number: L/602/2905

QCF level: 2

Credit value: 2

Guided learning hours: 17

Unit aim The unit introduces the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication.

This unit is aimed at those who are interested in, or new to, working in social care settings with adults.

Unit introduction This unit gives learners an understanding of the effects of communication on all aspects of adult social care. Learners will examine the importance of understanding an individual’s preferred method of communication when working with users of social care services, and the need to observe reactions in order to support the communication cycle. The unit investigates barriers to communication and ways in which these can be minimised or removed. Issues of confidentiality are considered with regard to maintenance and also the notion of agreed times when information must be shared. This unit will prepare learners for working with users of services with a variety of communication and language needs.

Essential resources

Learners will require access to relevant library facilities including relevant texts, professional magazines and journals and CD ROMs.

Resources for communication in social care (including DVDs and booklets) can be obtained from Mulberry House at www.mulho.com.

Learners will benefit from visiting speakers who are experienced in working with adults who have communication difficulties or who have English as an additional language.

http://www.mulho.com/�

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hel

ps

to b

uild

tru

st;

aids

under

stan

din

g o

f in

div

idual

s’ n

eeds;

pre

vents

mis

under

stan

din

gs;

su

pport

s th

e dev

elopm

ent

of ow

n k

now

ledge

and s

kills

1

Under

stan

d w

hy

com

munic

atio

n is

import

ant

in a

dult

soci

al c

are

sett

ings

1.3

Exp

lain

why

it is

import

ant

to o

bse

rve

an indiv

idual

’s

reac

tions

when

co

mm

unic

atin

g w

ith t

hem

□

To u

nder

stan

d n

on-v

erbal

com

munic

atio

n,

faci

al e

xpre

ssio

ns,

eye

co

nta

ct,

ges

ture

s; t

o k

now

if

info

rmat

ion h

as b

een u

nder

stood;

to

under

stan

d w

hen

and h

ow

to a

dju

st c

om

munic

atio

n m

ethod

; to

re

cognis

e bar

rier

s to

com

munic

atio

n

2.1

Exp

lain

why

it is

import

ant

to f

ind o

ut

an indiv

idual

’s

com

munic

atio

n a

nd

languag

e nee

ds,

wis

hes

and

pre

fere

nce

s

□

To e

nab

le e

xpre

ssio

n o

f nee

ds,

wis

hes

and p

refe

rence

s; t

o em

pow

er

indiv

idual

s; t

o s

upport

indep

enden

ce;

to e

stab

lish t

rust

bet

wee

n

indiv

idual

s an

d c

are

pro

fess

ional

s; t

o r

educe

the

occ

urr

ence

of

mis

take

s in

car

e; t

o r

educe

the

occu

rren

ce o

f m

ista

kes

in t

he

del

iver

y of

trea

tmen

t

2

Under

stan

d h

ow

to

mee

t th

e co

mm

unic

atio

n

and lan

guag

e nee

ds,

wis

hes

and

pre

fere

nce

s of

an

indiv

idual

2.2

D

escr

ibe

a ra

nge

of

com

munic

atio

n m

ethods

□

Ver

bal

; non-v

erbal

; w

ritt

en;

British

sig

n lan

guag

e; M

akat

on;

Bra

ille;

finger

spel

ling;

pic

ture

s an

d s

ymbol

s; t

echnolo

gic

al a

ids,

min

icom

, te

lephone

rela

y sy

stem

s; h

um

an a

ids,

inte

rpre

ters

, tr

ansl

ators

, ad

voca

tes

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are–

Iss

ue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

bar

rier

s to

co

mm

unic

atio

n

□

Sen

sory

im

pai

rmen

t; d

iale

ct;

use

of

jarg

on;

envi

ronm

enta

l fa

ctors

, nois

e, p

oor

lighting;

attitu

des

of

serv

ice

use

rs,

attitu

des

of

care

work

ers,

ef

fect

s of

alc

ohol or

dru

gs;

aggre

ssio

n;

men

tal hea

lth p

roble

ms;

le

arnin

g d

isab

ilities

; hea

lth c

onditio

ns;

lac

k of

confiden

ce

3.2

D

escr

ibe

way

s to

red

uce

bar

rier

s to

com

munic

atio

n

□

Use

of

tech

nolo

gic

al a

ids;

use

of hum

an a

ids;

usi

ng c

lear

spee

ch a

nd

appro

priat

e vo

cabula

ry;

staf

f tr

ainin

g;

impro

ving e

nvi

ronm

ent

thro

ugh

the

use

of so

und p

roofing,

closi

ng d

oors

to r

educe

ext

ernal

nois

e,

adap

ting lig

hting t

o e

nab

le lip

rea

din

g,

rear

rangin

g s

eating t

o s

upport

co

nve

rsat

ions;

red

uci

ng d

istr

actions;

chec

king u

nder

stan

din

g

3.3

D

escr

ibe

way

s to

chec

k th

at

com

munic

atio

n h

as b

een

under

stood

□

Use

of

par

aphra

sing;

use

of

reflec

tive

lis

tenin

g,

active

lis

tenin

g;

obse

rvat

ion o

f body

languag

e

3

Under

stan

d h

ow

to

reduce

bar

rier

s to

co

mm

unic

atio

n

3.4

Id

entify

sou

rces

of

info

rmat

ion a

nd s

upport

or

serv

ices

to e

nab

le m

ore

ef

fect

ive

com

munic

atio

n

□

Inte

rpre

ting s

ervi

ce;

spee

ch a

nd lan

guag

e se

rvic

es;

advo

cacy

ser

vice

s;

third s

ecto

r org

anis

atio

ns,

Str

oke

Ass

oci

atio

n,

Roya

l N

atio

nal

Inst

itute

fo

r D

eaf Pe

ople

(RN

ID),

Nat

ional

Autist

ic S

oci

ety

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are–

Iss

ue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

efin

e th

e te

rm

‘confiden

tial

ity’

□

D

efin

itio

n —

not

shar

ing info

rmat

ion w

ithout

per

mis

sion;

adher

ence

to

the

princi

ple

s of

the

Dat

a Pr

ote

ctio

n A

ct 1

998,

incl

udin

g s

ubse

quen

t am

endm

ents

4.2

D

escr

ibe

way

s to

mai

nta

in

confiden

tial

ity

in d

ay-t

o-day

co

mm

unic

atio

n

□

Mai

nta

inin

g c

onfiden

tial

ity

thro

ugh p

aper

-bas

ed a

ctiv

itie

s, e

lect

ronic

ally

an

d e

nsu

ring v

erbal

confiden

tial

ity;

pap

er-b

ased

act

ivitie

s —

use

of

secu

re s

tora

ge

faci

litie

s, u

se o

f lo

cked

cab

inet

s, s

hre

ddin

g p

aper

s no

longer

req

uired

, dis

posi

ng o

f se

nsi

tive

was

te s

ecure

ly;

elec

tronic

—

secu

re e

lect

ronic

sto

rage

of

docu

men

ts b

y usi

ng s

ecure

pas

sword

s, n

ot

leav

ing c

om

pute

r sc

reen

s unat

tended

; ve

rbal

confiden

tial

ity

— n

ot

repea

ting info

rmat

ion w

ithout

per

mis

sion

4.3

D

escr

ibe

situ

atio

ns

wher

e in

form

atio

n n

orm

ally

co

nsi

der

ed t

o b

e co

nfiden

tial

m

ight

nee

d t

o b

e sh

ared

w

ith a

gre

ed o

ther

s

□

When

indiv

idual

s ar

e at

ris

k of har

m f

rom

oth

ers,

fro

m t

hem

selv

es;

susp

ecte

d a

buse

; m

alpra

ctic

e

4

Under

stan

d

confiden

tial

ity

in

adult s

oci

al c

are

sett

ings

4.4

Exp

lain

how

and w

hen

to

seek

advi

ce a

bout

confiden

tial

ity

□

How

: by

refe

rrin

g t

o t

he

man

ager

or

the

‘nam

ed p

erso

n’ w

ithin

a

sett

ing’, b

y re

ferr

ing t

o t

he

confiden

tial

ity

polic

ies

and p

roce

dure

s of

a se

ttin

g,

by

consu

ltin

g t

he

Free

dom

of In

form

atio

n C

om

mis

sioner

’s O

ffic

e

□

When

: to

work

within

boundar

ies

of

ow

n r

ole

; w

hen

unce

rtai

n o

f boundar

ies;

to g

ain c

onse

nt

for

pro

cedure

s, c

are,

tre

atm

ent;

when

as

ked t

o r

evea

l per

sonal

or

sensi

tive

info

rmat

ion


24


Delivery

This unit should be delivered by a well-qualified and suitably experienced tutor. Learners will require some taught input, particularly with regard to methods of communication and the communication cycle. However, opportunities should be provided for the examination of issues of confidentiality through discussions in order for learners to gain an understanding of the factors that may have an effect on this. The use of case studies obtained from professional magazines and input from visiting speakers will enable learners to gain a fuller understanding of potential barriers to communication and the effects on the wellbeing of users of services. Ethical issues such as the enabling of individuals to use their preferred method of communication will need to be discussed in detail to provide learners with an understanding of the importance of this. Class time could also include simulations of interactions to provide learners with opportunities to observe the reactions of colleagues to their own communication. Videoing of these sessions will allow learners to understand where they may need to modify their paralanguage, verbal and non-verbal communication.

Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.

The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Introduction to the unit and the programme of assignments.

Learning outcome 1: Understand why communication is important in adult social care settings

Use of buzz groups focusing on reasons why we communicate. Groups to give feedback on their findings. Tutor-led class discussion with learners taking notes.

Tutor-led class discussion on effects of communication on working in adult social care; learners to work in groups with case studies. Groups to provide feedback to the whole class. Taught input on the importance of observing others’ reactions.

Observation of training video on recognising barriers to communication, learners to take notes. Role-play session, practising communication skills.

Assignment 1: Why communicate?

Produce a poster identifying reasons why people communicate.

Produce a booklet for new staff at a residential setting for people with learning difficulties, explaining the positive effects that communication will have on their work as social care assistants and the importance of observing the reactions of other staff and users of the service during communication.


25


Learning outcome 2: Understand how to meet the communication and language needs, wishes and preferences of an individual

Taught session, learners to take notes on the importance of finding out the communication and language needs, wishes and preferences of individuals; groups working with case studies to identify the communication and language needs, wishes and preferences of particular individuals and the importance of finding these out.

Guest speaker on the use of communication methods. Question and answer session.

Guest speaker on the use of technological aids to communication.

Group internet research session on methods of communication. Groups give feedback.

Taught session on when and how to seek advice; the role of other professionals. Class discussion on reasons for seeking advice.

Assignment 2: Positive communication/holistic support

Write a letter to a friend who is applying for a post at a day centre for individuals from a variety of ethnic backgrounds; the individuals all have hearing impairments and learning disabilities. Your letter should explain why it is important to find out about each individual’s communication and language needs, wishes and preferences in order to provide holistic care and support. You should include a fact sheet with the letter, describing a range of communication methods suitable for use at the day centre and when and how to seek advice, if this is needed.

Learning outcome 3: Understand how to reduce barriers to communication

Taught session; learners to take notes on barriers to communication; learners to work in groups with case studies to identify barriers.

Taught session; learners to take notes/class discussion on ways of reducing barriers.

Taught session with demonstration on ways of checking understanding; learners to work in pairs to practice methods of checking understanding.

Guest speaker on sources of support. Question and answer session.

Assignment 3: Breaking down barriers

Produce a leaflet for learners from a local college who are going on work experience to an adult social care setting. The leaflet should identify barriers to communication in adult social care and describe ways of reducing those barriers. The leaflet should also contain information on sources of support available at local and national levels, and a description of ways in which learners could check that users of the service had understood their communication.


26


Learning outcome 4: Understand confidentiality in adult social care settings

Taught session on the principles of the Data Protection Act 1998, including subsequent amendments.

Taught session followed by class discussion on confidentiality in day-to-day communication.

Guest speaker on when information may need to be passed on. Question and answer session.

Taught session on seeking advice. Class discussion.

Assignment 4: Confidentiality — can we always keep this?

Write an article for a leading care magazine on confidentiality when working in adult social care. Your article should contain all of the following information:

a) A definition of the term ‘confidentiality’.

b) A description of ways in which workers can maintain confidentiality in day-to-day communication.

c) A description of situations where confidential information might have to be shared with agreed others.

d) An explanation of how and when staff should seek advice about confidentiality.

Review of unit and programme of assignments.

Assessment

The centre can devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

Centres also have the option to assess this unit through an onscreen test. Edexcel will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.

This unit may be assessed in a variety of ways and the methods below are suggestions. Assessors should ensure that learners provide evidence that meets each assessment criterion completely and that the operative verb, for example ‘describes’, or ‘explains’, is included in assignment tasks. Learners should be encouraged to use ICT to present work, in order to support the achievement of Functional Skills at level 2. The production of assignments in a variety of formats will also contribute towards the achievement of Functional Skills English at level 2.


27

Programme of suggested assignments

The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.

Criteria covered

Assignment title

Scenario Assessment method

1.1 Why communicate?

You are employed at a residential setting for adults who have learning disabilities and a variety of communication needs. Your manager has asked you to produce a poster for the staff room, identifying the reasons why we communicate in social care.

Poster

1.2, 1.3 Positive communication

The manager at the residence has asked you to produce a booklet for new staff to provide them with information on communication.

Booklet

2.1, 2.2 Holistic support You have a friend who is applying for employment at a day centre for adults with communication difficulties. You have decided to write a letter to your friend, telling them of the importance of meeting each individual’s communication needs, preferences and wishes.

Letter

3.1, 3.2, 3.3 and 3.4

Breaking down barriers

You have been appointed as a mentor to learners who will be coming on work experience to the setting. Your manager has asked you to produce a leaflet for the learners to inform them of barriers to communication, which they may encounter, and ways to reduce those barriers.

Leaflet

4.1, 4.2, 4.3 and 4.4

Confidentiality— can we always keep this?

You have been asked by a leading care magazine to produce an article on issues affecting confidentiality in adult social care.

Magazine article

Suggested resources

Textbooks Borg J — Body Language: 7 Easy Lessons to Master the Silent Language (Prentice Hall Life, 2008) ISBN 9780273717348

Moss B — Communication Skills for Health and Social Care (Sage Publications Limited, 2007) ISBN 9781412922852


28

Magazines Community Care Magazine

Websites

www.communicationmatters.org.uk Communication Matters

www.makaton.org The Makaton Charity

http://www.communicationmatters.org.uk/�

http://www.makaton.org/�


29

Unit 2: Principles of Personal Development in Adult Social Care Settings


QCF level: 2

Credit value: 2


Unit aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.

Unit introduction This unit identifies those standards that influence the way in which adult social care is conducted. The unit will enable learners to consider the benefits of reflection with regard to both learning and work activities, and the connections with the development of knowledge and skills. Learners are encouraged to consider the benefits of feedback as part of the reflective process. Learners will also consider their own personal attitudes and beliefs, and ways of ensuring that these do not obstruct the quality of their work. The benefits of a personal development plan with regard to the development of knowledge and understanding will be examined and learners will be given information with regard to sources of support.

Essential resources

Learners will require access to full library facilities including relevant text, professional magazines and journals, ICT and CD ROMs.

Input from guest speakers who have expertise in the field of personal and professional development will be of benefit to learners.

Learners can access practice questions through the BTEC Health and Social Care Apprenticeship Workbooks website at www.btecapprenticeshipworkbooks.co.uk.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are–

Iss

ue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

30

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

sta

ndar

ds

that

in

fluen

ce t

he

way

adult

soci

al c

are

job r

ole

s ar

e ca

rrie

d o

ut

□

Codes

of

pra

ctic

e in

cludin

g s

ubse

quen

t am

endm

ents

— G

ener

al S

oci

al

Car

e Cou

nci

l Codes

of Pr

actice

, D

epriva

tion o

f Li

ber

ty S

afeg

uar

ds,

Codes

of

Prac

tice

, 2009;

regula

tions

incl

udin

g s

ubse

quen

t am

endm

ents

— T

he

Man

ual

Han

dlin

g O

per

ations

Reg

ula

tions

1998;

Car

e Q

ual

ity

Com

mis

sion

Ess

ential

sta

ndar

ds

of qual

ity

and s

afet

y; H

ealth a

nd S

oci

al C

are

Act

2008 incl

udin

g s

ubse

quen

t am

endm

ents

; N

atio

nal

Occ

upat

ional

Sta

ndar

ds

for

Adult S

ocia

l Car

e; s

tandar

ds

spec

ific

to o

rgan

isat

ions

1.2

Exp

lain

why

reflec

ting o

n

work

act

ivitie

s is

an

import

ant

way

to d

evel

op

ow

n k

now

ledge

and s

kills

□

Iden

tifica

tion o

f ow

n s

tren

gth

s an

d w

eakn

esse

s; iden

tifica

tion o

f ow

n

trai

nin

g n

eeds;

rec

ognitio

n o

f gap

s in

ow

n k

now

ledge

1

Under

stan

d w

hat

is

req

uired

for

good p

ract

ice

in

adult s

oci

al c

are

role

s

1.3

D

escr

ibe

way

s to

ensu

re

that

per

sonal

att

itudes

or

bel

iefs

do n

ot

obst

ruct

the

qual

ity

of w

ork

□

Ref

lect

on o

wn b

ackg

round a

nd e

xper

ience

s; u

nder

stan

d e

ffec

ts o

f ow

n

bel

iefs

and a

ttitudes

on p

ract

ice;

see

k w

ays

to g

ain f

eedbac

k on o

wn

pra

ctic

e; s

eek

pro

fess

ional

dev

elopm

ent

opport

unitie

s; c

hal

lenge

per

sonal

ly h

eld p

reju

dic

e; d

evel

op k

now

ledge

and u

nder

stan

din

g o

f nee

ds,

culture

and b

ackg

round o

f in

div

idual

s usi

ng s

ervi

ces

2.1

D

escr

ibe

how

a lea

rnin

g

activi

ty h

as im

pro

ved o

wn

know

ledge,

ski

lls a

nd

under

stan

din

g

□

Dev

elopin

g n

ew c

once

pts

and idea

s th

rough d

iscu

ssio

n,

wor

king w

ith

colle

agues

, as

king q

ues

tions,

tra

inin

g

2

Under

stan

d h

ow

le

arnin

g a

ctiv

itie

s ca

n d

evel

op

know

ledge,

ski

lls

and u

nder

stan

din

g

2.2

D

escr

ibe

how

ref

lect

ing o

n a

si

tuat

ion h

as im

pro

ved o

wn

know

ledge,

ski

lls a

nd

under

stan

din

g

□

Incr

ease

d k

now

ledge;

rec

ognitio

n o

f tr

ainin

g n

eeds;

incr

ease

d

under

stan

din

g o

f si

tuat

ions;

rec

ognitio

n o

f ef

fect

s of ow

n p

erfo

rman

ce

on s

ituat

ions

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are–

Iss

ue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

D

escr

ibe

how

fee

dbac

k fr

om

oth

ers

has

dev

eloped

ow

n

know

ledge,

ski

lls a

nd

under

stan

din

g

□

Gai

nin

g o

f in

sights

into

ow

n p

erfo

rman

ce;

adap

tation o

f sk

ills

to m

atch

si

tuat

ions,

mee

t nee

ds

of

oth

ers;

iden

tifica

tion o

f tr

ainin

g n

eeds;

in

crea

sed k

now

ledge;

way

s in

whic

h fee

dbac

k has

dev

eloped

ow

n

know

ledge,

ski

lls a

nd u

nder

stan

din

g,

(hig

hlig

hting o

f gap

s in

know

ledge

and u

nder

stan

din

g);

pro

visi

on o

f ad

ditio

nal

know

ledge

and

under

stan

din

g fro

m m

ento

rs,

line

man

ager

s; h

ighlig

hting o

f sk

ills

gap

s;

gai

nin

g o

f fu

rther

ski

lls b

ased

on e

xpla

nat

ions

incl

uded

in fee

dbac

k;

obse

rvat

ion o

f sk

illed

pra

ctitio

ner

s as

par

t of fe

edbac

k

3.1

D

efin

e th

e te

rm ‘per

sonal

dev

elopm

ent

pla

n’

□

A s

truct

ure

d a

nd s

upport

ed p

roce

ss t

o e

nab

le r

efle

ctio

n u

pon o

wn

lear

nin

g a

nd p

erfo

rman

ce,

pla

n for

futu

re p

rogre

ssio

n;

a se

t of

goal

s,

aim

s an

d o

bje

ctiv

es t

o e

nab

le p

erso

nal

and p

rofe

ssio

nal

dev

elopm

ent

3.2

Id

entify

who c

ould

be

invo

lved

in t

he

per

sonal

dev

elopm

ent

pla

n p

roce

ss

□

Lear

ner

s; lin

e m

anag

ers;

men

tors

; tu

tors

; oth

er p

rofe

ssio

nal

s w

ithin

the

sett

ing

3.3

Id

entify

sou

rces

of

support

fo

r ow

n lea

rnin

g a

nd

dev

elopm

ent

□

Line

man

ager

, su

per

viso

r; m

ento

ring s

chem

es;

tuto

r; c

olle

agues

; ac

cess

ing s

pec

ialis

t in

form

atio

n t

hro

ugh e

xter

nal

org

anis

atio

ns;

onlin

e pro

fess

ional

mag

azin

es a

nd journ

als

3

Know

how

a

per

sonal

dev

elopm

ent

pla

n

can c

ontr

ibute

to

ow

n lea

rnin

g a

nd

dev

elopm

ent

3.4

Li

st t

he

ben

efits

of usi

ng a

per

sonal

dev

elopm

ent

pla

n

to iden

tify

ongoin

g

impro

vem

ents

in o

wn

know

ledge

and

under

stan

din

g

□

Tar

get

ing a

reas

for

dev

elopm

ent;

pro

duct

ion o

f SM

ART t

arget

s fo

r pro

gre

ssio

n;

iden

tifica

tion o

f so

urc

es o

f su

ppor

t; invo

lvem

ent

of

rele

vant

indiv

idual

s; iden

tifica

tion o

f tr

ainin

g n

eeds;

ach

ieve

men

t of

per

sonal

and p

rofe

ssio

nal

goal

s an

d t

arget

s

https://otsjwi.docs.live.net/dixon_j/Local Settings/Temporary Internet Files/OLK1FC/PWCS22 Pers Dev v1.6 FINAL.doc�





















32


Delivery

This unit should be delivered by an appropriately qualified member of staff, preferably with experience of the adult social care sector. Input from visiting speakers who are currently involved in this sector would enhance learner experience. Learners will also benefit from visits to centres aimed at cultures different from their own, for example advice centres for particular ethnic groups. Some taught input will be required, but learners should be provided with opportunities for discussion and reflection in order to examine currently held views and values within a safe environment. The use of case studies obtained from professional journals and magazines will be of benefit and learners could be encouraged to use these resources as part of personal study. Tutors could also utilise video clips from the internet, for example the BBC Learning Zone class clips on relevant topics. Training material, electronic and paper-based, from reliable organisations will also be of use.





Introduction to unit and programme of assignments.

Learning outcome 1: Understand what is required for good practice in adult social care roles

Tutor-led discussion on duties and responsibilities/organisational roles and practices; learners to take notes; groups to work with job descriptions to discuss what would be good practice when carrying out the roles.

Guest speaker on reflective practice in adult social care. Question and answer session; learners to take notes.

Taught session on Codes of Practice, Minimum Standards and Occupational Standards.

Tutor-led discussion on beliefs and values and effects on quality of own work; use of training DVD on working with cultures other than own. Buzz groups working to apply session to case studies; groups give feedback.

Assignment 1: Standards/reflective practice

a) Produce an information sheet to be displayed in the staffroom of a residential setting for older people identifying the standards which must be adhered to when delivering support and care.


33


b) Write a short essay explaining why reflecting upon your work experiences over the working week will help to develop your knowledge and skills in the sector, and which describes ways you could prevent your own beliefs and attitudes from obstructing the quality of your work.

Learning outcome 2: Understand how learning activities can develop knowledge, skills and understanding

Tutor explanation of the links between learning activities and the development of knowledge, skills and understanding. Learners to work in buzz groups, using personal examples of learning activities and the development of existing knowledge, skills and understanding.

Taught session on defining reflection and its uses in personal and professional development; learners to work individually, reflecting upon a situation or experience which has improved their knowledge and skills in any area. Class plenary to apply examples to the topic.

Taught session on the benefits and uses of feedback in professional life.

Assignment 2: The working week

For a period of three weeks, keep a reflective log of the following items:

a) Explanations of the links between learning activities you have undertaken and the development of your knowledge, skills and understanding.

b) Descriptions of how reflecting upon past situations, improved your knowledge and skills.

Learning outcome 3: Know how a personal development plan can contribute to own learning and development

Taught session on the personal development plan/the planning process; learners working individually to identify areas of personal development.

Taught session on sources of support, learners to take notes. Class plenary to examine who could be involved in the process.

Internet/literature search with tutor support on sources of support from external agencies; group discussion on findings.

Group work session, listing the benefits of a personal development plan; taught session on SMART targets.


34

Topic and suggested assignments, activities and assessment

Assignment 3: Personal development

Produce a booklet that could support your own personal development and which contains all the following information:

a) A definition of the term ‘personal development plan’.

b) A list of those individuals whom you have identified as potentially being involved in your own personal development plan.

c) A list of sources of support which you have identified as being relevant to your own learning and development.

d) A list of the benefits to yourself of using a personal development plan to identify ongoing improvements in your own knowledge and understanding.


Assessment

The centre will devise and mark the assessment for this unit. Learners must meet all assessment criteria to pass the unit.

This unit may be assessed in a variety of ways and the programme of assignments are suggestions that may be adapted in order to meet local needs or the needs of particular groups of learners. Tutors should ensure that all assignments include the use of the correct operative verbs, for example ‘identify’, ‘describe’ and ‘explain’, in order to meet Edexcel requirements. Learners should demonstrate an appropriate level of understanding with regard to the relevance and importance of codes of practice, standards and the requirements of inter-agency/multidisciplinary working within the adult social care sector. Learners may need support in demonstrating their understanding of the links between personal reflection and the development of knowledge and skills. The use of theoretical models such as Gibbs’s Reflective Cycle may be of use in enabling learners to understand the links. Learners should be encouraged to link the information regarding personal development to their own needs and experience in order to meet the assessment criteria fully.


35



Criteria covered

Assignment title Scenario Assessment method

1.1, 1.2, 1.3

Standards/reflective practice

You have been asked by your manager to produce a set of information sheets for new staff on the standards that must be adhered to in the setting.

As part of the preparation for your annual appraisal, you have been asked to write a short essay on reflective practice.

Information sheets

Essay

2.1, 2.2, 2.3

The working week Following your appraisal, you have decided to keep a reflective log in order to make the links between learning activities you have undertaken and your own knowledge and development.

Reflective log

3.1,3.2, 3.3, 3.4

Personal development

Create a personal development plan that reflects issues identified in your appraisal.

Booklet

Suggested resources

Textbooks Haworth E, Higgins H, Hoyle, Lavers S and Lewis C — BTEC Level 2 First Health and Social Care Student Book (Pearson Education Ltd, 2010) ISBN 9781846906817

Needham J F and Hegner B — Nursing Assistant, A Nursing Process Approach (Delmar Learning, 2008) ISBN 9781418066062

Magazines Community Care

Websites

www.communitycaremagazine.co.uk Community Care magazine

www.skillsforcare.org.uk The Sector Skills Council for Adult Social Care

http://www.communitycaremagazine.co.uk/�

http://www.skillsforcare.org.uk/�


36

Unit 3: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings

Unit reference number: H/602/3039

QCF level: 2

Credit value: 2


Unit aim This unit introduces the concept of inclusion, which is fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.

Unit introduction This unit will give learners an understanding of inclusion within the adult social care sector. Learners will investigate practices that support equality, diversity and rights, and gain an understanding of how discrimination may occur within the work place. Key legislation and codes of practice that relate to equality, diversity and inclusion in adult social care are examined, together with ways of challenging discrimination. Learners will also investigate the different sources of information and support.

Essential resources Training DVDs from Mulberry house available at www.mulho.com

Learners will require full access to library facilities including relevant text, professional magazines and journals, ICT and CD ROMs.

http://www.mulho.com/�

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

37

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

efin

e w

hat

is

mea

nt

by:

div

ersi

ty

eq

ual

ity

in

clusi

on

dis

crim

inat

ion

□

Div

ersi

ty:

diffe

rence

s bet

wee

n indiv

idual

s an

d g

roups

due

to,

culture

, nat

ional

ity,

abili

ty,

ethnic

origin

, gen

der

, ag

e, r

elig

ion,

bel

iefs

, se

xual

orien

tation,

gen

der

rea

ssig

nm

ent,

soci

o-e

conom

ic s

tatu

s

□

Equal

ity:

indiv

idual

rig

hts

; giv

ing c

hoic

es;

show

ing r

espec

t; s

ervi

ces

in

resp

onse

to

indiv

idual

nee

d

□

Incl

usi

on:

indiv

idual

s at

the

centr

e of pla

nnin

g a

nd s

upport

; va

luin

g

div

ersi

ty

□

Dis

crim

inat

ion:

the

pra

ctic

e of

trea

ting o

ne

per

son o

r gro

up o

f peo

ple

le

ss f

airly

or

less

wel

l th

an o

ther

peo

ple

1.2

D

escr

ibe

how

direc

t or

indirec

t dis

crim

inat

ion m

ay

occ

ur

in t

he

work

set

ting

□

Direc

t dis

crim

inat

ion:

trea

tmen

t or

consi

der

atio

n o

f, o

r m

akin

g a

dis

tinct

ion in f

avour

of or

agai

nst

, a

per

son b

ased

on t

he

gro

up,

clas

s, o

r ca

tegory

to w

hic

h t

hat

per

son b

elongs

rath

er t

han

on indiv

idual

mer

it b

y bully

ing,

del

iver

ing a

diffe

rent

stan

dar

d o

f ca

re t

o a

n indiv

idual

than

that

re

ceiv

ed b

y oth

ers

in t

he

sett

ing

□

Indirec

t dis

crim

inat

ion:

pro

visi

on o

f se

rvic

es in w

ays

whic

h p

reve

nt

som

e in

div

idual

s fr

om

usi

ng t

he

serv

ices

— n

ot m

eeting d

ieta

ry

requirem

ents

, not

pro

vidin

g a

dap

ted f

acili

ties

and e

quip

men

t, n

ot

pro

vidin

g s

ingle

gen

der

sta

ff f

or

per

sonal

car

e

1

Under

stan

d t

he

import

ance

of

div

ersi

ty,

equal

ity

and incl

usi

on

1.3

Exp

lain

how

pra

ctic

es t

hat

su

pport

div

ersi

ty,

equal

ity

and incl

usi

on r

educe

the

likel

ihood o

f dis

crim

inat

ion

□

Incr

ease

d p

artici

pat

ion;

incr

ease

d a

cces

s to

res

ourc

es;

incr

ease

d a

cces

s to

fac

ilities

for

peo

ple

who u

se s

ervi

ces;

indiv

idual

s re

ceiv

e th

eir

rights

; in

div

idual

s gai

n a

n a

war

enes

s of th

eir

rights

; in

div

idual

s ar

e en

able

d t

o

use

pre

ferr

ed m

ethods

of

com

munic

atio

n;

indiv

idual

s ar

e en

able

d t

o

mak

e co

mpla

ints

, re

ceiv

e re

sponse

s to

com

pla

ints

; ca

re w

ork

ers

gai

n

confiden

ce in a

dher

ing t

o r

elev

ant

legis

lation a

nd c

odes

of pra

ctic

e;

dis

crim

inat

ory

pra

ctic

es a

re c

hal

lenged

http://dictionary.reference.com/browse/which�





BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are–

Iss

ue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Li

st k

ey leg

isla

tion a

nd

codes

of

pra

ctic

e re

lating t

o div

ersi

ty,

equal

ity,

incl

usi

on

and d

iscr

imin

atio

n in a

dult

soci

al c

are

sett

ings

□

Key

leg

isla

tion:

Hea

lth a

nd S

oci

al C

are

Act

2008;

Men

tal Cap

acity

Act

2005;

Men

tal H

ealth A

ct 2

007;

Saf

eguar

din

g V

uln

erab

le G

roups

Act

2006;

Equal

ity

Act

2010 (

spec

ific

sec

tions

on t

he

new

def

initio

ns

of

dis

crim

inat

ion,

fundam

enta

l ch

anges

to d

isab

ility

and d

iscr

imin

atio

n

law

); incl

udin

g s

ubse

quen

t am

endm

ents

to

legis

lation

□

Key

codes

of

pra

ctic

e: D

epriva

tion o

f Li

ber

ty;

Saf

eguar

ds,

Codes

of

Prac

tice

2009;

Gen

eral

Soci

al C

are

Counci

l Cod

es o

f Pr

actice

; in

cludin

g

subse

quen

t am

endm

ents

to c

odes

of

pra

ctic

e

2.2

D

escr

ibe

how

to

inte

ract

w

ith indiv

idual

s in

an

incl

usi

ve w

ay

□

Indiv

idual

s to

incl

ude

colle

agues

; ad

ults

usi

ng s

ervi

ces;

use

of

appro

priat

e te

rms

when

dis

cuss

ing a

n indiv

idual

’s n

eeds

due

to

dis

abili

ty,

ethnic

ity;

use

of

age-

appro

priat

e la

nguag

e; u

se o

f in

div

idual

’s

pre

ferr

ed m

ethod o

f co

mm

unic

atio

n;

use

of non

-def

ensi

ve b

ody

languag

e; a

void

ance

of ja

rgon,

slan

g;

obse

rvin

g

per

sonal

spac

e; u

se o

f ac

tive

lis

tenin

g s

kills

; not

usi

ng g

estu

res

and b

ody

languag

e w

hic

h is

cultura

lly o

ffen

sive

2

Know

how

to w

ork

in

an incl

usi

ve w

ay

2.3

D

escr

ibe

way

s in

whic

h

dis

crim

inat

ion m

ay b

e ch

alle

nged

in a

dult s

oci

al

care

set

tings

□

Direc

tly

addre

ssin

g d

iscr

imin

atory

beh

avio

ur

as it

occ

urs

by

report

ing

inci

den

ts t

o lin

e m

anag

er;

by

report

ing inci

den

ts t

o t

he

‘nam

ed p

erso

n’

within

the

sett

ing;

chal

lengin

g s

elf by

reflec

ting o

n o

wn b

elie

fs a

nd

attitu

des

3.1

Id

entify

sou

rces

of

info

rmat

ion,

advi

ce a

nd

support

about

div

ersi

ty,

equal

ity,

incl

usi

on a

nd

dis

crim

inat

ion

□

Line

man

ager

; co

lleag

ues

; Sec

tor

Ski

lls C

ounci

ls,

Ski

lls f

or

Car

e, S

kills

fo

r H

ealth;

Profe

ssio

nal

org

anis

atio

ns,

Gen

eral

Soci

al C

are

Counci

l; t

hird

sect

or

org

anis

atio

ns,

Age

UK,

Dem

entia

Soci

ety,

Alz

hei

mer

’s S

oci

ety,

M

enca

p,

Nat

ional

Autist

ic S

oci

ety;

pro

fess

ional

mag

azin

es

3

Know

how

to

acce

ss

info

rmat

ion,

advi

ce

and s

upport

about

div

ersi

ty,

equal

ity,

in

clusi

on a

nd

dis

crim

inat

ion

3.2

D

escr

ibe

when

to a

cces

s in

form

atio

n,

advi

ce a

nd

support

about

div

ersi

ty,

equal

ity,

incl

usi

on a

nd

dis

crim

inat

ion

□

How

: by

consu

ltin

g lin

e m

anag

er,

super

viso

r, c

olle

agues

; co

nsu

lt

web

site

s

□

When

: w

hen

unsu

re o

f how

to c

hal

lenge

dis

crim

inat

ion;

to s

tay

within

boundar

ies

of

ow

n r

ole

; w

hen

unsu

re o

f how

to

reco

gnis

e dis

crim

inat

ion;

if a

ccuse

d o

f dis

crim

inat

ion;

when

exp

erie

nci

ng

dis

crim

inat

ion

BA033388 – Specification – Edexcel BTEC Level 2 and Level 3 Certificates in Preparing to Work in Adult Social Care – Issue 3 – September 2012 © Pearson Education Limited 2012

39


Delivery

Learners will require some taught input with regard to key terms, legislation and codes of practice. However, the use of training DVDs, case studies and input from professionals who have experience of working in a multicultural environment will enhance learning. Learners will also benefit from reflecting upon their own views in a safe environment.



The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.



Learning outcome 1: Understand the importance of diversity equality, and inclusion

Taught session on definition of terms; class discussion.

Taught session on definition of direct and indirect discrimination; buzz groups to discuss how this could occur in the workplace. Groups give feedback.

Guest speaker on the effects of discrimination. Question and answer session.

Taught session on reducing discrimination in adult social care; methods and practices.

Use of training DVD. Class plenary.

Assignment 1: Key terms and practices

Produce a PowerPoint presentation defining the key terms, describing how discrimination can occur in the workplace, and explaining the practices that may be used to reduce the likelihood of this occurring.

Learning outcome 2: Know how to work in an inclusive way

Taught session on legislation and codes of practice. Buzz groups applying these to case studies; group give feedback.

Taught session on inclusive interaction. Class discussion.

Taught session on challenging discrimination. Group work, applying learning to case studies and feed back to the class.

Assignment 2: Key legislation/inclusive interaction/challenging discrimination

a) Produce a list of the key legislation and codes of practice.

b) Produce a leaflet that describes how to interact in an inclusive way with users of the service.


40


c) Produce an information sheet that describes ways in which to challenge discrimination in adult social care (2.3).

Learning outcome 3: Know how to access information, advice and support about diversity, equality, inclusion and discrimination

Internet research session; sources of information and support; learners discuss findings.

Taught session on when to access sources of information and support; group work applying the learning to case studies and giving feedback.

Assignment 3: Who will help?

Produce a poster identifying sources of information and support regarding diversity, equality, inclusion and discrimination, describing how and when to access them.


Assessment



Assessments may be in a variety of formats for this unit and the suggested programme may be adapted to meet local needs or the needs of particular learners. Tutors should ensure that learners demonstrate a clear understanding of how and when to access relevant sources of support and the reasons for doing so. The relevant operative verbs should be included in assessments, for example ‘identify’ and ’describe’.


41



Criteria covered

Assignment title


1.1, 1.2, 1.3

Key terms and practices

Your manager at the residence for older adults has asked you to produce a PowerPoint presentation for work experience learners, informing them about key terms, how discrimination may occur in the workplace and practices which may reduce the likelihood of this happening.

PowerPoint presentation

2.1 Key legislation As part of a package, the work experience tutor at the local college has asked your manager if you could produce a list of key legislation and codes of practice that apply to your setting. This will be explained to learners before they begin.

List

2.2 Inclusive interaction

As part of the package for younger learners, you have been asked to produce a leaflet on inclusive interaction with users of the service.

Leaflet

2.3 Challenging discrimination

Included as part of the package, is an information sheet that describes ways in which discrimination may be challenged.

Information sheet

3.1 3.2 Who will help? The final part of the package will be a poster, which the college can display in the social care classroom. This poster will contain information about sources and information of support.

Poster


42

Suggested resources

Textbooks Thompson N — Promoting Equality, Valuing Diversity: A Learning and Development Manual (Russell House Publishing, 2009) ISBN 9781905541492

Burgess C, Pritchatt N and Shaw C — S/NVQ Level 2, Health and Social Care: Easy Steps (Heinemann, 2007) ISBN 9780435465278

Magazine Community Care magazine

Websites

www.cqc.org Care Quality Commission home page

www.cqc.org.uk Care Quality Council

www.equalityhumanrights.com Equality and Human Rights Commission

www.skillsforcare.org.uk Skills for Care

http://www.cqc.org/�

http://www.cqc.org.uk/�

http://www.equalityhumanrights.com/�



43

Unit 4: Principles of Safeguarding and Protection in Health and Social Care

Unit reference number: A/601/8574

QCF level: 2

Credit value: 3


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.

Unit introduction This unit enables learners to recognise the importance of safeguarding when working in health and social care. Learners will investigate types of abuse and the signs and symptoms, which may indicate these. Learners will also examine the factors that may contribute to vulnerability in individuals. The unit investigates actions to take in cases of suspected and alleged abuse and the national policies and local systems, which are part of the safeguarding framework. The roles of various relevant agencies are considered, together with sources of information and advice about the learner’s own role. Unsafe practices that may affect the wellbeing of individuals who use the services, together with sources of information and advice about own role in safeguarding and protecting individuals will be explored. Learners will also consider those practices which may reduce the likelihood of abuse occurring.

Essential resources Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs.

Guest speakers from statutory and voluntary organisations will provide learners with a valuable insight.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

44

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Know

how

to

reco

gnis

e si

gns

of

abuse

1.1

D

efin

e th

e fo

llow

ing t

ypes

of

abuse

:

phys

ical

abuse

se

xual

abuse

em

otional

/psy

cholo

gic

al

abuse

finan

cial

abuse

in

stitutional

abuse

se

lf-n

egle

ct

neg

lect

by

oth

ers

□

Typ

es o

f phys

ical

abuse

: hitting,

shak

ing,

bitin

g,

thro

win

g,

burn

ing o

r sc

aldin

g,

suff

oca

ting,

forc

e-fe

edin

g,

causi

ng p

hys

ical

har

m t

o a

n

indiv

idual

□

Typ

es o

f se

xual

abuse

: fo

rcin

g a

n indiv

idual

to t

ake

par

t in

unw

ante

d

sexu

al a

ctiv

itie

s by

usi

ng t

hre

ats

and c

oer

cion

□

Typ

es o

f em

otion

al/p

sych

olo

gic

al a

buse

: bully

ing,

invo

king t

hre

ats

and

fear

; dev

aluin

g indiv

idual

sel

f-es

teem

; ve

rbal

abuse

and s

wea

ring;

imposi

ng inap

pro

priat

e ex

pec

tations;

conve

ying fee

lings

of

wort

hle

ssnes

s

□

Typ

es o

f finan

cial

abuse

: th

eft

of m

oney

and p

roper

ty;

forg

ing

signat

ure

s; forc

ing s

om

eone

to s

ign d

ocu

men

ts f

or

finan

cial

gai

n;

confiden

ce c

rim

es;

usi

ng p

roper

ty w

ithou

t per

mis

sion;

den

ying

indiv

idual

s ac

cess

to t

hei

r ow

n f

inan

ces,

par

ticu

larly

with t

he

elder

ly a

nd

indiv

idual

s w

ith lea

rnin

g d

ifficu

ltie

s

□

Typ

es o

f in

stitutional

abuse

: m

isuse

of

auth

ority

; in

form

atio

n a

nd p

ow

er

ove

r vu

lner

able

indiv

idual

s by

care

work

ers;

fai

lure

to m

ainta

in

pro

fess

ional

boundar

ies;

inap

pro

priat

e use

of m

edic

atio

n;

phys

ical

re

stra

int;

ver

bal

abuse

; dis

crim

ination;

hum

iliat

ion;

bully

ing;

den

ying

priva

cy;

neg

lect

□

Typ

es o

f se

lf-n

egle

ct:

indiv

idual

s en

gag

ing in n

egle

ctfu

l an

d s

elf-

har

min

g b

ehav

iours

incl

udin

g r

efusi

ng t

o e

at a

nd d

rink,

neg

lect

ing

per

sonal

hyg

iene,

cau

sing a

ctual

bodily

har

m t

o s

elf

incl

udin

g c

utt

ing;

inap

pro

priat

e cl

oth

ing,

unsa

nitar

y housi

ng,

lack

of

med

ical

aid

s

□

Typ

es o

f neg

lect

by

other

s: n

ot

caring f

or

the

bas

ic n

eeds

of

oth

ers

incl

udin

g n

egle

ctfu

l pra

ctic

e in

fee

din

g a

nd n

ot

mee

ting indiv

idual

per

sonal

nee

ds

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.2

Id

entify

the

signs

and/o

r sy

mpto

ms

asso

ciat

ed w

ith

each

typ

e of

abuse

□

Sig

ns

and s

ympto

ms

of

phys

ical

abuse

: bru

ises

, bla

ck e

yes,

wel

ts,

cuts

, bro

ken b

ones

, open

wou

nds,

punct

ure

mar

ks,

untr

eate

d inju

ries

, bro

ken

eyeg

lass

es/f

ram

es;

sudden

chan

ge

in b

ehav

iour;

ove

rdose

and u

nder

dose

of

med

icat

ion;

indiv

idual

s re

port

bei

ng h

it,

slap

ped

, ki

cked

, m

istr

eate

d;

care

giv

er's

ref

usa

l to

allo

w v

isitors

to s

ee a

vuln

erab

le a

dult

alone

□

Sig

ns

and s

ympto

ms

of

sexu

al a

buse

: dis

turb

ed b

ehav

iour

incl

udin

g

self-h

arm

, in

appro

priat

e se

xual

ised

beh

avio

ur;

rep

eate

d u

rinar

y in

fect

ions;

dep

ress

ion;

loss

of

self-e

stee

m;

impai

red a

bili

ty t

o form

re

lationsh

ips

□

Sig

ns

and s

ympto

ms

of em

otion

al/p

sych

olo

gic

al a

buse

: bei

ng u

pse

t;

agitat

ed;

withdra

wn;

non-c

om

munic

ativ

e; lac

k of se

lf-

este

em a

nd s

elf-

confiden

ce;

ner

vousn

ess

around c

erta

in p

eople

□

Sig

ns

and s

ympto

ms

of finan

cial

abuse

: lo

ss o

f tr

ust

; in

secu

rity

; fe

arfu

l;

withdra

wn;

confo

rmin

g o

r su

bm

issi

ve b

ehav

iour;

dis

appea

rance

of

poss

essi

ons;

unab

le t

o p

ay b

ills;

not

enough food in t

he

house

□

Sig

ns

and s

ympto

ms

of in

stitution

al a

buse

: lo

ss o

f se

lf-e

stee

m a

nd

confiden

ce;

subm

issi

ve b

ehav

iour;

loss

of

contr

ol

□

Sig

ns

and s

ympto

ms

of se

lf-n

egle

ct o

r neg

lect

by

oth

ers:

unusu

al

wei

ght

loss

; deh

ydra

tion

; si

gns

of ac

tual

sel

f-har

m incl

udin

g c

uts

, w

ithdra

wn o

r su

bm

issi

ve b

ehav

iour;

unsa

fe liv

ing c

onditio

ns;

dirty

cl

oth

es;

unsu

itab

le c

loth

es;

unw

ashed

1.3

D

escr

ibe

fact

ors

that

may

co

ntr

ibute

to a

n indiv

idual

bei

ng m

ore

vuln

erab

le t

o

abuse

□

Old

age;

phys

ical

abili

ty,

(fra

ilnes

s, p

hys

ical

dis

abili

ty,

senso

ry

impairm

ent)

; co

gnitiv

e ab

ility

, (m

aturity

, le

vel of

educa

tion a

nd

inte

llect

ual

under

stan

din

g,

lear

nin

g d

ifficu

ltie

s, m

emory

iss

ues

, difficu

ltie

s w

ith p

roble

m s

olv

ing a

nd d

ecis

ion m

akin

g);

em

otional

re

silie

nce

, (m

enta

l hea

lth d

ifficu

ltie

s, d

epre

ssio

n);

str

ess,

(unex

pec

ted

life

chan

ges

, ber

eave

men

t, d

ivorc

e, illn

ess

or

inju

ry);

pre

judic

e,

dis

crim

inat

ion,

soci

o-e

conom

ic f

acto

rs

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

the

actions

to t

ake

if

ther

e ar

e su

spic

ions

that

an

indiv

idual

is

bei

ng a

buse

d

□

Import

ance

of

follo

win

g r

elev

ant

legis

lative

req

uirem

ents

, polic

ies,

pro

cedure

s an

d a

gre

ed w

ays

of w

ork

ing;

findin

g o

ut

bas

ic info

rmat

ion

incl

udin

g w

ho t

he

alle

ged

vic

tim

is,

who t

he

alle

ged

abuse

r is

and

cate

gories

of

abuse

that

could

be

hap

pen

ing;

report

ing s

usp

icio

ns

and

alle

gat

ions

to a

n a

ppro

priat

e/nam

ed p

erso

n;

import

ance

of

trea

ting a

ll al

legat

ions

and s

usp

icio

ns

seriousl

y; h

avin

g k

now

ledge

of lin

es o

f co

mm

unic

atio

n a

nd r

eport

ing

2.2

Exp

lain

the

actions

to t

ake

if

an indiv

idual

alle

ges

that

th

ey a

re b

eing a

buse

d

□

Under

stan

din

g b

oundar

ies

of

ow

n r

ole

and r

esponsi

bili

ties

; re

port

ing

susp

icio

ns

and a

llegat

ions

to a

ppro

priat

e/nam

ed p

erso

n;

import

ance

of

clea

r ve

rbal

and a

ccura

te w

ritt

en r

eport

s; im

port

ance

of not

aski

ng

lead

ing q

ues

tions

with indiv

idual

s co

nce

rned

; im

por

tance

of

resp

ectf

ul

liste

nin

g;

confiden

tial

ity

and a

gre

ed p

roce

dure

s fo

r sh

arin

g info

rmat

ion

on d

iscl

osu

re;

import

ance

of

actu

al e

viden

ce a

nd a

void

ing h

ears

ay

2

Know

how

to

resp

ond t

o

susp

ecte

d o

r al

leged

abuse

2.3

Id

entify

way

s to

ensu

re t

hat

ev

iden

ce o

f ab

use

is

pre

serv

ed

□

Use

of w

ritt

en r

eport

s, incl

udin

g d

etai

ls o

f al

leged

/susp

ecte

d a

buse

, si

gned

, dat

ed a

nd w

itnes

sed;

use

of

signed

and d

ated

witnes

s st

atem

ents

; photo

gra

phic

evi

den

ce o

f phys

ical

inju

ries

; ag

reed

pro

cedure

s fo

r usi

ng e

lect

ronic

rec

ord

s; c

onfiden

tial

sys

tem

s fo

r m

anual

re

cord

s; im

port

ance

of tim

esca

les

to e

nsu

re r

elia

bili

ty a

nd v

alid

ity

of

evid

ence

; se

cure

sto

rage

of

evid

ence

3

Under

stan

d t

he

nat

ional

and loca

l co

nte

xt o

f sa

feguar

din

g a

nd

pro

tect

ion f

rom

ab

use

3.1

Id

entify

nat

ional

polic

ies

and

loca

l sy

stem

s th

at r

elat

e to

sa

feguar

din

g a

nd p

rote

ctio

n

from

abuse

□

Rel

evan

t up-t

o-d

ate

gove

rnm

ent

pol

icie

s; S

tate

men

t of

Gove

rnm

ent

Polic

y on A

dult S

afeg

uar

din

g (

2011);

‘N

o S

ecre

ts:

guid

ance

on

dev

elopin

g a

nd im

ple

men

ting m

ulti-

agen

cy p

olic

ies

and p

roce

dure

s to

pro

tect

vuln

erab

le a

dults

from

abuse

, (2

000)’

, nat

ional

fra

mew

ork

and

codes

of

pra

ctic

e fo

r hea

lth a

nd s

oci

al c

are;

‘Saf

eguar

din

g A

dults’

nat

ional

polic

y re

view

(2009);

work

of th

e Car

e Q

ual

ity

Com

mis

sion

(Ess

ential

Sta

ndar

ds

of Q

ual

ity

and S

afet

y M

arch

2010);

loca

l sy

stem

s,

the

scope

of r

esponsi

bili

ty o

f Lo

cal Saf

eguar

din

g A

dults

Boar

ds

(LSABs)

an

d p

rote

ctio

n c

om

mitte

es;

Loca

l Are

a Agre

emen

ts (

LAAs)

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Exp

lain

the

role

s of

diffe

rent

agen

cies

in s

afeg

uar

din

g

and p

rote

ctin

g indiv

idual

s fr

om

abuse

□

Import

ance

of

multi-

agen

cy a

nd inte

r-ag

ency

work

ing;

soci

al s

ervi

ces;

hea

lth s

ervi

ces;

volu

nta

ry s

ervi

ces;

the

polic

e; r

esponsi

bili

ties

for

allo

cating a

nam

ed p

erso

n u

sual

ly fro

m s

tatu

tory

agen

cies

in h

ealth o

r so

cial

car

e; r

esponsi

bili

ties

for

ove

rsee

ing t

he

safe

guar

din

g a

sses

smen

t an

d its

outc

om

e; r

esponsi

bili

ties

of

the

Indep

enden

t Saf

eguar

din

g

Auth

ority

(IS

A);

the

nat

ional

Vet

ting a

nd B

arring S

chem

e (V

BS);

Crim

inal

Rec

ord

s Bure

au (

CRB)

3.3

Id

entify

rep

ort

s in

to s

erio

us

failu

res

to p

rote

ct

indiv

idual

s fr

om

abuse

□

Car

e Q

ual

ity

Com

mis

sion r

eport

(2011)

Win

terb

ourn

e Vie

w;

Abuse

of

Vuln

erab

le A

dults

in E

ngla

nd (

2010-1

1)

(NH

S);

Equal

ity

and H

um

an

Rig

hts

Com

mis

sion C

lose

to H

om

e (2

012);

Fin

al R

eport

of

the

Indep

enden

t In

quiry

into

Car

e Pr

ovi

ded

by

Mid

Sta

fford

shire

NH

S

Foundat

ion T

rust

(2009);

Nat

ional

Audit o

f D

emen

tia

(2011)

3.4

Id

entify

sou

rces

of

info

rmat

ion a

nd a

dvi

ce

abou

t ow

n r

ole

in

safe

guar

din

g a

nd p

rote

ctin

g

indiv

idual

s fr

om

abuse

□

Polic

ies,

pro

cedure

s an

d a

gre

ed w

ays

of w

ork

ing w

ithin

the

work

pla

ce

sett

ing;

curr

ent

and r

elev

ant

sourc

es o

f in

form

atio

n f

rom

web

site

s,

leaf

lets

, org

anis

atio

ns,

loca

l an

d v

olu

nta

ry g

roups;

gove

rnm

ent

dep

artm

ents

; vo

lunta

ry o

rgan

isat

ions;

public

atio

ns;

info

rmat

ion f

rom

th

e In

dep

enden

t Saf

eguar

din

g A

uth

ority

(IS

A);

Soci

al C

are

Inst

itute

for

Exc

elle

nce

4

Under

stan

d w

ays

to r

educe

the

likel

ihood o

f ab

use

4.1

Exp

lain

how

the

likel

ihood o

f ab

use

may

be

reduce

d b

y:

w

ork

ing w

ith p

erso

n-

centr

ed v

alues

en

coura

gin

g a

ctiv

e par

tici

pat

ion

pro

moting c

hoic

e an

d

rights

□

Work

ing w

ith p

erso

n-c

entr

ed v

alues

: dec

reas

ing t

he

likel

ihood o

f ab

use

by

work

ing in a

per

son-c

entr

ed w

ay;

imple

men

ting t

he

key

valu

es o

f priva

cy,

dig

nity,

indep

enden

ce,

choi

ce,

rights

and fulfilm

ent;

dec

reas

ing

vuln

erab

ility

by

incr

easi

ng c

onfiden

ce;

pro

moting e

mpow

erm

ent,

in

dep

enden

ce a

nd a

uto

nom

y; invo

lvin

g indiv

idual

s in

mak

ing t

hei

r ow

n

dec

isio

ns

and c

hoic

es;

resp

ectf

ul co

mm

unic

atio

n;

active

lis

tenin

g;

mai

n

princi

ple

s th

at a

ll ad

ults

hav

e th

e right

to liv

e th

eir

lives

fre

e fr

om

vi

ole

nce

, fe

ar a

nd a

buse

, th

e right

to b

e pro

tect

ed f

rom

har

m a

nd

explo

itat

ion,

the

right

to indep

enden

ce a

nd t

he

right

to just

ice

□

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Enco

ura

gin

g a

ctiv

e par

tici

pat

ion:

dec

reas

ing t

he

likel

ihood o

f ab

use

by

enco

ura

gin

g a

ctiv

e par

tici

pat

ion;

dec

reas

ing v

uln

erab

ility

by

impro

ving

self-c

onfiden

ce a

nd s

elf-

este

em;

enco

ura

gin

g invo

lvem

ent

and s

elf-

awar

enes

s

□

Prom

oting c

hoic

es a

nd r

ights

: dec

reas

ing t

he

likel

ihood o

f ab

use

th

rough p

rom

oting indiv

idual

choic

es a

nd d

ecis

ion-m

akin

g;

dec

reas

ing

vuln

erab

ility

by

pro

moting e

mpow

erm

ent

and indep

enden

ce;

import

ance

of

info

rmed

conse

nt

4.2

Exp

lain

the

import

ance

of

an

acce

ssib

le c

om

pla

ints

pro

cedure

for

reduci

ng t

he

likel

ihood o

f ab

use

□

To e

nsu

re a

n a

cces

sible

com

pla

ints

pro

cedure

for

reduci

ng t

he

likel

ihood

of

abuse

; tr

ansp

aren

t polic

ies,

pro

cedure

s an

d a

gre

ed w

ays

of w

ork

ing;

import

ance

of

acco

unta

bili

ty;

clea

r sy

stem

s fo

r re

port

ing a

nd r

ecord

ing

com

pla

ints

; ro

bust

pro

cedure

s fo

r fo

llow

ing u

p o

n a

ny

com

pla

ints

; le

gal

re

quirem

ent

to h

ave

a co

mpla

ints

pro

cedure

in p

lace

; w

ays

of

ensu

ring

the

pro

cedure

is

acce

ssib

le (

by

publis

hed

polic

y, h

igh v

isib

ility

, w

ides

pre

ad d

istr

ibution)

5.1

D

escr

ibe

unsa

fe p

ract

ices

th

at m

ay a

ffec

t th

e w

ellb

eing o

f in

div

idual

s

□

Neg

lect

in d

uty

of

per

sonal

car

e in

rel

atio

n t

o inap

pro

priat

e fe

edin

g,

was

hin

g,

bat

hin

g,

dre

ssin

g,

toile

ting;

inap

pro

priat

e phys

ical

conta

ct in

rela

tion t

o m

ovi

ng a

nd h

andlin

g;

unsa

fe a

dm

inis

trat

ion o

f m

edic

atio

n;

unre

liable

sys

tem

s fo

r dea

ling w

ith indiv

idual

s’ m

oney

or

per

sonal

pro

per

ty;

failu

re t

o m

ainta

in p

rofe

ssio

nal

boundar

ies;

fai

lure

to e

nsu

re

super

visi

on;

inap

pro

priat

e co

mm

unic

atio

n o

r sh

arin

g o

f in

form

atio

n;

failu

re t

o u

pdat

e kn

owle

dge

on s

afeg

uar

din

g iss

ues

; unsa

fe r

ecru

itm

ent

pra

ctic

es

5

Know

how

to

reco

gnis

e an

d

report

unsa

fe

pra

ctic

es

5.2

Exp

lain

the

actions

to t

ake

if

unsa

fe p

ract

ices

hav

e bee

n

iden

tified

□

Rep

ort

ing u

nsa

fe p

ract

ices

that

hav

e bee

n iden

tified

; re

port

ing c

once

rns

to a

man

ager

or

super

viso

r im

med

iate

ly,

verb

ally

and in w

riting;

polic

ies

on ‘w

his

tleb

low

ing’

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

D

escr

ibe

the

action t

o t

ake

if

susp

ecte

d a

buse

or

unsa

fe

pra

ctic

es h

ave

bee

n

report

ed b

ut

noth

ing h

as

bee

n d

one

in r

esponse

□

Work

ers

hav

e th

e right

to r

eport

conce

rns

direc

tly

to s

oci

al s

ervi

ces,

Car

e Q

ual

ity

Com

mis

sion (

CQ

C)

or

the

polic

e; a

nyo

ne

can r

eport

a

susp

icio

n o

r al

legat

ion o

f ab

use

; w

ork

ers

can b

e dis

ciplin

ed,

susp

ended

or

dis

mis

sed f

or

not

report

ing a

buse

and n

ot

follo

win

g t

he

corr

ect

pro

cedure

s; im

port

ance

of

rais

ing g

enuin

e co

nce

rns

and a

ctin

g o

n t

hem

; re

assu

rance

of

pro

tect

ion f

rom

poss

ible

rep

risa

ls a

nd v

ictim

isat

ion

follo

win

g r

eport

ing


50


Delivery

Learners will require some taught input with regard to unfamiliar topics, and sensitivity will be required when delivering the unit. Learners may find some content distressing and will benefit from discussion to enable a full consideration of the issues. Reference to high-profile cases is included in the unit content and this could be delivered in the context of class discussion rather than active teaching. Learners will benefit from input from guest speakers from both statutory and voluntary organisations who have expertise in dealing with the subject.






Learning outcome 1: Know how to recognise signs of abuse

Taught session on signs and symptoms of abuse with reference to serious cases. Class discussion.

Taught session on signs and symptoms of abuse with reference to serious cases. Class discussion (second session in the topic).

Taught session on factors that contribute to vulnerability; buzz groups working with case studies to identify issues. Feedback from groups.

Guest speaker on supporting vulnerable individuals. Question and answer session

Discussion of serious incidents, tutor-led with reference to case studies.

Assignment 1: Recognition of abuse

Produce a set of information sheets which define, describe and explain:

types of abuse

signs and/or symptoms of each type of abuse identified

factors which may lead to vulnerability in individuals.

Learning outcome 2: Know how to respond to suspected or alleged abuse

Taught session on actions to take regarding suspicions or allegations of abuse. Class discussion.

Taught session on preserving evidence. Class working in groups with case studies and giving feedback.


51


Assignment 2: Responding to abuse

Produce a PowerPoint presentation which:

a) explains actions to take when abuse is suspected or alleged

b) identifies ways of ensuring that evidence is preserved.

Learning outcome 3: Understand the national and local context of safeguarding and protection from abuse

Guest speaker on national policies and local systems. Question and answer session.

Taught session on the role of different agencies. Learners working with case studies to demonstrate understanding, and give feedback to the class.

Class consideration of serious cases; discussion about possible solutions.

Taught session on sources of information and advice about own role. Class discussion.

Assignment 3: Roles and systems

Produce a report which:

a) identifies national policies and local systems

b) explains the roles of different agencies

c) identifies reports into serious failures

d) identifies sources of advice and support about your own role.

Learning outcome 4: Understand ways to reduce the likelihood of abuse

Taught session on working with person-centred values. Class discussion.

Taught session on encouraging active participation. Class discussion.

Guest speaker on promoting choices and rights. Question and answer session.

Taught session on accessible complaints procedures; groups working with case studies to match procedures. Groups give feedback.

Assignment 4: Reducing abuse

Write a letter to the opinions column of a care magazine that explains how the likelihood of abuse may be reduced, and state the importance of having accessible complaints procedures.

Learning outcome 5: Know how to recognise and report unsafe practices

Taught session on unsafe practices/actions to take (session 1).

Taught session on unsafe practices/actions to take (session 2).

Taught session on actions to take if unsafe practices or suspected or alleged abuse has been reported but no action has been taken.


52


Assignment 5: Recognising unsafe practices

Produce a booklet which:

a) describes unsafe practices that could affect wellbeing and explains the actions to take if unsafe practices have been identified

b) explains the actions to take when unsafe practices/suspected abuse has been reported and there has been no response.


Assessment



Assessment for this unit may be in a variety of formats and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners link the type of abuse with the accurate signs and/or symptoms in order to demonstrate understanding of the topic. Learners should take an objective view when reviewing reports of serious failures to safeguard and protect, showing a recognition of all aspects of the cases. Learners must demonstrate their understanding of what constitutes an unsafe practice and appreciation of the importance of accessible complaints procedures in order to reduce the likelihood of abuse. Learners should demonstrate their understanding of the principles of safeguarding and protection and the role of different agencies in this area. Tutors should ensure the inclusion of the relevant operative verbs in all assessments, for example ‘identify’, ‘describe’ and ‘explain’.



Criteria covered

Assignment title


1.1, 1.2, 1.3

Recognition of abuse

You have been asked by your manager to produce a set of information sheets to be included in the induction pack for new staff on the recognition of abuse and reasons that may contribute to vulnerability.

Information sheets

2.1, 2.2, 2.3

Responding to abuse

You are a member of the staff induction team and you have been asked to produce a PowerPoint presentation on responding to suspected or alleged abuse and preserving evidence.



53

Criteria covered

Assignment title


3.1, 3.2, 3.3, 3.4

Roles and systems

As part of the induction process, you have been asked to produce a report which will be given to candidates to read before they attend an induction session on the roles and systems involved in safeguarding and protection.

Report

4.1, 4.2 Reducing abuse You have decided to write a letter to the opinion column of a national care magazine on reducing the likelihood of abuse in health and social care, and the importance of having accessible complaints procedures.

Letter

5.1, 5.2, 5.3

Recognising unsafe practices

As part of the induction process, you will be presenting each person with a booklet which gives them information on unsafe practices and the actions to take if there has been no response to reports of these or suspected abuse.

Booklet

Suggested resources

Textbooks Hart D — Safeguarding Vulnerable Adults (Russell House Publishing Ltd, 2009) ISBN 9781905541379

Morris C — Knowledge Set for Safeguarding Vulnerable People (Heinemann, 2008) ISBN 9780435402372


Websites

www.elderabuse.org.uk Action on Elder Abuse

www.isa-gov.org.uk Independent Safeguarding Authority


54

Unit 5: Introduction to Duty of Care in Health, Social Care or Children and Young People’s Settings

Unit reference number: H/601/5474

QCF level: 2

Credit value: 1


Unit aim This unit is aimed at those who are newly commencing or plan to work in health or social care settings with adults. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care.

Unit introduction This unit prepares learners for working in the relevant sectors, providing them with an understanding of the duty of care that underpins their roles and responsibilities within their settings. Learners will examine the dilemmas that may arise between the duty of care and the rights of an individual to make choices and take acceptable risks. The unit examines why it is important that individuals know how to make complaints, the agreed procedures for making complaints and their own role in responding.

Essential resources

Learners will require full access to library facilities including relevant text, professional magazines and journals, ICT and CD ROMs. Access to examples of agreed procedures (non-confidential) would also be of support to learners.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

55

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

efin

e th

e te

rm ‘duty

of

care

’ □

Le

gal

oblig

atio

n;

duty

of

care

tow

ards

adults

usi

ng s

ervi

ces,

colle

agues

an

d o

wn s

elf;

req

uirem

ent

to w

ork

in b

est

inte

rest

of th

e ad

ult u

sing t

he

serv

ice;

car

e pra

ctic

e w

hic

h is

not

det

rim

enta

l to

the

hea

lth,

wel

lbei

ng

and s

afet

y of

the

adult;

only

car

ryin

g o

ut

care

pra

ctic

e w

ithin

ow

n lev

el

of

com

pet

ence

, ro

le a

nd r

esponsi

bili

ty

1

Under

stan

d t

he

mea

nin

g o

f duty

of

care

1.2

D

escr

ibe

how

the

duty

of

care

affec

ts o

wn w

ork

role

□

Car

ryin

g o

ut

only

duties

for

whic

h y

ou a

re c

ompet

ent

and in o

wn job

des

crip

tion a

nd d

eclin

ing c

are

work

whic

h is

not

; bei

ng a

ccounta

ble

for

ow

n d

ecis

ions

and a

ctio

ns;

follo

w s

tandar

d p

roce

dure

s in

all

aspec

ts o

f w

ork

incl

udin

g u

se o

f re

sourc

es a

nd e

quip

men

t; p

rovi

din

g s

tandar

ds

of

care

in lin

e w

ith t

he

codes

of

pra

ctic

e of

sett

ing/s

ervi

ce;

pro

vidin

g

stan

dar

ds

of

care

in lin

e w

ith t

he

under

pin

nin

g v

alues

of

adult s

oci

al

care

— r

espec

t fo

r th

e in

div

idual

, pre

serv

atio

n o

f th

e dig

nity

of th

e in

div

idual

, sa

feguar

din

g;

the

nee

d t

o obse

rve

confiden

tial

ity;

the

nee

d

to b

e obse

rvan

t; t

he

import

ance

of in

duct

ion a

nd r

egula

r updat

ing o

f kn

ow

ledge

and s

kills

; duty

to r

eport

conce

rns

by

com

ple

ting inci

den

t an

d a

ccid

ent

reco

rds,

info

rmin

g t

he

line

man

ager

or

‘nam

ed p

erso

n’ in

th

e se

ttin

g,

use

of

‘whis

tleb

low

ing’ w

her

e ap

pro

priat

e

2.1

D

escr

ibe

dile

mm

as t

hat

may

ar

ise

bet

wee

n t

he

duty

of

care

and a

n indiv

idual

’s

rights

□

Bal

ance

bet

wee

n h

ealth a

nd s

afet

y an

d a

n indiv

idual

’s h

um

an r

ights

and

free

dom

s; c

once

pt

of ‘m

enta

l ca

pac

ity’

; rights

of th

e ad

ult t

o m

ake

dec

isio

ns

about

own c

are;

ten

sions

bet

wee

n indiv

idual

choic

e an

d

keep

ing s

afe

from

har

m;

conflic

t bet

wee

n c

onfiden

tial

ity

and n

eed t

o

shar

e in

form

atio

n in t

he

inte

rest

of th

e in

div

idual

or

public

saf

ety

2

Be

awar

e of

dile

mm

as t

hat

m

ay a

rise

about

duty

of ca

re a

nd

the

support

av

aila

ble

for

addre

ssin

g t

hem

2.2

Exp

lain

wher

e to

get

ad

ditio

nal

support

and

advi

ce a

bout

how

to

reso

lve

such

dile

mm

as

□

Men

tor;

tuto

r; lin

e m

anag

er;

Car

e Q

ual

ity

Com

mis

sion;

pro

fess

ional

bodie

s; S

ecto

r Ski

lls C

ounci

ls,

Ski

lls f

or

Car

e; S

kills

for

Hea

lth;

Gen

eral

Soci

al C

are

Counci

l

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

why

it is

import

ant

that

indiv

idual

s kn

ow h

ow

to

mak

e a

com

pla

int

□

Prote

cts

the

legal

rig

hts

of

adults;

to p

reve

nt

bad

pra

ctic

e; r

aise

aw

aren

ess

with m

anag

ers/

regula

tory

bodie

s; t

o im

pro

ve a

dult s

oci

al

care

ser

vice

s fo

r se

lf a

nd o

ther

use

rs

3.2

Exp

lain

the

mai

n p

oin

ts o

f ag

reed

pro

cedure

s fo

r han

dlin

g c

ompla

ints

□

Info

rm lin

e m

anag

er,

super

viso

r; r

ecord

com

pla

int

in lin

e w

ith p

olic

ies

and p

roce

dure

s of se

ttin

g;

line

man

ager

to s

pea

k w

ith c

ompla

inan

t; lin

e m

anag

er t

o ta

ke a

ppro

priat

e ac

tion

3

Know

how

to

resp

ond t

o

com

pla

ints

3.3

D

escr

ibe

ow

n r

ole

in

resp

ondin

g t

o c

om

pla

ints

as

par

t of

own d

uty

of ca

re

□

Follo

win

g p

olic

y an

d p

roce

dure

s of se

rvic

e/se

ttin

g;

liste

nin

g c

aref

ully

to

what

is

said

; re

cognis

ing a

dult’s

fee

lings;

cla

rify

ing p

roble

ms;

giv

ing

advi

ce o

n p

roce

dure

s fo

r co

mpla

inin

g;

focu

sing o

n t

he

pro

ble

m n

ot

per

sonal

itie

s; k

now

when

and h

ow t

o p

ass

on c

om

pla

ints

to lin

e m

anag

er/c

om

pla

ints

man

ager

; re

flec

t, a

nd if nec

essa

ry c

han

ge

ow

n

pra

ctic

e/under

go t

rain

ing


57


Delivery

The unit should be delivered by a well-qualified tutor, preferably with experience of working in the relevant sector. Learners will require some taught input and will also benefit from the use of case studies together with the observation of training DVDs. Opportunities for discussion will enhance learning by clarifying understanding.






Learning outcome 1: Understand the meaning of duty of care

Taught session on definition of the phrase ‘duty of care’; class discussion on the effects of this on own role.

Observation of relevant DVD; class discussion.

Guest speaker on implementing the duty of care in a setting. Question and answer session.

Assignment 1: A duty of care

Write an essay defining the term ‘duty of care’ and describing how this will affect your work role.

Learning outcome 2: Be aware of dilemmas that may arise about duty of care and the support available for addressing them

Taught session on potential dilemmas; class discussion.

Taught session on where to obtain additional advice and support in resolving dilemmas.

Assignment 2: What could go wrong?

Produce a leaflet that describes the potential dilemmas which may arise about a duty of care, and explain where to obtain additional advice and support in reaching resolutions.

Learning outcome 3: Know how to respond to complaints

Taught session on why individuals should know how to complain. Class discussion.

Taught session on the main points of agreed procedures for handling complaints; class working in groups with case studies to apply procedures. Groups to give feedback.


58


Taught session on own role in responding to complaints as part of a duty of care. Class discussion.

Assignment 3: Complaints

Produce an information sheet explaining the importance of individuals knowing how to complain, the main points of agreed procedures for handling complaints and your own role in responding as part of a duty of care.

Assessment



Assessment for this unit may be in a variety of formats and the suggested programme may be adapted to meet either local needs or the needs of particular groups of learners. Tutors should ensure that learners fully explain the importance of complaints procedures as part of a duty of care. It is also essential that learners present evidence of agreed procedures rather than opinions, and show recognition of their own role. Tutors should ensure that the correct operative verbs are used throughout assessments, for example ‘explain’ and ‘describe’.


The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only, and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.

Criteria covered

Assignment title


1.1, 1.2 A duty of care You are applying for promotion and as part of the application process, you are asked to write an essay on the duty of care and its effect on your role in delivering support and care.

Essay

2.1, 2.2 What could go wrong?

You have received your promotion and your manager has asked you to produce a leaflet for new staff on the potential dilemmas that could arise between a duty of care and the rights of individuals in the setting.

Leaflet

3.1, 3.2, 3.3

Complaints As part of your new role, you have been asked to produce an information sheet on aspects of making complaints.

Information sheet


59

Suggested resources

Textbooks Carter P — Lippincott’s Textbook for Nursing Assistants: A Humanistic Approach to Caregiving Second Edition (Wolters, Kluwer, 2008) ISBN 9780781766852

Nolan Y — NVQ/SNVQ Level 2, Health and Social Care Candidate Handbook (Pearson Education, 2008) ISBN 9780435466985


Other reading Common Induction Standards (Adult Social Care) Handbook for Employees available at www.reading.gov.uk/

Websites

www.cqc.org.uk Care Quality Commission

http://www.reading.gov.uk/�


60

Unit 6: Understand the Role of the Social Care Worker

Unit reference number: A/602/3113

QCF level: 2

Credit value: 1


Unit aim This unit is aimed at those who are interested in, or new to, working in social care settings. It provides the knowledge required to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others.

Unit introduction This unit gives learners an understanding of the role of a social care worker in a variety of settings. Learners will investigate the differences between a working relationship and a personal relationship, and consider the different working relationships to be encountered in social care settings. The unit examines the importance of adhering to the agreed scope of the job role and provides an understanding of what is meant by agreed ways of working. The importance of full and up-to-date details of these is emphasised in the unit. Partnership working is examined in detail, together with the skills and approaches to support the learner in resolving conflicts. The unit also examines how and when to access advice and support about working in partnership and the resolution of conflicts.

Essential resources

Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs. Presentations from members of the social care profession dealing with conflict resolution would be of benefit to learners.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

61

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

how

a w

ork

ing

rela

tionsh

ip is

diffe

rent

from

a

per

sonal

rel

atio

nsh

ip

□

Work

ing r

elat

ionsh

ips:

a r

elat

ionsh

ip w

ith a

wor

k co

lleag

ue;

the

nat

ure

of

a pro

fess

ional

rel

atio

nsh

ip;

conce

pt

of te

amw

ork

ing;

work

ing w

ithin

ag

reed

guid

elin

es;

work

ing t

owar

ds

com

mon g

oal

s w

ith a

shar

ed

purp

ose

; a

busi

nes

s re

lationsh

ip

□

Pers

onal

rel

atio

nsh

ips:

a r

elat

ionsh

ip w

ith a

frien

d,

fam

ily m

ember

or

within

a s

oci

al gro

up;

inte

rper

sonal

rel

atio

nsh

ip;

rom

antic

rela

tionsh

ip;

bas

ed o

n love

, lik

ing,

fam

ily b

ond o

r so

cial

com

mitm

ent

1

Under

stan

d

work

ing

rela

tionsh

ips

in

soci

al c

are

sett

ings

1.2

D

escr

ibe

diffe

rent

work

ing

rela

tionsh

ips

in s

oci

al c

are

sett

ings

□

Rel

atio

nsh

ips

bet

wee

n c

o-w

ork

ers;

bet

wee

n w

orke

r an

d m

anag

er;

rela

tionsh

ips

within

tea

ms;

bet

wee

n d

iffe

rent

hea

lth a

nd s

oci

al c

are

work

ers;

rel

atio

nsh

ips

bet

wee

n d

iffe

rent

pro

fess

ional

s; p

rofe

ssio

nal

re

lationsh

ips

with o

ther

s, incl

udin

g u

sers

of

the

serv

ice

and t

hei

r fa

mili

es

2.1

D

escr

ibe

why

it is

import

ant

to a

dher

e to

the

agre

ed

scope

of

the

job r

ole

□

Fulfill

ing d

efin

ed r

ole

s and r

esponsi

bili

ties

within

job d

escr

iption a

s par

t of

a co

ntr

act

of

emplo

ymen

t; m

eeting leg

al r

esponsi

bili

ties

; pro

fess

ional

co

mm

itm

ent;

mee

ting r

equirem

ents

of th

e jo

b;

apply

ing p

rofe

ssio

nal

boundar

ies

and w

ork

ing w

ithin

pro

fess

ional

lim

itat

ions;

acc

ounta

bili

ty;

to m

eet

required

per

form

ance

within

the

job

2

Under

stan

d t

he

import

ance

of

work

ing in w

ays

that

are

agre

ed

with t

he

emplo

yer

2.2

O

utlin

e w

hat

is

mea

nt

by

agre

ed w

ays

of w

ork

ing

□

Know

ledge

of

rele

vant

curr

ent

legis

lation,

acce

ss t

o full

and u

p-t

o-d

ate

polic

ies

and p

roce

dure

s th

at r

elat

e to

the

resp

onsi

bili

ties

of

the

spec

ific

jo

b r

ole

; hea

lth a

nd s

afet

y, s

afeg

uar

din

g,

equal

opport

unitie

s an

d

incl

usi

ve w

ork

ing;

infe

ctio

n c

ontr

ol, a

nti-d

iscr

imin

atory

pra

ctic

e, s

afet

y an

d s

ecurity

, dea

ling w

ith e

mer

gen

cy s

ituat

ions,

movi

ng a

nd h

andlin

g

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Exp

lain

the

import

ance

of

full

and u

p-t

o-d

ate

det

ails

of

agre

ed w

ays

of w

ork

ing

□

To e

nsu

re leg

isla

tion is

bei

ng c

om

plie

d w

ith;

to e

nsu

re o

rgan

isat

ional

polic

ies

and p

roce

dure

s ar

e bei

ng f

ollo

wed

; to

ensu

re t

hat

curr

ent

hea

lth

and s

afet

y pro

cedure

s ar

e bei

ng f

ollo

wed

; hav

e re

leva

nt

info

rmat

ion o

n

serv

ice

use

rs;

work

as

a te

am;

offer

a p

erso

nal

ised

ser

vice

; ef

fect

ive

multi-

dis

ciplin

ary

work

ing;

to e

nsu

re a

gre

ed w

ays

of w

ork

ing a

re

follo

wed

to p

reve

nt

spre

ad o

f dis

ease

, m

ainta

in infe

ctio

n c

ontr

ol,

mai

nta

in h

ealth a

nd s

afet

y; d

eal ef

fect

ivel

y w

ith e

mer

gen

cies

; m

ainta

in

duty

of ca

re

3.1

Exp

lain

why

it is

import

ant

to w

ork

in p

artn

ersh

ip w

ith

oth

ers

□

Form

pro

fess

ional

rel

atio

nsh

ips

with t

eam

mem

ber

s, c

olle

agues

, oth

er

pro

fess

ional

s, indiv

idual

s an

d t

hei

r fa

mili

es;

effe

ctiv

e co

mm

unic

atio

n;

effe

ctiv

e w

ays

of

shar

ing a

ccura

te info

rmat

ion;

conce

pt

of pow

er s

har

ing

and e

mpow

erm

ent;

nat

ure

of

pro

fess

ional

res

pec

t; u

nder

stan

din

g

diffe

rent

role

s an

d r

esponsi

bili

ties

; m

eet

diffe

rent

pro

fess

ional

ex

pec

tations;

multi-

agen

cy a

nd inte

gra

ted w

orki

ng

3.2

Id

entify

way

s of

work

ing

that

can

hel

p im

pro

ve

par

tner

ship

work

ing

□

Impro

ving p

artn

ersh

ip w

ork

ing t

hro

ugh e

ffec

tive

com

munic

atio

n a

nd

info

rmat

ion s

har

ing;

colla

bora

tion a

nd t

eam

work

ing;

multi-

agen

cy t

eam

m

eetings

and c

onfe

rence

s; m

ain p

rinci

ple

s of

‘No s

ecre

ts:

guid

ance

on

dev

elopin

g a

nd im

ple

men

ting m

ulti-

agen

cy p

olic

ies

and p

roce

dure

s to

pro

tect

vuln

erab

le a

dults

from

abuse

‘ (2

000),

Saf

eguar

din

g A

dults,

the

Role

of

Hea

lth S

ervi

ces

(2011);

incl

udin

g s

ubse

quen

t am

endm

ents

3

Under

stan

d t

he

import

ance

of

work

ing in

par

tner

ship

with

oth

ers

3.3

Id

entify

ski

lls a

nd

appro

aches

nee

ded

for

reso

lvin

g c

onflic

ts

□

Man

agin

g s

tres

sful si

tuat

ions

— r

emai

nin

g c

alm

, bei

ng a

war

e of

both

ve

rbal

and n

on-v

erbal

com

munic

atio

n,

contr

olli

ng e

motions

and

beh

avio

ur

to a

void

thre

aten

ing o

ther

s, p

ayin

g a

tten

tion t

o t

he

feel

ings

bei

ng e

xpre

ssed

as

wel

l as

the

spok

en w

ord

s of

oth

ers;

bei

ng a

war

e of

an

d r

espec

tful of

diffe

rence

s; d

evel

opin

g a

rea

din

ess

to f

orgiv

e an

d

forg

et;

hav

ing t

he

abili

ty t

o s

eek

com

pro

mis

e; s

eeki

ng r

esolu

tion;

bei

ng

spec

ific

with c

om

munic

atio

n;

tryi

ng n

ot

to e

xagger

ate

or

ove

r-gen

eral

ise;

avo

idin

g a

ccusa

tions;

im

port

ance

of

active

lis

tenin

g

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Exp

lain

how

and w

hen

to

acce

ss s

upport

and a

dvi

ce

about:

par

tner

ship

work

ing

re

solv

ing c

onflic

ts

□

Acc

ess

support

and a

dvi

ce a

bout

par

tner

ship

work

ing:

know

ing h

ow

and

when

to a

cces

s su

pport

and a

dvi

ce a

bout

par

tner

ship

work

ing in r

elat

ion

to s

har

ing info

rmat

ion,

issu

es a

bout

confiden

tialit

y, c

onfu

sion a

bout

role

s an

d r

esponsi

bili

ties

, pro

fess

ional

lim

itat

ions

or

expec

tations,

under

stan

din

g p

rofe

ssio

nal

boundar

ies

□

Know

ing h

ow t

o ac

cess

support

and a

dvi

ce f

or

reso

lvin

g c

onflic

ts:

thro

ugh m

anag

er o

r su

per

viso

r, p

rofe

ssio

nal

org

anis

atio

n,

indep

enden

t ad

viso

ry o

rgan

isat

ions;

for

reso

lvin

g c

onflic

ts;

emplo

ymen

t co

unse

lling,

indep

enden

t ad

viso

ry o

rgan

isat

ions,

tra

de

unio

ns;

arb

itra

tion a

nd

med

iation a

gen

cies

thro

ugh m

ento

ring s

upport

, em

plo

ymen

t co

unse

lling


64


Delivery

The unit should be delivered by a suitably qualified and experienced tutor who has an understanding of partnership working within the sector and resolving conflicts between working partners. Learners will require some taught input but opportunities for role play, simulated activities and discussion will enhance learning and provide opportunities to examine issues in detail.






Learning outcome 1: Understand working relationships in social care settings

Taught session on differences between working and personal relationships. Class discussion.

Taught session on different working relationships in health and social care. Class discussion.

Assignment 1: Professional relationships

Produce a leaflet explaining the differences between working and personal relationships and describing the different types of working relationships in social care.

Learning outcome 2: Understand the importance of working in ways that are agreed with the employer

Taught session on adhering to the scope of the job role; groups discussing various job role descriptions and feeding back conclusions.

Taught session on agreed ways of working with learners making notes.

Taught session on implementing ways of working. Class discussion.

Assignment 2: The job role

Produce a set of information sheets that describe the importance of adhering to the scope of your agreed job role, outline what you understand by ‘agreed ways of working’ and explain the importance of having full and up-to-date details of these.

Learning outcome 3: Understand the importance of working in partnership with others

Taught session on partnership working. Class discussion, (session 1).

Taught session on partnership working. Class discussion, (session 2).


65


Taught session on conflicts that may arise. Class discussion.

Taught session on resolving conflicts; learners working with case studies to demonstrate understanding and giving feedback.

Simulated activities/role play to apply the skills and approaches learned previously. Class plenary.

Guest speaker on accessing support and advice. Question and answer session.

Assignment 3: Working partners

Produce a report that:

a) explains the importance of working in partnership with others

b) identifies ways of working that will help to improve partnership working

c) identifies skills and approaches for resolving conflicts

d) explains sources of help and support in partnership working and resolving conflicts.


Assessment



The assessments for this unit may take a variety of forms, and the suggested programme may be adapted to meet local needs or to meet the needs of particular groups of learners. Tutors should ensure that learners demonstrate a clear and objective understanding of the importance of partnership working with reference to the course content, rather than unjustified opinions. Learners may produce a list of the ways of working that will improve partnership working and also the skills and approaches required to resolve conflicts. A full explanation of the sources of help and support and how they are of assistance in supporting partnership working and resolving conflicts is required in order to meet the unit requirements. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘outline’, ‘identify’, ‘explain’ and ‘describe’.


The table below shows a programme of suggested assignments that cover the criteria in the assessment grid. This is for guidance only, and it is recommended that centres either write their own assignments or adapt Edexcel assignments to meet local needs and resources.


66

Criteria covered

Assignment title


1.1, 1.2 Professional relationships

Your manager has noticed your excellent presentation skills and has asked you to produce a leaflet on the differences between personal and working relationships for learners who are coming into social care for work experience.

Leaflet

2.1, 2.2, 2.3

The job role As part of their qualification, learners on work experience are required to obtain information on aspects of the job role in adult social care. You have been asked to produce a set of information sheets describing the importance of adhering to the agreed job role and discussing up-to-date agreed ways of working.

Information sheets

3.1, 3.2, 3.3, 3.4

Working partners

As a senior care worker in a day centre for adults with learning disabilities, you have been asked by the city council to produce a report on partnership working and the resolving of conflicts in adult social care.

Report

Suggested resources

Textbooks Burgess C, Shaw C and, Pritchatt N — S/NVQ Level 2 Health and Social Care Easy Steps (Pearson Education, 2007) ISBN 9780435465278

Glasby J and Dickinson H — Partnership Working in Health and Social Care (Better Partnership Working) (Policy Press, 2008) ISBN 9781847420169

Magazine The Community Care

Websites

www.puttingpeoplefirst.org.uk Putting People First

www.skillsforcare.org.uk Sector Skills Council for Care and Development

http://bookshop.blackwell.co.uk/jsp/search_results.jsp;jsessionid=4D2F7E2207CEE275C2CEE8BE536C77F6.bobcatp1?author=Colette+Burgess%2C+Colin+Shaw%2C+Nicki+Pritchatt&otherbooks=true&authorOp=AND�

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http://www.puttingpeoplefirst.org.uk/�


67

Unit 7: Understand Person-centred Approaches in Adult Social Care Settings

Unit reference number: J/602/3180

QCF level: 2

Credit value: 4


Unit aim This unit introduces the concept of person-centred support as a fundamental principle of social care. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.

Unit introduction This unit gives learners an understanding of the role of person-centred care in underpinning the delivery of best practice in social care. The unit defines person-centred values and explains the importance of embedding these into the delivery of support and care. Learners will examine ways of finding out an individual’s history, preferences, wishes and needs in order to plan care and support which has the individual at the centre. Learners will investigate the term ‘consent’ in a social care context and develop an understanding of its importance when initiating care practice, actions or activities. The unit also provides advice on dealing with situations where consent is not readily available. Learners will consider the concept of active participation, the benefits of this and also ways of reducing barriers to enable full participation by all users of the service. Issues concerning informed choices are considered, together with the balance of risk taking and assessing when empowering individuals to exercise their rights to choice. The unit examines the links between wellbeing, self-esteem and individual identity. The connections between these and providing an appropriate environment will also be investigated.

Essential resources

Learners will require full access to library resources including relevant text, professional magazines and journals, ICT and CD ROMs. Input from experts in the field of person-centred care will be of benefit to learners.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

68

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

efin

e per

son-c

entr

ed

valu

es

□

Ensu

ring indiv

idual

s ar

e at

the

centr

e of

pla

nnin

g a

nd s

upport

; in

div

idual

ity;

rig

hts

; ch

oic

e; p

riva

cy;

indep

enden

ce;

dig

nity;

res

pec

t;

par

tner

ship

1

Under

stan

d

per

son-c

entr

ed

appro

aches

for

care

and s

upport

1.2

Exp

lain

why

it is

import

ant

to w

ork

in a

way

that

em

bed

s per

son-c

entr

ed

valu

es

□

To p

rom

ote

indiv

idual

ity;

appre

ciat

ion o

f rights

within

the

care

val

ue

bas

e; e

nab

ling indiv

idual

s to

mak

e dec

isio

ns

and c

hoic

es;

the

right

to

priva

cy;

empow

erin

g indiv

idual

s to

mai

nta

in indep

enden

ce a

nd d

ignity;

tr

eating indiv

idual

s w

ith r

espec

t; r

espec

t in

div

idual

s’ d

iver

sity

, cu

lture

an

d v

alues

; aw

aren

ess

of

risk

tak

ing in p

erso

n-c

entr

ed a

ppro

aches

, en

ablin

g indiv

idual

s to

mak

e in

form

ed d

ecis

ions

and u

nder

stan

d t

he

conse

quen

ces

of

thes

e dec

isio

ns

in r

elat

ion t

o t

he

hea

lth a

nd w

ellb

eing

of

the

indiv

idual

2.1

D

escr

ibe

how

to

find o

ut

the

his

tory

, pre

fere

nce

s, w

ishes

an

d n

eeds

of a

n indiv

idual

□

Work

in a

way

that

puts

the

indiv

idual

at

the

centr

e of

pla

nnin

g a

nd

support

by

com

munic

atin

g w

ith indiv

idual

s to

fin

d o

ut

thei

r his

tory

, pre

fere

nce

s an

d w

ishes

; im

port

ance

of

work

ing in a

non-j

udgem

enta

l w

ay,

not

dis

crim

inat

ing a

gai

nst

any

indiv

idual

; en

sure

equal

ity

and

incl

usi

ve p

ract

ice;

pro

mote

the

indep

enden

ce a

nd a

uto

nom

y of

indiv

idual

s; e

mpow

er indiv

idual

s to

use

thei

r st

rength

s an

d p

ote

ntial

; ef

fect

ive

com

munic

atio

n;

assu

rance

of

confiden

tial

ity

2

Under

stan

d h

ow

to

imple

men

t a

per

son-c

entr

ed

appro

ach in a

n

adult s

oci

al c

are

sett

ing

2.2

D

escr

ibe

how

to

take

into

ac

count

the

his

tory

, pre

fere

nce

s, w

ishes

and

nee

ds

of

an indiv

idual

when

pla

nnin

g c

are

and s

upport

□

Docu

men

t day

-to-d

ay r

equirem

ents

and p

refe

rence

s fo

r ca

re a

nd

support

; ad

dre

ssin

g n

eeds

and p

refe

rence

s w

ithin

the

care

pla

n,

support

pla

n,

indiv

idual

pla

n;

hol

istic

appro

ach t

o m

eeting t

he

nee

ds

and

pre

fere

nce

s of

indiv

idual

s

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Exp

lain

how

usi

ng a

n

indiv

idual

’s c

are

pla

n

contr

ibute

s to

work

ing in a

per

son-c

entr

ed w

ay

□

To d

ocu

men

t in

div

idual

nee

ds;

att

end t

o t

he

det

ail of

trea

tmen

t an

d

indiv

idual

ised

pro

visi

on;

apply

a p

erso

n-c

entr

ed a

ppro

ach;

imple

men

t non-d

iscr

imin

atory

pra

ctic

e; c

onsu

lt t

he

serv

ice

use

r; e

nsu

re n

eed is

met

; m

ainta

in e

mpow

erm

ent

3.1

D

efin

e th

e te

rm ‘co

nse

nt’

□

The

info

rmed

agre

emen

t to

an a

ctio

n o

r dec

isio

n;

esta

blis

hin

g c

onse

nt

varies

acc

ord

ing t

o t

he

indiv

idual

’s a

sses

sed c

apac

ity

to c

onse

nt

3.2

Exp

lain

the

import

ance

of

gai

nin

g c

onse

nt

when

pro

vidin

g c

are

or

support

□

To u

phold

indiv

idual

rig

hts

to b

e fu

lly invo

lved

in t

hei

r ow

n c

are;

uphold

in

div

idual

rig

ht

to r

efuse

car

e or

trea

tmen

t; t

o en

sure

indiv

idual

s ar

e in

form

ed t

o c

om

ply

with leg

al r

equirem

ent

3.3

D

escr

ibe

how

to

esta

blis

h

conse

nt

for

an a

ctiv

ity

or

action

□

Appro

priat

e in

form

atio

n;

com

munic

atio

n s

kills

; ve

rbal

, non-v

erbal

and

writt

en;

active

lis

tenin

g;

import

ance

of

consu

ltat

ion a

nd incl

usi

ve

com

munic

atio

n;

resp

ect

indiv

idual

s’ c

hoic

es;

liste

n a

nd r

espond t

o in

div

idual

s’ q

ues

tions

and c

once

rns;

res

pond a

ppro

priat

ely

to a

ny

ques

tions

and c

once

rns,

gai

nin

g w

ritt

en o

r le

gal

conse

nt

3

Under

stan

d t

he

import

ance

of

esta

blis

hin

g

conse

nt

when

pro

vidin

g c

are

or

support

3.4

Exp

lain

what

ste

ps

to t

ake

if

conse

nt

cannot

be

read

ily

esta

blis

hed

□

Act

in t

he

bes

t in

tere

sts

of th

e in

div

idual

; w

ork

to r

esolv

e co

nflic

ts;

abid

e by

rele

vant

legis

lation,

seek

ext

ra s

upport

and a

dvi

ce w

her

e nec

essa

ry,

use

of

an a

dvo

cate

, co

nta

ct t

he

per

son w

ho is

legally

re

sponsi

ble

, re

cord

ing info

rmat

ion

4.1

D

efin

e w

hat

is

mea

nt

by

active

par

tici

pat

ion

□

Em

pow

erin

g indiv

idual

s to

par

tici

pat

e in

the

activi

ties

and r

elat

ionsh

ips

of

ever

yday

life

as indep

enden

tly

as p

oss

ible

; th

e im

port

ance

of

the

indiv

idual

as

an a

ctiv

e par

tner

in t

hei

r ow

n c

are

or

suppor

t ra

ther

than

a

pas

sive

rec

ipie

nt

4

Under

stan

d h

ow

to

enco

ura

ge

active

par

tici

pat

ion

4.2

D

escr

ibe

how

act

ive

par

tici

pat

ion b

enef

its

an

indiv

idual

□

Em

pow

erin

g indiv

idual

s to

par

tici

pat

e in

thei

r ow

n c

are;

phys

ical

ben

efits,

incr

ease

d indep

enden

ce,

auto

nom

y an

d w

ellb

eing,

sense

of

purp

ose

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

D

escr

ibe

way

s of

reduci

ng

bar

rier

s to

act

ive

par

tici

pat

ion

□

Pro

moting a

ctiv

e par

tici

pat

ion,

bei

ng c

reat

ive

about

how

outc

om

es c

an

be

achie

ved,

pro

moting o

pport

unitie

s, incr

easi

ng s

taff t

rain

ing a

nd

awar

enes

s, p

rom

oting c

onfiden

ce in indiv

idual

s, p

rom

oting incl

usi

on

4.4

D

escr

ibe

way

s of

enco

ura

gin

g a

ctiv

e par

tici

pat

ion

□

Engag

ing t

he

indiv

idual

; use

of

phys

ical

, co

mm

unic

atio

n a

nd v

isual

aid

s;

des

ign s

uitab

le e

vents

; ac

cess

ing c

omm

unity

faci

litie

s an

d r

esourc

es,

invo

lvin

g f

rien

ds

and f

amily

5.1

Id

entify

way

s of

support

ing

an indiv

idual

to m

ake

info

rmed

choic

es

□

Dev

elopin

g r

espec

tful re

lationsh

ips;

the

import

ance

of non-j

udgem

enta

l co

mm

unic

atio

n a

nd incl

usi

ve info

rmat

ion;

empow

erin

g indiv

idual

s to

m

ake

info

rmed

choic

es;

resp

ect

indiv

idual

’s c

hoic

es;

empow

erin

g a

nd

support

ing indiv

idual

s to

ques

tion o

r ch

alle

nge

dec

isio

ns

conce

rnin

g

them

that

are

mad

e by

oth

ers

5.2

Exp

lain

why

risk

tak

ing c

an

be

par

t of

an indiv

idual

’s

choic

es

□

Ensu

re indiv

idual

s ar

e aw

are

of

risk

, aw

are

of haz

ards,

pro

vide

info

rmat

ion,

dis

cuss

ion;

use

ris

k as

sess

men

t pro

cess

es t

o m

ake

choic

es

5.3

Exp

lain

how

agre

ed r

isk

asse

ssm

ent

pro

cess

es a

re

use

d t

o su

pport

the

right

to

mak

e ch

oic

es

□

Ris

k as

sess

men

t pro

cess

es,

(iden

tifica

tion,

dec

isio

n,

eval

uat

ion,

reco

rdin

g,

revi

ewin

g);

hea

lth a

nd lifes

tyle

choic

es,

dec

isio

ns

abou

t tr

eatm

ent

or c

are;

cre

ate

awar

enes

s of

actu

al a

nd lik

ely

dan

ger

and

har

m a

risi

ng f

rom

choic

es m

ade;

incr

ease

d v

uln

erab

ility

, im

pac

t on

trea

tmen

t an

d r

ecove

ry

5.4

Exp

lain

why

a w

ork

er’s

per

sonal

vie

ws

should

not

influen

ce a

n indiv

idual

’s

choic

es

□

Opin

ion n

ot

fact

, ca

n b

e dis

crim

inat

ory

, pre

vents

em

pow

erm

ent

5

Under

stan

d h

ow

to

support

an

indiv

idual

’s r

ight

to

mak

e ch

oic

es

5.5

D

escr

ibe

how

to

support

an

indiv

idual

to q

ues

tion o

r ch

alle

nge

dec

isio

ns

conce

rnin

g t

hem

that

are

m

ade

by

oth

ers

□

Enco

ura

ge

ques

tions,

dis

cuss

ion;

awar

enes

s of

polic

ies

and p

roce

dure

s,

com

pla

ints

pro

cedure

s; a

war

enes

s of rights

; be

pre

par

ed t

o lis

ten;

advo

cacy

; re

ques

t se

cond o

pin

ions

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Exp

lain

how

indiv

idual

id

entity

and s

elf-

este

em a

re

linke

d w

ith w

ellb

eing

□

Sel

f -i

den

tity

: th

e re

cognitio

n o

f one’

s pote

ntial

and q

ual

itie

s as

an

indiv

idual

□

Sel

f-es

teem

: how

peo

ple

val

ue

them

selv

es

□

Wel

lbei

ng:

phys

ical

and m

enta

l hea

lth,

indiv

idual

nee

ds

bei

ng m

et

(phys

ical

, in

telle

ctual

, em

otional

, so

cial)

□

Links

: fr

agm

ente

d p

erso

nal

iden

tity

incl

udin

g e

ffec

ts o

f ab

use

, dis

crim

inat

ion,

lack

of ac

cess

to s

ervi

ces;

red

uci

ng lev

els

of

self e

stee

m

affe

ctin

g e

motional

hea

lth

6.2

D

escr

ibe

attitu

des

and

appro

aches

that

are

lik

ely

to

pro

mote

an indiv

idual

’s

wel

lbei

ng

□

Bei

ng t

reat

ed a

s an

indiv

idual

; aw

aren

ess

of an

indiv

idual

’s f

eelin

gs;

the

import

ance

of

priva

cy,

mai

nta

inin

g d

ignity;

pro

vidin

g s

upport

and

enco

ura

gem

ent

for

indiv

idual

s; r

espec

ting t

he

spiritual

, re

ligio

us

and

cultura

l bel

iefs

of

indiv

idual

s; w

ork

ing in p

artn

ersh

ip t

o s

et r

ealis

tic

and

achie

vable

goal

s; e

mpow

erin

g indiv

idual

s to

dev

elop c

onfiden

ce,

feel

good a

bout

them

selv

es a

nd r

aise

thei

r se

lf-e

stee

m;

thro

ugh p

osi

tive

en

coura

gem

ent,

act

ive

liste

nin

g a

nd d

evel

opin

g indep

enden

ce a

nd

asse

rtiv

enes

s

6

Under

stan

d h

ow

to

pro

mote

an

indiv

idual

’s

wel

lbei

ng

6.3

Id

entify

way

s to

contr

ibute

to

an e

nvi

ronm

ent

that

pro

mote

s w

ellb

eing

□

Soci

al e

nvi

ronm

ent

to p

rom

ote

the

wel

lbei

ng o

f in

div

idual

s, (

attitu

des

, ac

tivi

ties

); s

urr

oundin

gs,

ow

n p

osse

ssio

ns,

per

sonal

spac

e


72


Delivery

The unit should be delivered by a well-qualified and experienced tutor who has a thorough understanding of person-centred values and planning in the context of social care. Learners will benefit from opportunities to discuss issues within a safe environment. The use of person-centred tools as a method of self-reflection should be encouraged with the learner group in order to establish a full understanding of the principles.






Learning outcome 1: Understand person-centred approaches for care and support

Taught session on person-centred values; Carl Rogers and the core conditions. Class discussion.

Taught session on person-centred approaches (session 1). Class discussion.

Taught session on person-centred approaches (session 2). Application of learning to case studies followed by plenary.

Taught session on the four key principles of rights. Class discussion.

Guest speaker on delivering person-centred support and care with a vulnerable group. Question and answer session.

Assignment 1: A person-centred approach

Produce an information sheet that defines person-centred values and explains why it is important to embed these values into work in adult social care.

Learning outcome 2: Understand how to implement a person-centred approach in an adult social care setting

Taught session on working towards person-centred outcomes; application of learning to case studies and feeding back to the group.

Taught session on communicating with individuals to empower them; learners to take notes and discuss to clarify understanding.

Taught session on taking personal histories to support a person-centred approach to planning care, methods and uses.

Class plenary on promoting independence, what this means in adult social care with vulnerable groups.


73


Taught session on using care plans to work in person-centred ways with individuals. Learners working in groups to implement person-centred approaches when using care plans.

Assignment 2: My story/my care

Produce a magazine article describing how to obtain and use an individual’s history, preferences, wishes and needs to plan support. You should also include an explanation of how using an individual’s care plan can help you to work in a person-centred way.

Learning outcome 3: Understand the importance of establishing consent when providing care or support

Taught session on defining consent. Learners to discuss their understanding of the word.

Taught session on establishing consent, explaining the process and providing information. Class plenary.

Taught session on resolving conflicts where consent cannot be established/seeking advice and support.

Assignment 3: Gaining consent

Produce a guide for new adult social care workers that defines, explains and describes the establishing of consent and how to resolve issues of conflict relating to this.

Learning outcome 4: Understand how to encourage active participation

Taught session on empowering individuals to participate in daily life. Class discussion.

Taught session on the importance of individuals as active partners/involved in personal care. Class discussion.

Internet research session; potential barriers to active participation.

Tutor-led class discussion about ways of reducing barriers to active participation and how to encourage active participation.

Assignment 4: Active participation/living your life

Produce an information pack that defines the term ‘active participation’, describes the barriers to this, how to reduce the barriers, and identifies ways of encouraging active participation in individuals who use adult social care services.

Learning outcome 5: Understand how to support an individual’s right to make choices

Taught session on an individual’s right to make choices; learners to take notes. Class discussion.

Buzz groups working on ways of supporting the individual to make choices in adult social care; tutor-led discussion. Groups give feedback.

Taught session on use of risk assessment choices to support an individual and the ethics of allowing risk taking to allow individual choice and empowerment.


74


Assignment 5: Making choices

Write an essay on supporting an individual’s right to make choices

Learning outcome 6: Understand how to promote an individual’s wellbeing

Taught session on wellbeing definitions. Class plenary.

Taught session on promoting wellbeing. Groups working with case studies to apply learning and feeding back to the class.

Taught session on raising self-esteem through positive encouragement and empowerment; linking self-esteem and wellbeing with individual identity. Class discussion about attitudes and approaches.

Taught session on providing positive environments to promote wellbeing.

Assignment 6: Promoting individual wellbeing

Write an essay that explains, describes and identifies the links between individual identity, self-esteem and wellbeing. It should also cover the attitudes and approaches that are likely to promote wellbeing and ways in which you could contribute to an environment within adult social care that promotes the wellbeing of people who use the services.


Assessment



Assessment for this unit may be presented in a variety of ways and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners demonstrate an understanding of the links between a person-centred approach to the planning and delivery of care and support to the wellbeing of individuals. Learners should also show recognition of their role in contributing to the provision of environments that provide opportunities for all individuals to reach their full potential. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘describe’, ‘explain’ and ‘define’.




75

Criteria covered

Assignment title


1.1, 1.2 A person-centred approach

You are working in a residential setting for older individuals who have dementia. Your manager has asked you to produce an information sheet for new staff on person-centred values and the importance of embedding these into all aspects of work in the setting.

Information sheet

2.1, 2.2, 2.3

My story/my care

You have decided to submit an article to an online care magazine on the use of individual histories in meeting an individual’s preferences, wishes and needs when planning support.

Magazine article

3.1, 3.2, 3.3, 3.4

Gaining consent The magazine was impressed with your article and has requested that you provide a guide on gaining consent about adult social care.

Guide

4.1, 4.2, 4.3, 4.4

Active participation/ living your life

Your manager is very impressed with your writing skills and has asked you to produce an information pack for the setting. Your pack should contain information about encouraging individuals to actively participate in daily life and the benefits of this.

Information pack

5.1, 5.2, 5.3, 5.4, 5.5

Making choices You are applying to upgrade your qualifications and the tutor at the local college has asked you to write an essay in order for her to judge your ability to complete the course. You have been asked to write about the role of risk taking and risk assessment in supporting an individual’s right to make choices.

Essay

6.1, 6.2, 6.3

Promoting individual wellbeing

The tutor is impressed with your essay and has asked you to write a second one to be displayed as part of the college’s marketing strategy. You should now write about the links between an individual’s identity, self-esteem and wellbeing.

Essay


76

Suggested resources

Textbooks Burgess C, Pritchatt N and Shaw C — S/NVQ Level 2 Health and Social Care: Easy Steps (Heinemann, 2007) ISBN 9780435465278

Morris C — Knowledge Set for Safeguarding Vulnerable People (Heinemann, 2008) ISBN 9780435402372

Magazine Community Care The Social Care Institute for Excellence April 2010 publication Personalisation: a rough guide

Websites

www.cpa.org.uk Centre for Policy on Ageing

www.skillsforcare.org.uk Sector Skills Council for Adult Social Care

http://www.cpa.org.uk/�



77

Unit 8: Understand Health and Safety in Social Care Settings

Unit reference number: R/602/3179

QCF level: 2

Credit value: 4


Unit aim This unit is aimed at those who are interested in, or new to, working in a social care setting. It introduces knowledge and understanding of areas of health and safety required for working in a social care setting.

Unit introduction This unit will equip learners with the knowledge and understanding of health and safety that is required in order to work in social care settings. The unit investigates key legislation that relates to general health and safety in social care settings and also the main points of health and safety policies. Learners will examine the roles of various professionals, including those roles that require special training. The unit defines hazards and risks in social care and discusses the use of risk assessment in helping to address dilemmas between an individual’s rights and health and safety concerns. Learners will examine a variety of health and safety issues including infection prevention and control, safe moving and handling, environmental safety procedures, management of hazardous substances, managing stress, handling medication and food safety measures.

Essential resources

Learners will need access to library facilities, including relevant texts, professional magazines and journals, ICT and CD ROMs. Learners will also benefit from input from professionals in the various disciplines covered in this unit, for example environmental emergencies, infection, prevention, control and safe moving and handling of individuals.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

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3 C

ertifica

tes

in

Pre

par

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o W

ork

in A

dult S

oci

al C

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ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

78

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

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unit.

The

asse

ssm

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criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Li

st leg

isla

tion r

elat

ing t

o

gen

eral

hea

lth a

nd s

afet

y in

a

soci

al c

are

sett

ing

□

Rel

evan

t, u

p-t

o-d

ate

legis

lation f

rom

the

Hea

lth a

nd S

afet

y Exe

cutive

(H

SE),

Hea

lth a

nd S

afet

y at

Work

Act

1974,

Man

agem

ent

of

Hea

lth a

nd

Saf

ety

at W

ork

Reg

ula

tions

1999,

Man

ual

Han

dlin

g O

per

ations

Reg

ula

tions

1992,

Hea

lth a

nd S

afet

y (F

irst

Aid

) Reg

ula

tions

1981,

Rep

ort

ing o

f In

juries

, D

isea

ses

and D

anger

ous

Occ

urr

ence

s Reg

ula

tions

(RID

DO

R)

1995,

Contr

ol o

f Subst

ance

s H

azar

dous

to H

ealth (

CO

SH

H)

Reg

ula

tions

2002;

incl

udin

g s

ubse

quen

t am

endm

ents

1

Under

stan

d t

he

diffe

rent

resp

onsi

bili

ties

re

lating t

o h

ealth

and s

afet

y in

so

cial

car

e se

ttin

gs

1.2

D

escr

ibe

the

mai

n p

oin

ts o

f hea

lth a

nd s

afet

y polic

ies

and p

roce

dure

s

□

Agre

ed w

ays

of w

ork

ing a

nd a

ppro

ved c

odes

of

pra

ctic

e in

hea

lth a

nd

soci

al c

are

sett

ings

rela

ting t

o h

ealth a

nd s

afet

y; d

ealin

g w

ith a

ccid

ents

, in

juries

and e

mer

gen

cy s

ituat

ions;

oper

atin

g,

report

ing a

nd r

ecord

ing

pro

cedure

s; f

irst

-aid

situat

ions;

hyg

iene

pro

cedure

s, a

dm

inis

tering b

asic

firs

t ai

d if

trai

ned

to d

o s

o,

report

ing a

nd r

ecord

ing p

roce

dure

s; w

ork

ing

conditio

ns

and t

he

work

ing e

nvi

ronm

ent;

movi

ng a

nd h

andlin

g

pro

cedure

s; u

se o

f eq

uip

men

t; r

egula

tions

for

usi

ng m

echan

ical

or

elec

tric

al e

quip

men

t; h

ealth c

are

pro

cedure

s; p

roce

dure

s fo

r ad

min

iste

ring p

erso

nal

car

e; f

ood h

andlin

g a

nd p

repar

atio

n;

food

hyg

iene

regula

tions;

infe

ctio

n c

ontr

ol an

d d

ealin

g w

ith h

azar

dous

subst

ance

s; p

roce

dure

s fo

r dis

posi

ng o

f cl

inic

al w

aste

; se

curity

and

per

sonal

saf

ety;

pro

cedure

s fo

r per

sonal

sec

urity

and s

afeg

uar

din

g

per

sonal

pro

per

ty

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

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3 –

Sep

tem

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2012 ©

Pea

rson E

duca

tion L

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2012

79

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

O

utlin

e th

e m

ain h

ealth a

nd

safe

ty r

esponsi

bili

ties

of:

a)

the

soci

al c

are

work

er

b)

the

emplo

yer

or

man

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c)

indiv

idual

s

□

Hea

lth a

nd s

afet

y re

sponsi

bili

ties

of

the

soci

al c

are

work

er:

the

indiv

idual

duty

to t

ake

care

of

ow

n h

ealth a

nd s

afet

y; u

nder

stan

din

g a

nd

apply

ing r

elev

ant

legis

lation a

nd a

gre

ed w

ays

of

work

ing;

resp

onsi

bili

ty

to u

nder

take

rel

evan

t tr

ainin

g a

nd u

pdat

ing a

s re

quired

; th

e im

port

ance

of

cooper

atin

g w

ith o

ther

s on h

ealth a

nd s

afet

y; im

port

ance

of

the

corr

ect

use

of

anyt

hin

g p

rovi

ded

for

indiv

idual

hea

lth,

safe

ty a

nd

wel

fare

; pro

tect

ive

cloth

ing,

spec

ialis

ed e

quip

men

t; u

nder

stan

din

g t

hat

ce

rtai

n t

asks

shou

ld n

ot b

e ca

rrie

d o

ut

without

spec

ial tr

ainin

g,

use

of

equip

men

t, first

aid

, ad

min

iste

ring m

edic

atio

n,

hea

lth c

are

pro

cedure

s,

food h

andlin

g a

nd p

repar

atio

n

□

Hea

lth a

nd s

afet

y re

sponsi

bili

ties

of em

plo

yers

and m

anag

ers:

the

duty

of

emplo

yers

to p

rovi

de

info

rmat

ion, (r

isks

to h

ealth a

nd s

afet

y fr

om

w

ork

ing p

ract

ices

, ch

anges

that

may

har

m o

r af

fect

hea

lth a

nd s

afet

y,

how

to d

o t

he

job s

afel

y, w

hat

is

don

e to

pro

tect

hea

lth a

nd s

afet

y, h

ow

to

get

first

-aid

tre

atm

ent,

what

to d

o in a

n e

mer

gen

cy);

the

duty

of

emplo

yers

to p

rovi

de

trai

nin

g t

o d

o th

e jo

b s

afel

y, p

rote

ctio

n,

(spec

ial

cloth

ing,

glo

ves

and m

asks

, hea

lth c

hec

ks);

the

duty

of

emplo

yers

to

pro

vide

Hea

lth a

nd S

afet

y Exe

cutive

(H

SE)

info

rmat

ion (

hea

lth a

nd

safe

ty law

— w

ork

pla

ce r

isks

, dis

pla

y hea

lth a

nd s

afet

y la

w p

ost

ers

or

pro

vide

leaf

lets

with c

onta

ct d

etai

ls o

f peo

ple

who c

an h

elp o

r pro

vide

furt

her

info

rmat

ion)

□

Res

ponsi

bili

ty o

f th

e in

div

idual

: to

tak

e ca

re o

f ow

n h

ealth,

safe

ty a

nd

wel

fare

; to

pro

tect

the

safe

ty o

f oth

ers

thro

ugh o

wn a

ctio

ns

1.4

Id

entify

tas

ks r

elat

ing t

o

hea

lth a

nd s

afet

y th

at

should

only

be

carr

ied o

ut

with s

pec

ial tr

ainin

g

□

Firs

t ai

d,

adm

inis

teri

ng m

edic

atio

n,

hea

lth a

nd s

afet

y pro

cedure

s, f

ood

han

dlin

g a

nd p

repar

atio

n

1.5

D

escr

ibe

how

to

acce

ss

additio

nal

support

and

info

rmat

ion r

elat

ing t

o

hea

lth a

nd s

afet

y

□

Work

-bas

ed t

rain

ing,

HSE,

British

Saf

ety

Counci

l, E

uro

pea

n C

om

mis

sion,

Dep

artm

ent

of

Hea

lth,

Car

e Q

ual

ity

Com

mis

sion,

Ski

lls f

or

Car

e

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

80

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

efin

e w

hat

is

mea

nt

by

‘haz

ard’ an

d ‘risk

’ □

A p

oss

ibili

ty t

hat

som

ethin

g d

anger

ous

or

har

mfu

l m

ight

hap

pen

2.2

D

escr

ibe

how

to

use

a

hea

lth a

nd s

afet

y risk

as

sess

men

t

□

Under

stan

din

g h

ealth,

safe

ty a

nd r

isk

asse

ssm

ent

for

the

work

en

viro

nm

ent

or

par

ticu

lar

activi

ties

; th

e im

port

ance

of

risk

ass

essm

ent

for

pro

tect

ing s

elf

and indiv

idual

s fr

om

dan

ger

or

har

m;

the

nee

d t

o

com

ply

with t

he

law

; id

entify

ing w

hat

could

cau

se h

arm

; ta

king

pre

cautions

to p

reve

nt

har

m;

the

impor

tance

of

min

imis

ing a

ccid

ents

, in

juries

and ill

hea

lth;

reduci

ng t

he

risk

of

indiv

idual

s bei

ng inju

red a

t w

ork

; re

duci

ng t

he

risk

of

liabili

ty;

reduci

ng c

ost

s to

the

org

anis

atio

n

2.3

Exp

lain

how

and w

hen

to

report

pote

ntial

hea

lth a

nd

safe

ty r

isks

that

hav

e bee

n

iden

tified

□

Import

ance

of

continuou

s as

sess

men

t of

risk

s an

d r

egula

r ch

ecki

ng;

report

ing iden

tified

ris

ks im

med

iate

ly;

import

ance

of

report

ing a

ny

chan

ges

; ex

amin

e ex

ample

s of

risk

ass

essm

ent

report

s, a

ccid

ent

report

fo

rms

and o

ther

rel

evan

t docu

men

tation;

import

ance

of w

ritt

en r

ecord

s bei

ng c

lear

and a

ccura

te,

det

ailin

g d

ates

, tim

es,

sim

ple

des

crip

tion o

f haz

ard iden

tified

and a

ctio

n t

aken

; ag

reed

rep

ort

ing p

roce

dure

s an

d

lines

of

com

munic

atio

n

2

Under

stan

d t

he

use

of

risk

as

sess

men

ts in

rela

tion t

o h

ealth

and s

afet

y

2.4

D

escr

ibe

how

ris

k as

sess

men

t ca

n h

elp

addre

ss d

ilem

mas

bet

wee

n

an indiv

idual

’s r

ights

and

hea

lth a

nd s

afet

y co

nce

rns

□

Usi

ng r

isk

asse

ssm

ent

pro

cedure

s, r

egula

tions

and r

elev

ant

hea

lth a

nd

safe

ty leg

isla

tion t

o just

ify

com

plia

nce

for

spec

ific

pro

cedure

s or

actions;

w

earing s

eat

bel

ts in a

car

to m

inim

ise

inju

ry,

not

usi

ng a

mobile

te

lephone

whils

t drivi

ng,

wea

ring a

moto

r cy

cle

hel

met

for

pro

tect

ion,

han

dw

ashin

g a

nd w

earing lat

ex g

love

s to

min

imis

e th

e sp

read

of

infe

ctio

n;

under

stan

din

g t

hat

the

use

of

risk

ass

essm

ent

can h

elp t

o ad

dre

ss d

ilem

mas

bet

wee

n t

he

hum

an r

ights

of

an indiv

idual

and h

ealth

and s

afet

y co

nce

rns;

acc

epta

ble

and u

nac

cepta

ble

ris

k

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

diffe

rent

types

of

acci

den

ts a

nd s

udden

illn

ess

that

may

occ

ur

in a

soci

al

care

set

ting

□

Acc

iden

ts,

(slip

s an

d t

rips,

fal

ls,

nee

dle

-stick

inju

ries

, burn

s an

d s

cald

s,

inju

ries

fro

m o

per

atin

g m

achin

ery

or

spec

ialis

ed e

quip

men

t,

elec

trocu

tion,

acci

den

tal pois

onin

g);

sudden

illn

ess,

(h

eart

att

ack,

dia

bet

ic c

om

a, e

pile

ptic

seiz

ure

)

3.2

O

utlin

e th

e pro

cedure

s to

be

follo

wed

if

an a

ccid

ent

or

sudden

illn

ess

shou

ld o

ccur

□

Cle

arin

g t

he

area

; re

mai

nin

g c

alm

; se

ndin

g f

or

hel

p;

asse

ssin

g t

he

indiv

idual

for

inju

ries

; ad

min

iste

r bas

ic f

irst

aid

if

nec

essa

ry a

nd if

trai

ned

to d

o s

o s

tay

with t

he

inju

red/s

ick

indiv

idual

until hel

p a

rriv

es;

obse

rve

and n

ote

any

chan

ges

in c

onditio

n;

pro

vide

a fu

ll ve

rbal

rep

ort

to

rel

evan

t m

edic

al st

aff

or

oth

ers;

com

ple

te a

full

writt

en r

eport

and

rele

vant

docu

men

tation;

imple

men

ting t

he

polic

ies,

pro

cedure

s an

d

agre

ed w

ays

of w

ork

ing t

o h

elp

3

Under

stan

d

pro

cedure

s fo

r re

spondin

g t

o

acci

den

ts a

nd

sudden

illn

ess

3.3

Exp

lain

why

it is

import

ant

for

emer

gen

cy first

-aid

tas

ks

only

to b

e ca

rrie

d o

ut

by

qual

ifie

d f

irst

aid

ers

□

Qual

ifie

d f

irst

aid

ers

hav

e nec

essa

ry s

kills

and t

rain

ing,

know

pro

cedure

s, k

now

when

to g

et s

pec

ialis

t hel

p;

unqual

ifie

d f

irst

aid

ers

can e

ndan

ger

life,

cau

se f

urt

her

inju

ries

4.1

Li

st r

oute

s by

whic

h a

n

infe

ctio

n c

an g

et into

the

body

□

Airborn

e, d

irec

t co

nta

ct,

indirec

t co

nta

ct,

resp

irat

ory

tra

ct,

dig

estive

tr

act,

open

wounds,

urinar

y an

d r

epro

duct

ive

syst

em

4

Know

how

to

reduce

the

spre

ad

of

infe

ctio

n

4.2

D

escr

ibe

way

s in

whic

h o

wn

hea

lth o

r hyg

iene

mig

ht

pose

a r

isk

to a

n indiv

idual

or

to o

ther

s at

work

□

Ow

n h

ealth a

nd h

ygie

ne,

im

port

ance

of

bas

ic p

erso

nal

hyg

iene

mea

sure

s in

red

uci

ng t

he

spre

ad o

f in

fect

ion;

han

dw

ashin

g a

fter

usi

ng

the

toile

t or

bef

ore

pre

par

ing f

ood;

cove

ring t

he

mouth

when

snee

zing

or

coughin

g;

usi

ng d

isposa

ble

tis

sues

; co

vering a

ny

cuts

or

abra

sions

with p

last

ers

or

suitab

le d

ress

ings;

im

port

ance

of

stay

ing a

way

fro

m

work

when

aff

ecte

d b

y ill

nes

s or

infe

ctio

n;

get

ting p

rom

pt

trea

tmen

t fo

r ill

nes

s or

infe

ctio

ns;

the

safe

sto

rage,

pre

par

atio

n a

nd c

ooki

ng o

f fo

od t

o

reduce

the

risk

of

dia

rrhoea

and s

ickn

ess;

pro

cedu

re if

pric

ked

by a

nee

dle

or s

yrin

ge’

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Exp

lain

the

most

thoro

ugh

met

hod f

or

han

dw

ashin

g

□

Rec

om

men

ded

met

hod f

or

han

dw

ashin

g f

ollo

win

g t

he

Dep

artm

ent

of

Hea

lth (

DoH

) 5-s

tep r

ecom

men

ded

pro

cedure

:

1

wet

han

ds

2

apply

soap

thoro

ughly

3

lath

er a

nd s

crub (

rem

ember

bet

wee

n t

he

finger

s, t

hum

bs

and b

acks

of

the

han

ds)

4

rinse

thoro

ughly

5

dry

thoro

ughly

usi

ng p

aper

tow

el o

r ai

r dry

er.

4.4

D

escr

ibe

when

to u

se

diffe

rent

types

of

per

sonal

pro

tect

ive

equip

men

t

□

Prote

ctio

n f

rom

res

pirato

ry im

pac

t, s

har

ps,

dan

ger

ous

bod

y fluid

s,

chem

ical

s and s

pla

shin

g liq

uid

s

5.1

Id

entify

leg

isla

tion t

hat

re

late

s to

movi

ng a

nd

han

dlin

g

□

The

Hea

lth a

nd S

afet

y at

Work

Act

1974;

The

Man

ual

Han

dlin

g

Oper

atio

ns

Reg

ula

tions

1992;

HSE M

anual

han

dlin

g a

sses

smen

t ch

arts

; in

cludin

g s

ubse

quen

t am

endm

ents

to leg

isla

tion

5.2

Li

st p

rinci

ple

s fo

r sa

fe

movi

ng a

nd h

andlin

g

□

The

key

princi

ple

s, (

avoid

the

nee

d f

or

haz

ardous

man

ual

han

dlin

g,

asse

ss t

he

risk

of

inju

ry f

rom

any

haz

ardous

man

ual

han

dlin

g,

reduce

th

e risk

of

inju

ry fro

m h

azar

dous

man

ual

han

dlin

g);

the

import

ance

of

asse

ssm

ent

of

the

task

, lo

ad,

work

ing e

nvi

ronm

ent

and indiv

idual

’s

capab

ility

; re

duci

ng t

he

risk

of

inju

ry;

the

import

ance

of

corr

ect

post

ure

an

d t

echniq

ue;

work

ing in t

eam

s, t

he

import

ance

of

a co

ord

inat

ed

appro

ach a

nd g

ood c

omm

unic

atio

n;

usi

ng m

echan

ical

aid

s w

her

e nec

essa

ry;

chan

gin

g t

he

task

and a

ppro

ach w

her

e nec

essa

ry

5

Know

how

to

move

and h

andle

eq

uip

men

t an

d

oth

er o

bje

cts

safe

ly

5.3

Exp

lain

why

it is

import

ant

for

movi

ng a

nd h

andlin

g

task

s to

be

carr

ied o

ut

follo

win

g s

pec

ialis

t tr

ainin

g

□

Mak

ing p

roper

use

of

equip

men

t pro

vided

for

safe

pra

ctic

e; e

nsu

ring

that

act

ivitie

s do n

ot

put

oth

ers

at r

isk;

know

how

and w

hen

to r

eport

an

y pot

ential

ly h

azar

dou

s han

dlin

g a

ctiv

itie

s; c

om

ply

with h

ealth a

nd

safe

ty leg

isla

tion

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

83

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Exp

lain

why

it is

import

ant

to h

ave

spec

ialis

t tr

ainin

g

bef

ore

ass

isting a

nd m

ovi

ng

an indiv

idual

□

Know

ledge

of

corr

ect

pro

cedure

s, k

now

how

to a

sses

s m

obili

ty;

follo

w

agre

ed p

ract

ices

within

the

sett

ing;

follo

w w

ritt

en p

olic

ies;

pro

mote

co

nfiden

ce;

ensu

re s

afet

y, d

ignity

and p

riva

cy;

pro

mote

indep

enden

ce;

asse

ss r

isk;

rec

ord

inci

den

ts a

nd a

ccid

ents

6

Under

stan

d t

he

princi

ple

s of

assi

stin

g a

nd

movi

ng a

n

indiv

idual

6.2

Exp

lain

the

import

ance

of

follo

win

g a

n indiv

idual

’s c

are

pla

n a

nd fully

engag

ing w

ith

them

when

ass

isting a

nd

movi

ng

□

Fully

engag

ing w

ith t

he

indiv

idual

s; s

how

ing r

espec

t fo

r in

div

idual

’s

nee

ds

and p

refe

rence

s; p

rom

ote

bas

ic r

ights

fro

m c

are

valu

e bas

e;

support

s re

cove

ry

7.1

Id

entify

haz

ardous

subst

ance

s th

at m

ay b

e fo

und in t

he

soci

al c

are

sett

ing

□

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth (

CO

SH

H)

regula

tions

(2002)

(incl

ude

subst

ance

s th

at a

re c

orr

osi

ve,

irrita

nt,

toxi

c, h

ighly

fla

mm

able

, dan

ger

ous

to t

he

envi

ronm

ent)

; cl

inic

al w

aste

, ger

ms

that

cau

se

dis

ease

s; m

ater

ials

that

are

har

mfu

l, p

ote

ntial

ly infe

ctio

us;

body

fluid

s

7

Know

how

to

han

dle

haz

ardous

subst

ance

s

7.2

D

escr

ibe

safe

pra

ctic

es for:

st

oring h

azar

dous

subst

ance

s

usi

ng h

azar

dous

subst

ance

s

dis

posi

ng o

f haz

ardou

s su

bst

ance

s

□

Sto

ring:

alw

ays

follo

w a

gre

ed w

ays

of

work

ing,

polic

ies

and p

roce

dure

s;

safe

sto

rage

of

haz

ardous

subst

ance

s an

d m

ater

ials

, st

ore

d o

ut

of

reac

h;

store

mat

eria

ls in c

onta

iner

s re

com

men

ded

by

the

man

ufa

cture

r;

import

ance

of

clea

r la

bel

ling;

conta

iner

s se

cure

ly s

eale

d;

storing

inco

mpat

ible

subst

ance

s se

par

atel

y

□

Usa

ge:

alw

ays

follo

w a

gre

ed w

ays

of

work

ing,

polic

ies

and p

roce

dure

s;

avoid

exp

osu

re t

o h

azar

dous

subst

ance

s, (

inhal

ing,

conta

ct w

ith t

he

skin

or

eyes

, sw

allo

win

g o

r sk

in p

unct

ure

s);

use

of co

ntr

ol m

easu

res;

use

pro

tect

ive

cloth

ing w

her

e nec

essa

ry;

import

ance

of

chec

king w

ith

colle

agues

and c

om

ple

ting a

ppro

priat

e re

cord

s an

d d

ocu

men

tation

□

Dis

posa

l: a

lway

s fo

llow

agre

ed w

ays

of w

ork

ing,

polic

ies

and

pro

cedure

s; im

port

ance

of

pro

tect

ing o

ther

s, p

rote

ctin

g t

he

envi

ronm

ent;

min

imis

ing t

he

spre

ad o

f in

fect

ion

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

O

utlin

e pro

cedure

s to

be

follo

wed

in t

he

soci

al c

are

sett

ing t

o pre

vent:

fire

gas

lea

k

floods

in

trudin

g

se

curity

bre

ach

□

Fire

pre

vention:

follo

w p

roce

dure

s, m

ainta

in f

ire

extinguis

her

s; r

egula

r fire

ala

rm t

ests

; unblo

cked

esc

ape

route

s, u

se o

f sm

oke

ala

rms;

use

of

flam

e re

tard

ant

mat

eria

ls f

or

furn

iture

; ki

tchen

saf

ety

pro

cedure

s

□

Gas

lea

k pre

vention:

turn

ing o

ff g

as a

pplia

nce

s w

hen

not

in u

se;

regula

r m

ainte

nan

ce o

f sy

stem

s an

d b

oile

rs;

report

ing o

f su

spic

ious

odours

□

Floods

pre

vention:

turn

ing o

ff t

aps

bef

ore

lea

ving t

he

bat

hro

om

, ki

tchen

; re

gula

r m

ainte

nan

ce o

f ap

plia

nce

s, d

rain

s, m

ainte

nan

ce o

f build

ings;

loca

tion o

f m

ain w

ater

supply

□

Intr

uder

pre

vention:

use

of

secu

rity

codes

to e

nte

r build

ings;

use

of

iden

tifica

tion b

adges

; use

of

signin

g in a

nd o

ut

books

; ch

ecki

ng

inhab

itan

ts/r

esid

ents

; sa

fety

lock

s on d

oors

and w

indow

s; s

ecurity

per

sonnel

on s

ite;

mai

nte

nan

ce o

f al

arm

s

□

Sec

urity

bre

ach p

reve

ntion:

pre

sence

of

secu

rity

per

sonnel

; re

gula

r ch

ecki

ng o

f occ

upan

ts o

f a

faci

lity;

use

of

staf

f id

entifica

tion;

use

of

secu

rity

codes

to e

nte

r fa

cilit

ies

8

Know

en

viro

nm

enta

l sa

fety

pro

cedure

s in

the

soci

al c

are

sett

ing

8.2

O

utlin

e pro

cedure

s to

be

follo

wed

in t

he

soci

al c

are

sett

ing in t

he

even

t of:

fire

gas

lea

k

floods

in

trudin

g

se

curity

bre

ach

□

In t

he

even

t of fire

: kn

ow

ledge

of fire

pro

cedure

s; a

ppro

priat

e use

of

fire

ext

inguis

her

s an

d f

ire

bla

nke

ts;

calli

ng f

or

emer

gen

cy h

elp;

safe

ev

acuat

ion o

f in

div

idual

s

□

In t

he

even

t of

a gas

lea

k: s

afe

evac

uat

ion o

f th

e build

ing;

conta

ctin

g

emer

gen

cy s

ervi

ces;

not

ret

urn

ing t

o t

he

build

ing u

ntil it is

safe

to

do s

o

□

In t

he

even

t of

a flood:

turn

ing o

ff m

ain w

ater

supply

; sa

fe e

vacu

atio

n

of

the

build

ing,

conta

ctin

g e

mer

gen

cy s

ervi

ces;

use

of w

arnin

g n

otic

es

to p

reve

nt

acci

den

ts,

turn

off

ele

ctrici

ty a

nd g

as s

upplie

s

□

In t

he

even

t of in

trusi

on:

ensu

ring t

he

safe

ty o

f re

siden

ts/u

sers

of

the

serv

ice;

ensu

ring s

afet

y of

staf

f; r

oom

chec

ks;

conta

ctin

g e

mer

gen

cy

serv

ices

; ch

ecki

ng iden

tifica

tion o

f al

l pre

sent

□

In t

he

even

t of a

secu

rity

bre

ach:

asce

rtai

nin

g t

he

nat

ure

of

the

bre

ach,

conta

ctin

g s

ecurity

per

sonnel

; ch

ecki

ng s

afet

y of

indiv

idual

s; s

afet

y of

staf

f; r

outinel

y ch

angin

g s

ecurity

codes

to a

cces

s fa

cilit

ies,

conta

ctin

g

emer

gen

cy s

ervi

ces

if r

equired

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

9.1

Id

entify

com

mon s

igns

and

indic

ators

of

stre

ss

□

Phys

ical

sig

ns

and s

ympto

ms,

(ac

hes

and p

ains,

nau

sea,

diz

zines

s ch

est

pai

n,

rapid

hea

rtbea

t);

emotional

sig

ns

and s

ympto

ms,

(m

oodin

ess,

irrita

bili

ty o

r sh

ort

tem

per

, ag

itat

ion,

inab

ility

to r

elax

, fe

elin

g

ove

rwhel

med

, se

nse

of

lonel

ines

s an

d iso

lation,

dep

ress

ion o

r gen

eral

unhap

pin

ess)

; co

gnitiv

e si

gns

and s

ympto

ms,

(m

emory

pro

ble

ms,

in

abili

ty t

o c

once

ntr

ate,

poor

judgem

ent,

con

stan

t w

orr

ying);

beh

avio

ura

l si

gns

and s

ympto

ms,

(ea

ting m

ore

or

less

, sl

eep p

roble

ms,

neg

lect

ing r

esponsi

bili

ties

, usi

ng a

lcoh

ol, c

igar

ette

s an

d d

rugs

to r

elax

, ner

vous

hab

its

like

nai

l bitin

g)

9.2

Id

entify

circu

mst

ance

s th

at

tend t

o tr

igger

ow

n s

tres

s □

W

ork

fac

tors

; ch

anges

in r

outine,

dea

ling w

ith d

ifficu

lt s

ituat

ions,

pre

ssure

to m

eet

targ

ets,

pre

ssure

to m

eet

dea

dlin

es;

inte

rper

sonal

re

lationsh

ips

with indiv

idual

s an

d o

ther

s, e

xpec

tations

from

man

ager

s,

dem

ands

of w

ork

ing u

nso

cial

hours

, ta

king o

n s

pec

ial pro

ject

s; lac

k of

support

; per

sonal

fac

tors

; finan

cial

pro

ble

ms,

rel

atio

nsh

ip a

nd f

amily

pro

ble

ms,

maj

or

life

chan

ges

, ber

eave

men

t, inju

ry a

nd illn

ess

9

Know

how

to

man

age

stre

ss

9.3

D

escr

ibe

way

s to

man

age

stre

ss

□

Under

stan

din

g o

wn c

opin

g s

trat

egie

s; r

elax

atio

n t

echniq

ues

, (m

assa

ge,

yo

ga,

aro

mat

her

apy,

lis

tenin

g t

o m

usi

c);

phys

ical

act

ivity

and e

xerc

ise,

(g

oin

g f

or

a ru

n,

join

ing a

gym

); s

oci

al s

trat

egie

s, (

mee

ting u

p w

ith

frie

nds

and fam

ily,

volu

nte

erin

g a

nd h

elpin

g w

ith c

om

munity

work

);

logic

al st

rate

gie

s, (

mak

ing lis

ts,

prioritisi

ng,

crea

tive

str

ateg

ies)

; m

usi

c,

pai

nting a

nd o

ther

art

istic

purs

uits;

fai

th s

trat

egie

s; t

he

import

ance

of

emotional

wel

lbei

ng a

nd r

esili

ence

; under

stan

din

g a

nd r

ecog

nis

ing

indiv

idual

str

esso

rs;

taki

ng t

ime

out

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

10.1

D

escr

ibe

the

mai

n p

oin

ts o

f ag

reed

pro

cedure

s ab

out

han

dlin

g m

edic

atio

n

□

Follo

win

g n

atio

nal

guid

elin

es;

The

Han

dlin

g o

f M

edic

ines

in S

oci

al C

are

Set

tings

Guid

ance

2007,

Roya

l Ph

arm

aceu

tica

l Soci

ety;

adher

ence

to

sett

ing p

olic

ies;

acc

ura

te u

se o

f m

edic

atio

n;

adm

inis

trat

ion r

ecord

s fo

r ord

erin

g a

nd s

toring;

under

stan

d w

her

e in

stru

ctio

ns

for

dis

pen

sing a

re

on t

he

pac

kage;

nee

d t

o c

hec

k dos

age;

chec

king iden

tity

of

the

indiv

idual

; ch

ecki

ng e

xpiry

dat

es;

iden

tifica

tion o

f per

son w

ith o

vera

ll re

sponsi

bili

ty;

use

of

per

sonal

pro

tect

ive

equip

men

t (P

PE)

wher

e nec

essa

ry

10.2

Id

entify

who is

resp

onsi

ble

fo

r m

edic

atio

n in a

soc

ial

care

set

ting

□

Reg

iste

red m

anag

er,

trai

ned

car

e w

ork

er,

qual

ifie

d n

urs

e, s

enio

r m

ember

of

staf

f on d

uty

10

Under

stan

d

pro

cedure

s re

gar

din

g

han

dlin

g

med

icat

ion

10.3

Exp

lain

why

med

icat

ion

must

only

be

han

dle

d

follo

win

g s

pec

ialis

t tr

ainin

g

□

Red

uct

ion o

f er

rors

; kn

ow

ledge

of ef

fect

s an

d s

ide

effe

cts;

know

ledge

of

adm

inis

trat

ion p

roce

dure

s; m

ainta

inin

g

resp

onsi

bili

ty o

f th

e ro

le o

f th

e nam

ed p

erso

n;

mee

ting r

esponsi

bili

ties

of

ow

ner

ship

of

the

role

of

the

nam

ed p

erso

n t

o p

rote

ct t

he

serv

ice

use

r

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

11.1

Id

entify

food

saf

ety

stan

dar

ds

rele

vant

to a

so

cial

car

e se

ttin

g

□

Food S

tandar

ds

Act

1999;

Food S

afet

y (T

emper

ature

Contr

ol)

1995;

the

Gen

eral

Food R

egula

tions

2004;

Food H

ygie

ne

Reg

ula

tions

2006;

Foods

Sta

ndar

ds

Agen

cy p

ublic

atio

ns,

polic

ies,

advi

ce a

nd u

pdat

es;

incl

udin

g

subse

quen

t am

endm

ents

to leg

isla

tion

11.2

Exp

lain

how

to:

st

ore

food

m

axim

ise

hyg

iene

when

han

dlin

g f

ood

dis

pose

of

food

□

Saf

e st

ora

ge

of

food:

use

of

cove

red c

onta

iner

s; n

ot s

toring c

ooke

d a

nd

unco

oke

d m

eat

toget

her

; se

par

atio

n o

f m

eat

from

fis

h a

nd p

oultry

; ac

cura

te t

emper

ature

of

refr

iger

atio

n;

chec

king e

xpiry

dat

es;

chec

king

refr

iger

ators

reg

ula

rly;

conditio

n o

f ru

bber

sea

ls,

mai

nta

inin

g a

ccura

te

tem

per

ature

, not

ove

rload

ing,

regula

r def

rost

ing

□

Max

imis

ing h

ygie

ne

when

han

dlin

g f

ood:

use

of

glo

ves,

apro

ns;

cov

erin

g

hai

r; d

isin

fect

ion o

f su

rfac

es;

ster

ilisa

tion o

f ute

nsi

ls,

cooki

ng

equip

men

t, s

ervi

ng e

quip

men

t; c

ove

ring c

uts

, use

of blu

e pla

ster

s;

report

ing a

nd r

ecord

ing a

ccid

ents

; use

of

separ

ate

ute

nsi

ls,

choppin

g

boar

ds

for

mea

t an

d v

eget

able

s; k

eepin

g f

ood a

way

fro

m p

ets;

not

allo

win

g p

ets

to s

it o

n s

urf

aces

use

d f

or

food p

repar

atio

n

□

Saf

e dis

posa

l of fo

od:

use

of

close

d b

ags,

dis

infe

ctio

n o

f bin

s; s

epar

atio

n

of

dry

fro

m w

et w

aste

; em

pty

ing a

nd w

ashin

g r

ubbis

h b

ins

regula

rly

11

Under

stan

d h

ow

to

han

dle

and

store

food s

afel

y

11.3

Id

entify

com

mon h

azar

ds

when

han

dlin

g a

nd s

toring

food

□

Cro

ss infe

ctio

n;

inju

ries

fro

m u

nsa

fe u

se o

f ute

nsi

ls;

trig

ger

ing o

f al

lerg

ies;

exp

osu

re o

f fo

od t

o c

onta

min

ants


88


Delivery

The unit should be delivered by a well-qualified and experienced tutor. However, the unit could be divided between subject specialists, for example infection prevention and control, environmental safety, management of stress etc. Learners will benefit from participation in role play and simulation activities, for example in dealing with emergencies such as fires, floods and gas leaks. Input from professionals would also enhance learner experience.






Learning outcome 1: Understand the different responsibilities relating to health and safety in social care settings

Taught session on relevant legislation; learners to take notes.

Taught session on policies and procedures; learners to take notes.

Class discussion on own responsibilities with regard to health and safety.

Guest speaker on the responsibilities of employers; question and answer session.

Assignment 1: Responsibilities in the health and social care setting.

Produce a booklet that lists key legislation, describes relevant policies and procedures and outlines the main health and safety responsibilities of key personnel.

Learning outcome 2: Understand the use of risk assessments in relation to health and safety

Taught session on assessing health and safety hazards; health and safety quiz with learners participation.

Taught session on reporting health and safety risks; group work using scenarios to identify the correct response and giving feedback to the class.

Taught session on individual rights/health and safety concerns, the use of risk assessment. Class discussion.

Taught session/practical demonstration of handwashing techniques and the use of personal protective equipment (PPE).

Assignment 2: Using risk assessments in health and safety

Write a guide on the use of risk assessments in relation to health and safety


89


Learning outcome 3: Understand procedures for responding to accidents and sudden illness

Taught session on types of accidents and procedures to be followed. Class discussion.

Demonstration of basic first-aid procedures, (this could be delivered by a registered first aider rather than the class tutor).

Taught session on recording incidents, sudden onset of illness, accidents, safe storage of records.

Assignment 3: Managing accidents and sudden illness in social care

Produce an information pack which contains the following elements:

a) A description of the different types of accident and sudden illness that could occur in a social care setting and an outline of the procedures which you should follow.

b) An explanation of reasons why emergency first aid should only be delivered by a qualified first aider.

Learning outcome 4: Know how to reduce the spread of infection

Taught session on the chain of infection, entry routes for infection; learners taking notes.

Demonstration with explanation of handwashing procedures and the reasons for these; learners practise procedures.

Taught session on the importance of own health hygiene. Class discussion.

Demonstration of use of personal protective equipment (PPE).

Assignment 4: Preventing infection

Produce a leaflet that lists the entry routes for infection into the body. It should describe ways in which your own health or hygiene might pose a risk to individuals or others in your workplace. Give an explanation of the most thorough method of handwashing, and provide a description of when to use different types of personal protective equipment (PPE).

Learning outcome 5: Know how to move and handle equipment and other objects safely

Taught session on relevant legislation, learners to take notes and ask questions to clarify understanding.

Taught session on the key principles of safe moving and handling; working in teams; avoidance of manual handling; learners to take notes.

Demonstration of the use of mechanical aids; this session could be delivered within a care setting. Question and answer session.


90


Assignment 5: Safety in moving and handling

Produce an information pack which contains all of the following:

a) A spider diagram of key legislation.

b) A list of the principles for safe moving and handling.

c) An explanation of why it is important for moving and handling tasks to be carried out following specialist training only.

Learning outcome 6: Understand the principles of assisting and moving an individual

Taught session on principles of assisting and moving an individual. Class discussion.

Taught session on reasons for specialist training. Class discussion.

Assignment 6: An engaging approach

Produce an information sheet explaining the importance of specialist training for assisting and moving an individual and dealing with the importance of following the care plan and fully engaging with the individual throughout the procedure.

Learning outcome 7: Know how to handle hazardous substances

Taught session on identifying hazardous substances and materials; learners taking notes.

Taught session on safe handling of hazardous substances and materials; learners taking notes.

Taught session on safe usage of hazardous substances and materials; learners taking notes.

Taught session on safe disposal of hazardous substances and materials; learners taking notes.

Assignment 7: Hazardous substances in the setting

Produce an information pack identifying hazardous substances that may be used in social care and describing the safe practices for storage, usage and disposal of hazardous substances.

Learning outcome 8: Know environmental safety procedures in the social care setting

Taught session; preventing environmental emergencies in social care settings.

Taught session; managing environmental emergencies in social care settings.

Assignment 8: Managing environmental emergencies

Produce a leaflet that outlines safety procedures to be implemented in order to prevent environmental emergencies and also covers what to do in the event of such emergencies.

Learning outcome 9: Know how to manage stress

Taught session on common signs and indicators of stress. Class discussion.

Class plenary on identifying triggers of stress.

Taught session on managing stress; learners to take notes. Class discussion.


91


Assignments 9.1, 9.2 and 9.3: So this is stress? How much stress and managing stress

a) Produce a spider diagram of the common signs and indicators of stress. (9.1)

b) Produce a brief summary of the circumstances that tend to trigger stress in yourself. (9.2)

c) Describe several ways of managing stress (9.3).

Learning outcome 10: Understand procedures regarding handling medication

Taught session on the main points of the agreed procedures to be followed when handling medication; learners to take notes.

Taught session on the named responsible person and the reasons for this. Class discussion

Taught session with learner input on reasons for specialist training.

Assignment 10: Medication

Produce a fact sheet which contains the following information:

a) A description of the main points of agreed procedures with regard to handling medication. (10.1)

b) Identification of the person who is responsible for medication in a social care setting. (10.2)

c) An explanation of why medication must only be handled following specialist training.

Learning outcome 11: Understand how to handle and store food safely

Taught session on key legislation, learners to take notes.

Taught session on correct storage of food and common hazards.

Taught session on maximising hygiene including the use of personal protective equipment (PPE).

Assignment 11: Managing food safety

Produce a leaflet which:

a) identifies key food standards

b) explains how to store food safely

c) explains how to dispose of food safely

d) explains how to maximise hygiene when handling food

e) identifies common hazards when handling and storing food.



92

Assessment



Assessments for this unit may be in a variety of formats, and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners apply key legislation, standards, policies and agreed procedures to relevant examples where appropriate. It is essential that all aspects of named procedures, for example with regard to managing emergencies and the handling of hazardous substances and medication are accurate in order to meet the requirements of the unit. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘identify’, ‘describe’ and ‘explain’.



Criteria covered

Assignment title


1.1, 1.2, 1.3, 1.4, 1.5

Responsibilities in the health and social care setting

Your manager at the residence for older adults with dementia has asked you to produce a booklet for new staff on the various responsibilities that exist in health and social care.

Booklet

2.1, 2.2, 2.3, 2.4

Using risk assessments in health and safety

Your manager has now asked that you produce a guide to the use of risk assessments within the setting.

Guide

3.1, 3.2, 3.3

Managing accidents and sudden illness in social care

You are a senior care worker and you have just completed your first-aid course delivered in your setting. You have been asked by the manager to provide an information pack on aspects of managing accidents and sudden illness in the setting for staff to read.

Information pack

4.1, 4.2, 4.3, 4.4

Preventing infection

Your manager has now asked you to produce a leaflet for new staff on aspects of preventing and controlling infection in the setting.

Leaflet


93

Criteria covered

Assignment title


5.1, 5.2, 5.3

Safety in moving and handling

Following your completion of a moving and handling course, you have been asked to produce an information pack to act as a reminder to staff who have also completed the course.

Information pack

6.1, 6.2 An engaging approach

You have decided to produce an information sheet about assisting and moving individuals as you are concerned about the techniques currently used in your setting.

Information sheet

7.1, 7.2 Hazardous substances in the setting

You have discovered that the setting information is out of date and you need to produce an updated version of the current information pack.

Information pack

8.1, 8.2 Managing environmental emergencies

The information pack for environmental emergencies in your setting is also out of date and you must now renew this.

Leaflet

9.1 So this is stress?

As part of your appraisal, you have been asked to identify common symptoms and indicators of stress in your setting.

Spider diagram

9.2 How much stress

Also as part of your appraisal, you have been asked to produce a summary of the circumstances that tend to trigger stress in you.

Summary

9.3 Managing stress

To conclude your self-analysis, you must write a description of ways in which you could manage stress.

Written description

10.1, 10.2, 10.3

Medication Your manager has asked you to produce a fact sheet on various aspects of handling medication, for the use of new staff.

Fact sheet

11.1, 11.2, 11.3

Managing food safety

Your manager is impressed with the document you have produced and has now asked you to produce a leaflet on aspects of managing food safety in social care settings.

Leaflet


94

Suggested resources

Textbooks Ayling P — Knowledge Set for Infection Prevention and Control (Heinemann, 2007) ISBN 9780435402327

Railton D — Knowledge Set for Medication (Harcourt Education Ltd, 2007) ISBN 9780435402310

Magazine Community Care

Websites

www.careuk.com Care UK

www.food.gov.uk Food Standards Agency

http://www.careuk.com/�

http://www.food.gov.uk/�


95

Unit 9: Understand How to Handle Information in Social Care Settings

Unit reference number: Y/602/3118

QCF level: 2

Credit value: 1


Unit aim This unit introduces knowledge required for good practice in recording, storing and sharing information in a social care setting. This unit is aimed at those who are interested in, or new to, working in social care settings.

Unit introduction This unit will introduce learners to the standards required for handling information in social care settings. Learners will investigate the legislation that relates to the recording, storage and sharing of information and develop an understanding of the need to have accurate and valid systems within the workplace. Staff have a responsibility to maintain confidentiality with regard to information and records, as part of a duty of care. Learners will examine methods of secure storing and the actions to take if there are concerns regarding issues of security or mishandling of information.

Essential resources

Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs. A guest speaker on accessing advice and guidance will be of benefit to learners, as will access to relevant documentation.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

96

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

–

Id

entify

the

legis

lation

th

at r

elat

es t

o t

he

reco

rdin

g,

stora

ge

and s

har

ing o

f in

form

atio

n in s

oci

al c

are

□

Rel

evan

t up-t

o-d

ate

legis

lation r

elating t

o t

he

reco

rdin

g,

stora

ge

and

shar

ing o

f in

form

atio

n in s

oci

al c

are,

Hea

lth a

nd S

oci

al C

are

Act

2008,

Hea

lth a

nd S

oci

al C

are

Act

2012 (

Sec

tion 2

63),

Hum

an R

ights

Act

(A

rtic

le 8

) 1998,

Dat

a Pr

ote

ctio

n A

ct 1

998;

incl

udin

g s

ubse

quen

t am

endm

ents

1

Under

stan

d t

he

nee

d f

or

secu

re

han

dlin

g o

f in

form

atio

n in

soci

al c

are

sett

ings

1.2

Exp

lain

why

it is

import

ant

to h

ave

secu

re s

yste

ms

for

reco

rdin

g a

nd s

toring

info

rmat

ion in a

soci

al c

are

sett

ing

□

Nec

essa

ry s

afeg

uar

ds

and a

ppro

priat

e use

s of

per

sonal

info

rmat

ion;

issu

es r

elat

ing t

o hum

an r

ights

, th

e duty

of co

nfiden

tial

ity

as p

art

of th

e duty

of ca

re,

accu

racy

, re

tention;

avai

labili

ty a

nd d

isposa

l of

info

rmat

ion

issu

es r

elat

ing t

o se

cure

rec

ord

ing o

f in

form

atio

n;

syst

ems

of

man

ual

re

cord

ing,

secu

rity

of

elec

tronic

rec

ord

ing,

confiden

tialit

y of

info

rmat

ion;

issu

es r

elat

ing t

o se

cure

sto

rage

of in

form

atio

n;

secu

rity

of

store

d

elec

tronic

dat

a, s

afet

y of

store

d m

anual

info

rmat

ion,

acce

ss t

o s

ecure

in

form

atio

n;

issu

es r

elat

ing t

o s

har

ing info

rmat

ion;

free

dom

of

info

rmat

ion,

princi

ple

s of

confiden

tial

ity

2

Know

how

to

acce

ss s

upport

for

han

dlin

g

info

rmat

ion in

soci

al c

are

sett

ings

2.1

D

escr

ibe

how

to

acce

ss

guid

ance

, in

form

atio

n a

nd

advi

ce a

bout

han

dlin

g

info

rmat

ion

□

Polic

ies

for

agre

ed w

ays

of

inte

r-ag

ency

and m

ulti-

agen

cy/i

nte

gra

ted

work

ing,

pro

cedure

s an

d c

odes

of pra

ctic

e fo

r han

dlin

g info

rmat

ion;

under

stan

din

g r

ole

s an

d r

esponsi

bili

ties

in r

elation t

o h

andlin

g

info

rmat

ion;

seek

per

mis

sion f

rom

the

appro

priat

e peo

ple

to a

cces

s re

cord

s w

her

e nee

ded

; im

port

ance

of

staf

f tr

ainin

g f

or

support

on iss

ues

re

lating t

o t

he

secu

re h

andlin

g o

f in

form

atio

n;

NH

S I

nfo

rmat

ion

Gove

rnan

ce T

rain

ing;

Info

rmat

ion C

om

mis

sioner

’s O

ffic

e

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

97

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

O

utlin

e w

hat

act

ions

to t

ake

when

ther

e ar

e co

nce

rns

ove

r th

e re

cord

ing,

storing

or

shar

ing o

f in

form

atio

n

□

Indiv

idual

mea

sure

s, (

staf

f tr

ainin

g,

Crim

inal

Rec

ord

s Bure

au (

CRB)

chec

ks a

nd v

etting p

roce

dure

s, s

taff s

uper

visi

on a

nd m

anag

emen

t);

syst

em m

easu

res,

(el

ectr

onic

audit t

rails

, en

cryp

ted p

assw

ord

s,

info

rmat

ion c

hec

king s

yste

ms,

agre

ed w

ays

of w

ork

ing w

ith s

pec

ific

polic

ies

and p

roce

dure

s);

phys

ical

mea

sure

s, (

secu

re s

tora

ge,

CCTV);

en

sure

rec

ords

are

legib

le,

accu

rate

, co

mple

te a

nd u

p-t

o-d

ate;

acc

ura

te

reco

rdin

g a

nd p

assi

ng o

n info

rmat

ion a

bout

indiv

idual

s’ n

eeds

and

pre

fere

nce

s; r

eport

ing a

ccura

te a

nd s

uff

icie

nt

info

rmat

ion t

o t

he

appro

priat

e peo

ple

; ta

king a

ctio

n t

o s

har

e re

leva

nt

info

rmat

ion r

elat

ing

to a

ny

signs

and s

ympto

ms

that

indic

ate

chan

ges

in indiv

idual

s’

conditio

n o

r ca

re n

eeds;

shar

e in

form

atio

n w

ith indiv

idual

s to

enab

le

under

stan

din

g o

f w

hy

and w

hat

has

bee

n r

epor

ted a

nd r

ecord

ed;

ensu

re

the

secu

rity

of

acce

ss t

o r

ecord

s an

d r

eport

s ac

cord

ing t

o leg

al a

nd

org

anis

atio

nal

pro

cedure

s, f

ollo

w e

thic

al c

odes

and p

rofe

ssio

nal

st

andar

ds


98


Delivery

This unit should be delivered by a well-qualified and experienced tutor who has both knowledge and understanding of the issues involved. Emphasis should be placed on the essential nature of confidentiality and the adherence to agreed procedures and protocols. Learners would benefit from witnessing examples of relevant storage and recording systems which may be accessible without breaching confidentiality or the security of settings. Examples of relevant documents and blank records would also be beneficial. Tutors should ensure that learners understand the agreed procedures for electronic storing of records, including the use of encrypted passwords and security codes for access, where relevant.






Learning outcome 1: Understand the need for secure handling of information in social care settings

Taught session on relevant legislation, data protection and confidentiality, issues of safeguarding. Learners to take notes.

Taught session on inter-agency working, procedures for sharing information, safety of manually stored information. Learners in groups examining examples of recording documents and pro formas. Class discussion.

Taught session and demonstration of electronic storing of information, use of secure/encrypted passwords, protocols and procedures. Class discussion.

Assignment 1: Keeping information safe

Produce a leaflet that identifies key legislation and explains the importance of having secure systems for recording and storing information in health and social care.

Learning outcome 2: Know how to access support for handling information in social care settings

Taught session on accessing support, policies and procedures, agreed ways of working, importance of staff training. Class discussion.

Taught session on actions to take when there are concerns; staff training, CRB checks and vetting procedures.

Guest speaker on ethical codes and professional standards.


99


Assignment 2: What should I do if?

Produce an information sheet which describes how to access guidance, information and advice about handling information, and which outlines actions to take when there are concerns over the recording, storing or sharing of information.


Assessment



Assessment may be in a variety of forms for this unit and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners show a clear understanding of the issues which surround the handling and secure storing of information and that they are able to apply this to examples where relevant. Application of relevant legislation is necessary in order for learners to demonstrate the serious nature of adhering to agreed procedures. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘describe’, ‘outline’ and ‘explain’.



Criteria covered

Assignment title


1.1, 1.2 Keeping information safe

You have begun to work at a day centre for older people with dementia and have become concerned at the lack of guidance on the handling and storing of personal information. You have asked if you could produce a leaflet for staff and have gained permission.

Leaflet

2.1, 2.2 What should I do if?

The manager is impressed with your leaflet and has asked if you would also produce an information sheet about accessing guidance, information and advice about handling information when there are concerns.

Information sheet


100

Suggested resources

Textbook Burgess C Pritchatt N and Shaw C — S/NVQ Level 2 Health and Social Care: Easy Steps (Heinemann, 2007) ISBN 9780435465278


Websites

www.cqc.org.uk Care Quality Commission

www.publicguardian.gov.uk Office of the Public Guardian

https://www.igte-learning.connectingforhealth.nhs.uk/igte/

Information Governance Training

http://www.ico.gov.uk Information Commissioner’s Office

http://www.publicguardian.gov.uk/�

https://www.igte-learning.connectingforhealth.nhs.uk/igte/�

https://www.igte-learning.connectingforhealth.nhs.uk/igte/�

http://www.ico.gov.uk/�


101

Unit 10: Principles of Communication in Adult Social Care Settings


QCF level: 3

Credit value: 2


Unit aim The unit develops knowledge of the importance of communication in adult social care settings and introduces ways to overcome barriers to meet individual needs and preferences in communication.

This unit is aimed at those who are interested in, or new to, working in social care settings with adults.

Unit introduction Effective communication is an essential element of positive social care. This unit will provide learners with an understanding of the need to communicate appropriately with users of the adult care services, fellow professionals and others, in order to promote the wellbeing of individuals and to prevent errors from occurring. The unit examines the different reasons why people communicate and provides learners with explanations about how communication affects relationships within the social care context. Learners will compare ways to establish the communication and language needs, wishes and preferences of individuals and the factors to consider when promoting effective communication within settings. Methods of communication are discussed, together with the barriers that some individuals may experience when seeking to communicate in social care settings. Learners will examine these barriers and investigate ways of reducing these in order to promote effective communication. Issues of confidentiality are examined and the tension between this and the need to disclose information to agreed others.

Essential resources

Learners will require full access to library resources including relevant text, professional journals and magazines, ICT and CD ROMs. Tutors will find the range of training DVDs provided by Mulberry House to be valuable aids to teaching.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

2

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

diffe

rent

reas

ons

why

peo

ple

co

mm

unic

ate

□

Exp

ress

nee

ds;

shar

e id

eas

and info

rmat

ion;

reas

sure

; ex

pre

ss f

eelin

gs;

build

rel

atio

nsh

ips;

soci

alis

e; a

sk q

ues

tions,

shar

e ex

per

ience

s 1

Under

stan

d w

hy

effe

ctiv

e co

mm

unic

atio

n is

import

ant

in a

dult

soci

al c

are

sett

ings

1.2

Exp

lain

how

com

munic

atio

n

affe

cts

rela

tionsh

ips

in a

n

adult s

oci

al c

are

sett

ing

□

Hel

ps

to b

uild

tru

st b

etw

een p

eople

who u

se s

ervi

ces,

(co

lleag

ues

, oth

er

adults

in t

he

sett

ing);

aid

s under

stan

din

g o

f in

div

idual

s’ n

eeds;

aid

s neg

otiat

ion;

pre

vents

conflic

t; r

esolv

es c

onflic

t; p

reve

nts

m

isunder

stan

din

g

2.1

Com

par

e w

ays

to e

stab

lish

the

com

munic

atio

n a

nd

languag

e nee

ds,

wis

hes

and

pre

fere

nce

s of

an indiv

idual

□

Use

of

firs

t la

nguag

e ve

rsus

the

use

of an

inte

rpre

ter;

use

of

indiv

idual

’s

pre

ferr

ed m

ethod o

f co

mm

unic

atio

n v

ersu

s ex

pec

ting t

he

indiv

idual

to

use

you

r ow

n c

om

munic

atio

n p

refe

rence

; ad

apta

tion o

f co

mm

unic

atio

n

to m

eet

additio

nal

lea

rnin

g n

eeds

vers

us

gat

her

ing info

rmat

ion f

rom

fa

mily

and c

arer

s

2.2

D

escr

ibe

the

fact

ors

to

consi

der

when

pro

moting

effe

ctiv

e co

mm

unic

atio

n

□

Typ

e of

com

munic

atio

n,

(com

ple

x, s

ensi

tive

, fo

rmal

, non-f

orm

al);

co

nte

xt o

f co

mm

unic

atio

n,

(one-

to-o

ne,

gro

up,

with p

eople

usi

ng

serv

ices

, w

ith p

rofe

ssio

nal

s/co

lleag

ues

); p

urp

ose

of

com

munic

atio

n,

(to

inst

ruct

, en

quire,

info

rm,

reas

sure

); p

refe

rred

met

hod o

f co

mm

unic

atio

n

of

invo

lved

indiv

idual

s; e

nvi

ronm

ent;

tim

e av

aila

ble

2

Under

stan

d h

ow

to

mee

t th

e co

mm

unic

atio

n

and lan

guag

e nee

ds,

wis

hes

and

pre

fere

nce

s of

an

indiv

idual

2.3

D

escr

ibe

a ra

nge

of

com

munic

atio

n m

ethods

to

mee

t in

div

idual

nee

ds

□

Non-v

erbal

com

munic

atio

n,

(eye

con

tact

, to

uch

ges

ture

s, b

ody

languag

e, b

ehav

iour)

; ve

rbal

com

munic

atio

n (

voca

bula

ry,

linguis

tic

tone,

pitch

, pac

e);

British

Sig

n L

anguag

e, M

akat

on,

Bra

ille,

the

use

of

signs,

sym

bols

, pic

ture

s, w

riting;

obje

cts

of

refe

rence

, finger

spel

ling,

com

munic

atio

n p

assp

ort

s; u

se o

f in

terp

rete

rs,

tran

slat

ors

, ad

voca

tes;

te

chnolo

gic

al a

ids,

(te

xt u

sing m

obile

phones

, in

duct

ion loops,

hea

ring

aids)

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

Exp

lain

why

it is

import

ant

to r

espond t

o a

n indiv

idual

’s

reac

tions

when

co

mm

unic

atin

g

□

Prom

otion o

f co

mm

unic

atio

n c

ycle

; en

suring u

nder

stan

din

g;

man

agem

ent

of e

motional

sta

tes;

pre

vention o

f ag

gre

ssio

n

3.1

Exp

lain

how

indiv

idual

s fr

om

diffe

rent

bac

kgro

unds

may

use

com

munic

atio

n m

ethods

in d

iffe

rent

way

s

□

Cultura

l norm

s re

gar

din

g u

se o

f ges

ture

s, o

f ey

e co

nta

ct,

per

sonal

sp

ace;

diffe

rence

s in

sig

n lan

guag

e, t

he

effe

cts

of

men

tal ill

hea

lth o

n

com

munic

atio

n m

ethods,

enla

rged

per

sonal

spac

e, r

educe

d e

ye c

onta

ct

3.2

Id

entify

bar

rier

s to

effec

tive

co

mm

unic

atio

n

□

Inap

pro

priat

e use

of

languag

e; E

nglis

h a

s an

additio

nal

languag

e;

dia

lect

; use

of

jarg

on;

use

of

sect

or-s

pec

ific

voca

bula

ry;

envi

ronm

enta

l,

(nois

e, p

oor

lighting,

inap

pro

priat

e ar

rangem

ents

of

seat

ing,

acoust

ics

of

the

build

ing);

sen

sory

im

pai

rmen

t; e

ffec

ts o

f al

cohol or

dru

gs;

ag

gre

ssio

n;

attitu

des

of ca

re w

ork

ers,

peo

ple

usi

ng s

ervi

ces;

anxi

ety;

m

enta

l ill

hea

lth,

phys

ical

ill

hea

lth;

lear

nin

g d

isab

ilities

; la

ck o

f co

nfiden

ce,

dis

trac

tions

3.3

Exp

lain

how

to o

verc

om

e bar

rier

s to

com

munic

atio

n

□

Use

of

tech

nolo

gic

al ai

ds,

(hea

ring a

ids,

induct

ion loops,

tel

ephone

rela

y se

rvic

es,

text

usi

ng m

obile

phones

); u

sing h

um

an a

ids,

inte

rpre

ters

, si

gner

s, t

ransl

ators

, ad

voca

tes;

use

of

age-

appro

priat

e vo

cabula

ry;

staf

f tr

ainin

g;

impro

ving e

nvi

ronm

ent;

red

uci

ng d

istr

actions

3.4

D

escr

ibe

stra

tegie

s th

at c

an

be

use

d t

o c

larify

m

isunder

stan

din

gs

□

Chec

king u

nder

stan

din

g;

use

of

reflec

tive

lis

tenin

g,

active

lis

tenin

g;

use

of

par

aphra

sing;

repea

ting;

rephra

sing;

use

of

visu

al c

ues

3

Under

stan

d h

ow

to

ove

rcom

e bar

rier

s to

com

munic

atio

n

3.5

Exp

lain

how

to a

cces

s ex

tra

support

or

serv

ices

to

enab

le indiv

idual

s to

co

mm

unic

ate

effe

ctiv

ely

□

Conta

ctin

g lin

e m

anag

er;

use

of,

inte

rpre

ting s

ervi

ce,

tran

slat

ion

serv

ice,

spee

ch a

nd lan

guag

e se

rvic

es;

advo

cacy

ser

vice

s; u

se o

f th

ird

sect

or

org

anis

atio

ns,

Str

oke

Ass

oci

atio

n,

Roya

l N

atio

nal

Inst

itute

for

Dea

f Peo

ple

(RN

ID),

Nat

ional

Autist

ic S

oci

ety;

att

endin

g s

pec

ific

tra

inin

g

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

the

mea

nin

g o

f th

e te

rm ‘co

nfiden

tial

ity’

□

N

ot

shar

ing p

erso

nal

info

rmat

ion,

sensi

tive

info

rmat

ion w

ithout

per

mis

sion

4.2

D

escr

ibe

way

s to

mai

nta

in

confiden

tial

ity

in d

ay-t

o-day

co

mm

unic

atio

n

□

Paper

-bas

ed —

use

of

secu

re s

tora

ge

faci

litie

s, lock

ed c

abin

ets,

sh

reddin

g p

aper

s no longer

req

uired

, dis

posi

ng o

f se

nsi

tive

was

te

secu

rely

; Ele

ctro

nic

— u

se o

f se

cure

pas

sword

s, n

ot lea

ving c

om

pute

r sc

reen

s unat

tended

; ve

rbal

confiden

tial

ity

— n

ot

repea

ting info

rmat

ion

without

per

mis

sion;

adher

ence

to t

he

confiden

tial

ity

polic

ies

and

pro

cedure

s of

the

sett

ing;

adher

ence

to t

he

princi

ple

s of

the

Dat

a Pr

ote

ctio

n A

ct 1

998

4.3

D

escr

ibe

the

pote

ntial

te

nsi

on b

etw

een m

ainta

inin

g

an indiv

idual

’s c

onfiden

tialit

y an

d d

iscl

osi

ng c

once

rns

to

agre

ed o

ther

s

□

Bal

anci

ng indiv

idual

rig

hts

with p

rofe

ssio

nal

res

ponsi

bili

ties

when

an

indiv

idual

is

at r

isk

from

har

m f

rom

oth

ers,

fro

m t

hem

selv

es;

when

m

alpra

ctic

e is

susp

ecte

d;

in c

ases

of m

alpra

ctic

e; in c

ases

of

abuse

; in

ca

ses

of

alle

ged

abuse

, su

spec

ted a

buse

; bre

achin

g o

f tr

ust

bet

wee

n

peo

ple

who u

se s

ervi

ces

and p

rofe

ssio

nal

s; r

educt

ion o

f ra

pport

; neg

ativ

e ef

fect

s on r

elat

ionsh

ips

4

Under

stan

d

princi

ple

s an

d

pra

ctic

es r

elat

ing

to c

onfiden

tialit

y

4.4

Exp

lain

how

and w

hen

to

seek

advi

ce a

bout

confiden

tial

ity

□

How

: by

consu

ltin

g t

he

line

man

ager

and t

he

‘nam

ed p

erso

n’ w

ithin

a

sett

ing’, b

y co

nsu

ltin

g t

he

confiden

tial

ity

polic

ies

and p

roce

dure

s of

a se

ttin

g

□

When

: to

rem

ain w

ithin

the

boundar

ies

of

ow

n r

ole

, w

hen

unce

rtai

n o

f boundar

ies,

to g

ain c

onse

nt

for

pro

cedure

s, c

are,

tre

atm

ent;

when

as

ked t

o r

evea

l per

sonal

, se

nsi

tive

info

rmat

ion


105


Delivery

This unit should be delivered by a tutor who is well qualified and experienced in the delivery of effective communication. Learners will require some taught input, particularly with regard to the various methods of communication which learners may not be familiar with. However, input from guest speakers and opportunities to practise communication skills within the classroom will provide learners with valuable understanding and enable them to reflect upon the effectiveness of their own skills.






Learning outcome 1: Understand why effective communication is important in adult social care settings

Class plenary on reasons for communication; taught session on how communication affects relationships in adult social care work. Class discussion.

Demonstration and practice of communication skills; simulation activity and group debriefing.

Assignment 1: Why communicate?

Produce a leaflet that identifies the different reasons people communicate and explains how communication affects relationships in adult social care settings, referring to case studies where appropriate.

Learning outcome 2: Understand how to meet the communication and language needs, wishes and preferences of an individual

Taught session on preferred method of communication; use of training DVD on communication in adult social care settings. Learners to complete accompanying handout.

Guest speaker from either a local branch of the British Deaf Society, the Makaton Charity or an individual who works with people who have English as an additional language. Question and answer session

Taught session on use of communication passports, human and technological aids to communication. Use of video clip of Stephen Hawkins using technology to speak.

Taught session on Argyle’s stages of communication and contexts of communication. Groups working in pairs and larger groups practising effective communication.

Class discussion with tutor input on the importance of responding to individuals’ reactions when communicating.


106


Taught session on communication styles. Learners taking notes.

Assignment 2: Communication needs

Produce an information pack which contains all of the following:

a) A comparison of different ways of establishing the communication and language needs, wishes and preferences of individuals.

b) A description of the factors which must be considered when promoting effective communication.

c) A description of a range of communication methods and styles to meet the needs of individuals.

d) An explanation of why it is important to respond to an individual’s reactions when communicating.

Learning outcome 3: Understand how to overcome barriers to communication

Taught session on the influences of an individual’s background on communication. Class discussion.

Taught session on barriers to effective communication. Groups working with case studies to identify barriers and give feedback.

Guest speaker on reducing barriers to communication. Question and answer session.

Taught session on clarifying misunderstandings; learners practising listening skills and techniques. Class plenary.

Internet research session on accessing support. Groups discuss findings with tutor.

Assignment 3: Influences and barriers

Write an essay that explains, identifies and describes influences and barriers which have an effect on communication and deals with how to access support.

Learning outcome 4: Understand principles and practices relating to confidentiality

Taught session on personal and sensitive information; the role of the Freedom of Information Commissioner.

Taught session on maintaining confidentiality, policies and procedures for storing and sharing of information. Class discussion.

Taught session on tensions concerning confidentiality. Class discussion.

Assignment 4: Confidentiality

Write an essay explaining and describing issues concerning confidentiality in adult social care.



107

Assessment



Assessment for this unit may be in a variety of formats, and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Assessors should ensure that learners have demonstrated a full understanding of all issues included in the unit. Learners should apply the theoretical models of Argyle to practical examples in order to demonstrate their understanding of the relevance of this when working in adult social care. It is suggested that learners cover a range of communication methods in their assignments and show an understanding of the effects of barriers on self-esteem and wellbeing. A discussion of issues of confidentiality should include an understanding, at level 3, of the reasons why information may need to be given to agreed persons within a social care setting. Tutors should ensure the inclusion of the correct operative verbs in all assessments, for example ‘identify’, ‘describe’ and ‘explain’.



Criteria covered

Assignment title


1.1, 1.2 Why communicate?

Your manager at the residential setting for young adults with complex needs, has asked you to produce a leaflet to inform learners on work experience of the reasons why people communicate, and the effects of communication on relationships in social care.

Leaflet

2.1, 2.2, 2.3, 2.4

Communication needs

The tutor from the local college has asked your manager to provide an information pack about various aspects of communication in order to prepare learners for work experience; you have volunteered for this task.

Information pack

3.1, 3.2, 3.3, 3.4, 3.5

Influences and barriers

You are applying for promotion and as part of the application process you are required to write an essay on influences and barriers in communication, and how to access help.

Essay


108

Criteria covered

Assignment title


4.1, 4.2, 4.3, 4.4

Confidentiality The second part of your application process for promotion calls on you to write an essay on the issues concerning confidentiality in adult social care.

Essay

Suggested resources

Textbook Moss B — Communication Skills for Health and Social Care (Sage Publications Limited, 2007) ISBN 9781412922852

Magazines Care and Health

Community

Disability Now

Websites

www.britishsignlanguage.com British Sign Language

www.makaton.org The Makaton Charity

http://www.britishsignlanguage.com/�

http://www.makaton.org.uk/�


109

Unit 11: Principles of Personal Development in Adult Social Care Settings


QCF level: 3

Credit value: 2


Unit aim The unit develops the concepts of personal development and reflective practice that are fundamental to adult social care roles. This unit is aimed at those who are interested, or new to, working in social care settings with adults.

Unit introduction This unit will support the learner in understanding the benefits of reflective practice as a tool for professional and personal development. Learners will examine the importance of reflective practice in the delivery of a high quality of service to individuals within the setting, and learn how standards of care and support inform reflective practice in adult social care. Learners will consider their personal beliefs and values and reflect upon the potential effects of these on their work. The unit examines the role of constructive feedback as an aid to reflective practice and a way of improving own practice. The unit also examines the components and benefits of a personal development plan.

Essential resources

Learners will require full access to library resources including relevant text, professional magazines and journals, ICT and CD ROMs.

BA033388 –

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To p

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Learn

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Ass

ess

men

t cr

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a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

what

ref

lect

ive

pra

ctic

e is

□

The

active

pro

cess

of

looki

ng b

ack

at o

ne’

s ow

n p

erfo

rman

ce;

reflec

tion

on inci

den

ts a

nd s

ituat

ions

whic

h h

ave

occ

urr

ed in t

he

sett

ing,

reas

ons

for

thes

e, e

ffec

ts o

f th

ese,

conse

quen

ces

of th

ese

1.2

Exp

lain

the

import

ance

of

reflec

tive

pra

ctic

e in

co

ntinuou

sly

impro

ving t

he

qual

ity

of

serv

ice

pro

vided

□

By

enab

ling t

he

iden

tifica

tion o

f ar

eas

of

poor

serv

ice

del

iver

y; b

y en

ablin

g t

he

iden

tifica

tion o

f ar

eas

of good p

ract

ice

in o

rder

to b

uild

on

thes

e to

enab

le t

he

updat

ing o

f pra

ctic

e in

lin

e w

ith c

urr

ent

guid

elin

es,

legis

lation,

regula

tions

wher

e dis

par

itie

s ar

e per

ceiv

ed;

to r

espond t

o

feed

bac

k fr

om

use

rs o

f se

rvic

es

1.3

Exp

lain

how

sta

ndar

ds

info

rm r

efle

ctiv

e pra

ctic

e in

ad

ult s

oci

al c

are

□

Pro

vidin

g a

mea

sure

for

ow

n p

erfo

rman

ce;

pro

vidin

g p

urp

ose

for

reflec

tive

pra

ctic

e; e

nsu

ring s

tandar

dis

ed p

erfo

rman

ce;

iden

tify

ing

action p

oin

ts f

or

appra

isal

and p

erfo

rman

ce r

evie

w w

her

e per

form

ance

m

ay n

ot

mee

t cu

rren

t st

andar

ds;

ensu

ring c

omplia

nce

with c

urr

ent

legis

lation,

regula

tions,

codes

of

pra

ctic

e

1

Under

stan

d h

ow

to

reflec

t on p

ract

ice

in a

dult s

oci

al c

are

1.4

D

escr

ibe

how

ow

n v

alues

, bel

ief

syst

ems

and

exper

ience

s m

ay a

ffec

t w

ork

ing p

ract

ice

□

Appro

ach s

how

n t

owar

ds

peo

ple

who u

se t

he

serv

ice;

rel

uct

ance

to

per

form

par

ticu

lar

task

s; r

espec

t fo

r co

lleag

ues

and m

anag

ers;

att

itude

tow

ards

tim

ekee

pin

g a

nd p

unct

ual

ity

2.1

Exp

lain

how

peo

ple

may

re

act

and r

espond t

o

rece

ivin

g c

onst

ruct

ive

feed

bac

k

□

Applic

atio

n o

f fe

edbac

k to

curr

ent

per

form

ance

; se

ekin

g t

rain

ing;

dis

cuss

ion o

f re

leva

nt

issu

es w

ith s

uper

viso

r, t

uto

r; m

akin

g a

dditio

ns

and c

han

ges

to p

erso

nal

dev

elopm

ent

pla

n

2

Under

stan

d t

he

import

ance

of

feed

bac

k in

im

pro

ving o

wn

pra

ctic

e 2.2

Exp

lain

the

import

ance

of

seek

ing f

eedbac

k to

im

pro

ve

pra

ctic

e an

d info

rm

dev

elopm

ent

□

Obta

in r

ealis

tic

view

of ow

n p

erfo

rman

ce;

to iden

tify

are

as o

f good

pra

ctic

e; t

o info

rm p

erso

nal

dev

elopm

ent

pla

ns;

to iden

tify

are

as f

or

dev

elopm

ent

in o

rder

to

impro

ve p

ract

ice;

to iden

tify

tra

inin

g n

eeds;

to

lear

n f

rom

exp

erie

nce

s

BA033388 –

Spec

ific

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Edex

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Pre

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2012 ©

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Ass

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men

t cr

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2.3

Exp

lain

the

import

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of

usi

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eedbac

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im

pro

ving

ow

n p

ract

ice

□

To im

pro

ve o

wn p

erfo

rman

ce in lin

e w

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etting o

rgan

isat

ional

and

nat

ional

req

uirem

ents

for

the

del

iver

y of

care

and s

upport

; to

dev

ise

appro

priat

e ac

tion p

lans;

to e

nab

le p

erso

nal

pro

gre

ssio

n;

to e

nab

le

pro

fess

ional

pro

gre

ssio

n;

to iden

tify

req

uired

chan

ges

in v

alues

, at

titu

des

, w

ork

pra

ctic

es;

to m

eet

occu

pat

ional

sta

ndar

ds;

to m

eet

legal

re

quirem

ents

3.1

D

escr

ibe

the

com

ponen

ts o

f a

per

sonal

dev

elopm

ent

pla

n □

Pe

rsonal

goal

s, p

rofe

ssio

nal

goal

s, t

arget

s; a

ctio

n p

lan w

ith t

imef

ram

e

3.2

Id

entify

sou

rces

of

support

fo

r pla

nnin

g a

nd r

evie

win

g

ow

n d

evel

opm

ent

□

Line

man

ager

, m

ento

r, t

uto

r, t

rain

ing p

rovi

der

s; s

ecto

r sp

ecific

open

day

s; a

cces

sing s

pec

ialis

t in

form

atio

n t

hro

ugh e

xter

nal

org

anis

atio

ns;

pro

fess

ional

mag

azin

es;

onlin

e pro

fess

ional

journ

als;

onlin

e pro

fess

ional

dis

cuss

ions

3.3

Exp

lain

the

role

of

oth

ers

in

the

dev

elopm

ent

of

a per

sonal

dev

elopm

ent

pla

n

in iden

tify

ing:

st

rength

s

ar

eas

for

dev

elopm

ent

□

Pro

visi

on o

f co

nst

ruct

ive

feed

bac

k; s

upport

in iden

tify

ing s

tren

gth

s an

d

wea

knes

ses;

obse

rvat

ion o

f per

form

ance

; par

tici

pat

ion in p

rofe

ssio

nal

dis

cuss

ion t

o s

uppor

t re

flec

tion

3

Under

stan

d h

ow

a

per

sonal

dev

elopm

ent

pla

n

can c

ontr

ibute

to

ow

n lea

rnin

g a

nd

dev

elopm

ent

3.4

Exp

lain

the

ben

efits

of usi

ng

a per

sonal

dev

elopm

ent

pla

n

to iden

tify

ongoin

g

impro

vem

ents

in k

now

ledge

and u

nder

stan

din

g

□

Tar

get

ing a

reas

for

dev

elopm

ent;

pro

duct

ion o

f SM

ART t

arget

s fo

r pro

gre

ssio

n;

iden

tifica

tion o

f so

urc

es o

f su

ppor

t; invo

lvem

ent

of

rele

vant

indiv

idual

s; iden

tifica

tion o

f tr

ainin

g n

eeds;

ach

ieve

men

t of

per

sonal

and p

rofe

ssio

nal

goal

s an

d t

arget

s; iden

tify

ing g

aps

in c

urr

ent

know

ledge,

ski

lls a

nd e

xper

ience


112


Delivery

This unit should be delivered by an experienced and well-qualified tutor who understands the benefits of reflective practice in adult social care. Learners might initially find the process challenging, so a sensitive approach is required, particularly with regard to the reflection on the effects of personal beliefs and values on work in the setting. Learners should begin to record reflections in a journal, log or diary which may be shared with the tutor but would not be discussed in class sessions without the agreement of the learner. One-to-one sessions to discuss progress will be appropriate throughout the duration of the unit.






Learning outcome 1: Understand how to reflect on practice in adult social care

Taught session on the importance of reflective practice and reasons for this. Class discussion on issues that may affect the ability to reflect.

Taught session on reflecting on practice and introducing reflective tools; individual activity reflecting on a recent experience.

Guest speaker on how standards inform reflective practice. Question and answer session; learners could prepare questions prior to the session.

Taught session followed by class plenary on the effects of own beliefs and values on work and challenging perceptions of ourselves.

Assignment 1: Reflective practice

Write a letter to a friend who is considering applying for a place on your course about reflective practice. You will need to include:

a) an explanation of what reflective practice is and the importance of reflection in continually improving the quality of service to individuals

b) an explanation of how standards in social care inform reflective practice

c) a description of how values, personal belief systems and experience may affect working practice.

Learning outcome 2: Understand the importance of feedback in improving own practice

Taught session on evaluating own knowledge and the benefits of feedback. Learners working individually to evaluate own knowledge. Brief one-to-one discussions with tutor.


113


Assignment 2: Constructive feedback

Produce an information booklet which provides explanations of how people may react and respond to receiving constructive feedback and the importance of seeking and using feedback for improving practice and informing development.

Learning outcome 3: Understand how a personal development plan can contribute to own learning and development

Taught session on recording progress in relation to development; using the reflective process and writing a journal. Class discussion.

Individual work on identifying sources of support; tutor input, discussing with class and providing additional information.

One-to-one reviews to decide on methods to use for reflection and people to work with to achieve personal and professional goals. Discussion of pertinent issues.

Assignment 3: Personal development plans

Produce a booklet for your own use which:

a) describes the components of the personal development plan

b) identifies sources of support for planning and reviewing own development

c) explains the role of others

d) explains the benefits of a personal development plan.


Assessment



The assessments for this unit may be presented in a variety of formats, and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners fully demonstrate the links between reflective practice and personal development. Learners should clearly identify, where relevant, those people who will provide support and constructive feedback. Tutors should ensure that correct operative verbs are included in all assessments, for example ‘explain’ ‘identify’ and ‘describe’.


114



Criteria covered

Assignment title


1.1, 1.2, 1.3, 1.4

Reflective practice

Your friend is considering applying for a place on your course and you are writing a letter to inform her about the reflective practice component.

Letter

2.1, 2.2, 2.3

Constructive feedback

You are now working in social care and have been asked by your manager to produce an information booklet about constructive feedback.

Information booklet

3.1, 3.2, 3.3, 3.4

Personal development plans

You are about to be taken through the appraisal process by your workplace mentor. In preparation for this, you have been asked to produce an information booklet to guide you through the steps of the personal development plan.

Information

booklet

Suggested resources

Textbook Thompson N and Thompson S — The Critically Reflective Practitioner (Palgrave Macmillan, 2008) ISBN 9780230573185


Websites

www.cqc.org Care Quality Commission

www.idea.gov.uk Transforming Adult Social Care

http://www.cqc.org/�


115

Unit 12: Principles of Diversity, Equality and Inclusion in Adult Social Care Settings

Unit reference number: M/602/3044

QCF level: 3

Credit value: 2


Unit aim This unit develops concepts of inclusion, which are fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to working in social care settings with adults.

Unit introduction This unit will provide learners with an understanding of the importance of diversity equality and inclusion. The unit defines the terms and supports the learner in investigating the importance of inclusive practice in social care. Key legislation is examined and the consequences of non-compliance in the work place. Learners will consider their own values and beliefs, and potential effects on care delivery and professional practice. Learners will compare the differences between inclusive and discriminatory practice and investigate ways in which to challenge discrimination. Learners will also investigate how to raise awareness of issues of inclusion.

Essential resources

Learners will require access to full library resources including relevant text, professional magazines and journals, ICT and CD ROMs. Relevant training DVDS from Mulberry House are recommended.

BA033388 –

Spec

ific

atio

n –

Edex

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3 C

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tes

in

Pre

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al C

are

– I

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3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

6

Learn

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ass

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men

t cr

iteri

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un

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To p

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this

unit,

the

lear

ner

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to d

emon

stra

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can

mee

t al

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arnin

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for

the

unit.

The

asse

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criter

ia

det

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ine

the

stan

dar

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equired

to a

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unit.

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Ass

ess

men

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Un

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mp

lifi

cati

on

1.1

Exp

lain

what

is

mea

nt

by

div

ersi

ty

eq

ual

ity

in

clusi

on

dis

crim

inat

ion

□

Div

ersi

ty:

diffe

rence

s bet

wee

n indiv

idual

s an

d g

roups,

culture

, nat

ional

ity,

abili

ty,

ethnic

origin

, gen

der

, ag

e, r

elig

ion,

bel

iefs

, se

xual

orien

tation,

soci

o-e

conom

ic s

tatu

s

□

Equal

ity:

pro

motion o

f in

div

idual

rig

hts

; giv

ing c

hoic

e an

d o

pport

unity;

re

spec

t; s

ervi

ces

in r

esponse

to indiv

idual

nee

d

□

Incl

usi

on:

indiv

idual

s at

the

centr

e of pla

nnin

g a

nd s

upport

; va

luin

g

div

ersi

ty;

pro

moting f

ull

par

tici

pat

ion in a

ctiv

itie

s, e

nvi

ronm

ents

□

Dis

crim

inat

ion:

direc

t dis

crim

inat

ion —

tre

atin

g a

n indiv

idual

or

gro

up

less

fav

oura

bly

than

anoth

er;

indirec

t dis

crim

inat

ion —

pro

vidin

g

serv

ices

in w

ays

whic

h m

ean t

hat

som

e in

div

idual

s ar

e not

enab

led t

o

fully

par

tici

pat

e or

gai

n a

cces

s

1.2

D

escr

ibe

the

pote

ntial

ef

fect

s of

dis

crim

inat

ion

□

Loss

of se

lf-e

stee

m;

low

sel

f-im

age;

red

uce

d o

vera

ll hea

lth a

nd

wel

lbei

ng;

inad

equat

e ca

re a

nd s

upport

; in

div

idual

’s lik

es,

dis

likes

not

consi

der

ed;

indiv

idual

’s n

eeds

unm

et;

lack

of

trust

bet

wee

n indiv

idual

s an

d c

are

wor

kers

; le

gal

conse

quen

ces

of

bre

akin

g r

elev

ant

legis

lation

and c

odes

of

pra

ctic

e

1

Under

stan

d t

he

import

ance

of

div

ersi

ty,

equal

ity

and incl

usi

on

1.3

Exp

lain

the

import

ance

of

incl

usi

ve p

ract

ice

in

pro

moting e

qual

ity

and

support

ing d

iver

sity

□

Chal

lenges

dis

crim

inat

ion;

pro

mote

s rights

; em

pow

erin

g;

rem

ove

s bar

rier

s to

phys

ical

acc

ess;

effec

tive

com

munic

atio

n;

impro

ves

par

tici

pat

ion;

pro

mote

s dig

nity;

pla

ces

indiv

idual

s at

the

centr

e of

pla

nnin

g a

nd d

eliv

ery

of

serv

ices

; m

eets

leg

al r

equirem

ents

; pro

mote

s to

lera

nce

; pro

mote

s under

stan

din

g o

f diffe

rence

s

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

key

legis

lation a

nd

codes

of

pra

ctic

e re

lating t

o div

ersi

ty,

equal

ity,

incl

usi

on

and d

iscr

imin

atio

n in a

dult

soci

al c

are

sett

ings

□

Key

leg

isla

tion:

Hea

lth a

nd S

oci

al C

are

Act

2008;

Men

tal Cap

acity

Act

2005;

Men

tal H

ealth A

ct 2

007;

Saf

eguar

din

g V

uln

erab

le G

roups

Act

2006;

Com

mon A

sses

smen

t Fr

amew

ork

for

Adults

2008;

Equal

ity

Act

2010 (

sect

ions

cove

ring n

ew d

efin

itio

ns

of

dis

crim

inat

ion);

fundam

enta

l ch

anges

to d

isab

ility

and d

iscr

imin

ation law

□

Key

codes

of

pra

ctic

e: D

epriva

tion o

f Li

ber

ty S

afeg

uar

ds;

Codes

of

Prac

tice

2009;

Gen

eral

Soci

al C

are

Codes

of Pr

actice

; in

cludin

g

subse

quen

t am

endm

ents

to c

odes

of

pra

ctic

e

2.2

Exp

lain

the

poss

ible

co

nse

quen

ces

of not

active

ly

com

ply

ing w

ith leg

isla

tion

and c

odes

of

pra

ctic

e re

lating t

o d

iver

sity

, eq

ual

ity,

incl

usi

on a

nd

dis

crim

inat

ion in a

dult s

oci

al

care

set

tings

□

Dis

ciplin

ary

pro

ceed

ings;

com

pla

ints

fro

m p

eople

who u

se s

ervi

ces,

fa

mili

es;

legal

act

ion b

y peo

ple

who u

se s

ervi

ces,

fam

ilies

; lo

ss o

f em

plo

ymen

t

2.3

D

escr

ibe

how

ow

n b

elie

fs,

culture

, va

lues

and

pre

fere

nce

s m

ay a

ffec

t w

ork

ing p

ract

ice

□

Appro

ach s

how

n t

owar

ds

peo

ple

who u

se t

he

serv

ice;

rel

uct

ance

to

per

form

par

ticu

lar

task

s; r

espec

t sh

ow

n for

colle

agues

and m

anag

ers;

at

titu

de

to t

imek

eepin

g,

punct

ual

ity;

under

stan

din

g a

nd a

dap

ting o

wn

bel

iefs

and a

ttitudes

to

care

set

ting

2

Under

stan

d h

ow

to

work

in a

n

incl

usi

ve w

ay

2.4

D

escr

ibe

way

s to

ensu

re

that

ow

n inte

ract

ions

with

indiv

idual

s re

spec

t th

eir

bel

iefs

, cu

lture

, va

lues

and

pre

fere

nce

s

□

Hav

ing a

n u

nder

stan

din

g o

f cu

ltura

l diffe

rence

s, incl

udin

g b

elie

fs,

culture

and p

refe

rence

s in

ord

er t

o im

pro

ve inte

ract

ions

with c

olle

agues

, use

rs o

f th

e se

rvic

e an

d o

ther

adults

within

the

sett

ing;

use

of

incl

usi

ve

languag

e; u

se o

f in

div

idual

s’ p

refe

rred

nam

es a

nd t

itle

s; s

how

ing

resp

ect

for

per

sonal

spac

e; s

pea

king d

irec

tly

to indiv

idual

s ra

ther

than

ca

rers

, fa

mily

; use

of

age-

appro

priat

e la

nguag

e; a

void

ance

of

jarg

on,

slan

g;

avoid

ance

of ges

ture

s, b

ody

languag

e w

hic

h is

cultura

lly o

ffen

sive

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

11

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.5

Com

par

e in

clusi

ve p

ract

ice

with p

ract

ice

whic

h e

xclu

des

an

indiv

idual

□

Adap

ting r

esourc

es,

faci

litie

s an

d c

are

del

iver

y to

mee

t th

e nee

ds

of

indiv

idual

s, v

ersu

s pro

vidin

g t

he

sam

e re

sourc

es,

faci

litie

s an

d c

are

for

all;

usi

ng a

n indiv

idual

’s p

refe

rred

met

hod o

f co

mm

unic

atio

n w

hen

in

tera

ctin

g v

ersu

s ex

pec

ting t

he

indiv

idual

to u

se y

our

ow

n m

ethod;

spea

king d

irec

tly

to a

n indiv

idual

ver

sus

spea

king o

ver

thei

r hea

d t

o fa

mily

or

care

rs;

invo

lvin

g e

ach indiv

idual

in d

ecis

ions

conce

rnin

g t

hei

r ow

n c

are

vers

us

pla

nnin

g c

are

without

consu

ltin

g t

he

indiv

idual

3.1

D

escr

ibe

how

to

chal

lenge

dis

crim

inat

ion in a

way

that

pro

mote

s ch

ange

□

Direc

t ch

alle

nge

of

inci

den

ts;

repor

ting o

f in

ciden

ts t

o lin

e m

anag

er,

iden

tify

ing a

nd c

hal

lengin

g d

iscr

imin

atory

beh

avio

ur;

iden

tify

ing

ster

eoty

pes

in a

ttitudes

or

writt

en m

ater

ials

; under

stan

din

g a

nd

adap

ting o

wn b

elie

fs a

nd a

ttitudes

; kn

ow

how

to r

eport

conce

rns;

re

view

and d

evel

op p

olic

y an

d p

roce

dure

s; m

akin

g e

qual

ity,

div

ersi

ty

and r

ights

tra

inin

g a

vaila

ble

to a

ll st

aff

and v

olu

nte

ers

within

a s

etting;

model

ling o

f in

clusi

ve b

ehav

iour;

use

of

incl

usi

ve lan

guag

e in

res

ponse

to

mis

use

of

term

s, u

se o

f in

corr

ect

term

s

3.2

Exp

lain

how

to r

aise

aw

aren

ess

of

div

ersi

ty,

equal

ity

and incl

usi

on

□

Dis

pla

y in

form

atio

n f

or

indiv

idual

s to

acc

ess;

cel

ebra

te f

estiva

ls,

spec

ial

occ

asio

ns;

inco

rpora

te s

pec

ific

req

uirem

ents

into

dai

ly r

outines

; pro

vide

adap

ted e

quip

men

t as

sta

ndar

d;

pro

vide

adap

ted e

nvi

ronm

ents

as

stan

dar

d;

use

of

incl

usi

ve lan

guag

e; e

nco

ura

ge

indiv

idual

s to

contr

ibute

id

eas,

par

tici

pat

e in

pla

nnin

g;

invi

te c

om

munity

repre

senta

tive

s to

par

tici

pat

e in

spec

ial occ

asio

ns

within

the

sett

ing

3

Under

stan

d h

ow

to

rais

e aw

aren

ess

of

div

ersi

ty,

equal

ity

and incl

usi

on

3.3

Exp

lain

how

to s

upport

oth

ers

to p

rom

ote

div

ersi

ty,

equal

ity

and incl

usi

on

□

Under

stan

d a

nd s

har

e in

form

atio

n a

bout

the

nee

ds

of

indiv

idual

s;

dem

onst

rate

way

s to

val

ue

diffe

rence

s an

d r

ecognis

e si

mila

rities

bet

wee

n indiv

idual

s; h

ighlig

ht

the

ben

efits

of

div

ersi

ty,

cultura

l en

rich

men

t, t

he

arts

, fo

od,

soci

al c

ohes

ion;

model

the

use

of

appro

priat

e la

nguag

e; t

ake

par

t in

sta

ff t

rain

ing a

ctiv

itie

s; f

ollo

w

pro

cedure

s of

the

sett

ing;

dem

onst

rate

fai

r pra

ctic

e in

inte

ract

ions;

ac

know

ledge

rights

of oth

ers;

pro

vide

info

rmat

ion o

n d

isci

plin

ary

and

com

pla

ints

pro

cedure

s


119


Delivery

This unit should be delivered by a well-qualified and experienced tutor with a full understanding of the issues involved in inclusive practice. Taught input will be required, but learners will benefit from opportunities for discussion where they can express their views in a safe environment. Personal challenge should be encouraged with regard to personal values and beliefs, but a sensitive approach will be required in order to enable progress rather than damage learner self-esteem. Learners will benefit from guest speakers from both statutory and voluntary sectors who have the experience of promoting inclusive practice in social care. The use of training DVDS will also benefit learners.






Learning outcome 1: Understand the importance of diversity, equality and inclusion

Taught session on definition of terms. Class discussion of applications to social care; use of training DVD.

Guest speaker on the effects of discrimination in a care setting. Question and answer session.

Taught session on promoting equality policies and procedures in work settings. Groups to work on case studies to apply learning and feed back to the class.

Taught session on supporting diversity, valuing diversity and celebrating differences. Class discussion on practical applications in social care.

Assignment 1: Benefits of inclusion

Produce an information pack on the benefits of inclusion and the effects of discrimination in a care setting. You should also include an explanation of key terms.

Learning outcome 2: Understand how to work in an inclusive way

Taught session on key legislation. Learners to take notes.

Taught session on key policies and codes of practice. Learners to take notes.

Guest speaker on the potential consequences of not actively complying with legislation in the workplace.

Taught session on inclusive interactions with users of services, colleagues and others. Class discussion.


120


Assignment 2: Working inclusively

Write an essay which includes all of the following:

a) A description of key legislation and codes of practice.

b) An explanation of the possible consequences of non-compliance.

c) A description of how your own beliefs, culture, values and preferences may affect working practice.

d) A description of ways to ensure that you respect the beliefs, culture, values and preferences of others when interacting.

e) A comparison of inclusive practice with practice that excludes an individual.

Learning outcome 3: Understand how to raise awareness of diversity, equality and inclusion

Taught session on use of inclusive practice in adult social care. Learners to take notes.

Taught session on supporting others to promote equality and rights. Learners to buzz ideas and present to class in groups. Class discussion.

Taught session on challenging discrimination in adult social care. Learners to work in groups and buzz ideas of application of learning to the adult social care workplace. Groups to feed back to class.

Assignment 3: Raising awareness

Write an essay that describes how to challenge discrimination in a way that promotes change, explains how to raise awareness of diversity, equality and inclusion, and also explains how to support others to promote diversity, equality, and inclusion.


Assessment



The assignments for this unit may be presented in a variety of formats. The suggested programme may be adapted to meet local needs or the needs of particular learners. Assignments that are attached to a realistic scenario will allow learners to apply the principles of diversity, equality and inclusion to adult social care and will be of benefit in supporting good practice in the work place. Tutors should discuss the format of assignments and emphasis the need for objectivity and justification of expressed opinions at level 3. Tutors should ensure that the correct operative verbs are included, for example ‘identify’, ‘describe’ and ‘explain’.


121



Criteria covered

Assignment title


1.1, 1.2, 1.3

Benefits of inclusion

Your manager at the training centre for young adults with complex needs has asked you to produce an information pack for new staff on the benefits of inclusion and the negative effects of discrimination.

Information pack

2.1, 2.2, 2.3, 2.4, 2.5

Working inclusively

You are applying for promotion and as part of the application process you are required to write an essay on key legislation and inclusive practice.

Essay

3.1, 3.2, 3.3

Raising awareness

You have received your promotion and are now the learning mentor for new staff. You have been asked to produce a model essay as an example for staff that will be going through the promotion process. You have chosen to write about challenging discrimination and raising awareness of diversity, equality and inclusion.

Essay

Suggested resources

Textbook Conway N and Donahue S — Core Themes for Care Assistants (Radcliffe Publishing, 2003) ISBN 9781857758016


Websites

www.skillsforcareanddevelopment.org.uk Sector Skills Council for Care and Development

www.dementiarights.org The rights of individuals with dementia

www.gscc.org.uk The General Social Care Council


122

Unit 13: Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings


QCF level: 3

Credit value: 1


Unit aim This unit is aimed at those who work in health or social care settings in a wide range of settings. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care.

Unit introduction This unit will provide learners with an understanding of a duty of care and its influence on the delivery of care and support across a variety of settings. The unit examines how duty of care contributes to the safeguarding and protection of individuals. Learners will investigate the dilemmas that may arise between duty of care and an individual’s rights, and the ways in which risks may be managed in order to maintain a balance between the two. The unit will inform learners of sources of support in resolving and managing dilemmas and resulting conflicts. Learners will examine how to respond to complaints and the main points of agreed procedures.

Essential resources

Learners will require access to full library facilities, including relevant texts, professional journals and magazines, ICT and CD ROMs.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

12

3

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

what

it

mea

ns

to

hav

e a

duty

of

care

in o

wn

work

role

□

Acc

ounta

bili

ty;

exer

cisi

ng a

uth

ority

; m

anag

ing r

isk;

work

ing s

afel

y;

safe

guar

din

g v

uln

erab

le a

dults;

monitoring o

wn b

ehav

iour

and c

onduct

; m

ainta

inin

g c

onfiden

tial

ity;

sto

ring p

erso

nal

info

rmat

ion a

ppro

priat

ely;

re

port

ing c

once

rns

and a

llegat

ions;

mak

ing p

rofe

ssio

nal

judgem

ents

; m

ainta

inin

g p

rofe

ssio

nal

boundar

ies;

avo

idin

g fav

ouritism

; m

ainta

inin

g

hig

h s

tandar

ds

of

conduct

outs

ide

the

pro

fess

ional

role

1

Under

stan

d h

ow

duty

of ca

re

contr

ibute

s to

saf

e pra

ctic

e

1.2

Exp

lain

how

duty

of

care

co

ntr

ibute

s to

the

safe

guar

din

g o

r pro

tect

ion

of

indiv

idual

s

□

Saf

eguar

din

g v

uln

erab

le a

dults

by

pro

vidin

g p

rote

ctio

n f

rom

sex

ual

, phys

ical

or

emotional

har

m;

pre

serv

ing r

espec

t an

d d

ignity;

en

gen

der

ing t

rust

; pro

tect

ing v

uln

erab

le a

dults

by

pro

vidin

g a

saf

e en

viro

nm

ent;

saf

e use

of

reso

urc

es a

nd e

quip

men

t; p

reve

ntion f

rom

in

tim

idat

ion o

r hum

iliat

ion;

pro

tect

ing s

elf

by

ensu

ring a

gai

nst

ris

k of

alle

gat

ion o

f m

isco

nduct

or

abuse

, av

oid

ing r

isk

of

accu

sations

of

mal

pra

ctic

e

2.1

D

escr

ibe

pote

ntial

conflic

ts

or

dile

mm

as

that

may

arise

bet

wee

n t

he

duty

of

care

an

d a

n indiv

idual

’s r

ights

□

Bal

ance

bet

wee

n h

ealth a

nd s

afet

y an

d a

n indiv

idual

’s h

um

an r

ights

and

free

dom

s; c

once

pt

of ‘m

enta

l ca

pac

ity’

; rights

of th

e ad

ult t

o m

ake

dec

isio

ns

about

own c

are;

ten

sions

bet

wee

n indiv

idual

choic

e an

d

keep

ing s

afe

from

har

m;

conflic

t bet

wee

n c

onfiden

tial

ity

and n

eed t

o

shar

e in

form

atio

n in t

he

inte

rest

of th

e in

div

idual

or

public

saf

ety

2.2

D

escr

ibe

how

to

man

age

risk

s as

soci

ated

with

conflic

ts o

r dile

mm

as

bet

wee

n a

n indiv

idual

’s

rights

and t

he

duty

of

care

□

Imple

men

t polic

ies

and c

odes

of

pra

ctic

e; a

ct in indiv

idual

’s b

est

inte

rest

s; incl

ude

risk

ass

essm

ent

in a

ll ca

re p

lannin

g t

o d

eter

min

e ac

cepta

ble

and u

nac

cepta

ble

ris

ks;

fost

er c

ulture

of

open

nes

s an

d

support

; be

consi

sten

t, m

ainta

in p

rofe

ssio

nal

boundar

ies;

follo

w

org

anis

atio

nal

and s

etting s

yste

ms

for

rais

ing c

once

rns

2

Know

how

to

addre

ss c

onflic

ts

or

dile

mm

as

that

m

ay a

rise

bet

wee

n

an indiv

idual

’s

rights

and t

he

duty

of

care

2.3

Exp

lain

wher

e to

get

ad

ditio

nal

support

and

advi

ce a

bout

conflic

ts a

nd

dile

mm

as

□

Line

man

ager

, Adult S

ocia

l Car

e pro

fess

ional

s, p

rofe

ssio

nal

bodie

s,

char

itie

s, (

Age

UK,

Alz

hei

mer

’s S

oci

ety,

Nat

ional

Autist

ic S

oci

ety,

M

enca

p)

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

12

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

to

resp

ond t

o

com

pla

ints

□

Fo

llow

the

polic

ies

and p

roce

dure

s of se

rvic

e/se

ttin

g;

liste

n c

aref

ully

to

what

is

said

; re

cognis

e ad

ult’s

fee

lings;

cla

rify

pro

ble

m;

giv

e ad

vice

on

pro

cedure

s fo

r co

mpla

inin

g;

focu

s on t

he

pro

ble

m n

ot

per

sonal

itie

s;

know

when

and h

ow

to p

ass

on c

om

pla

ints

to

line

man

ager

/com

pla

ints

m

anag

er;

reflec

t, a

nd if

nec

essa

ry c

han

ge,

ow

n p

ract

ice/

under

go

trai

nin

g

3

Know

how

to

resp

ond t

o

com

pla

ints

3.2

Exp

lain

the

mai

n p

oin

ts o

f ag

reed

pro

cedure

s fo

r han

dlin

g c

ompla

ints

□

Ack

now

ledgem

ent

of

com

pla

int;

rec

ord

com

pla

int

in lin

e w

ith a

gre

ed

polic

ies

and p

roce

dure

s w

ithin

the

sett

ing;

info

rm lin

e m

anag

er;

line

man

ager

to

spea

k w

ith c

om

pla

inan

t; c

om

pla

int

is r

esolv

ed,

issu

e is

re

ferr

ed t

o s

enio

r m

anag

emen

t


125


Delivery

This unit should be delivered by a well-qualified and experienced tutor who has a full understanding of the issues involved. The use of scenarios will allow learners to place the information in a realistic context, particularly those who are not yet working in the relevant sectors. Input from appropriate professionals will enhance learner experience.



The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.



Learning outcome 1: Understand how duty of care contributes to safe practice

Taught session on explanation of the duty of care in the work role. Class discussion.

Guest speaker on ways in which a duty of care can contribute to the safeguarding and protection of individuals. Question and answer session.

Taught session on protecting self. Class plenary on relevant issues.

Assignment 1: A duty of care

Produce a poster which explains the duty of care in your work role and how this will contribute to the safeguarding or protection of individuals in the setting.

Learning outcome 2: Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care

Taught session on potential conflicts or dilemmas and individual rights. Class discussion based on case studies given out the previous week. This will enable learners to come to class with points to contribute.

Taught session on managing risks with individuals. Class discussion.

Class discussion on using support and advice to manage conflicts and dilemmas. Learners to make notes of each other’s pertinent points. Tutor to coordinate.


126


Assignment 2: Dilemmas and conflicts

Produce a booklet on issues surrounding duty of care, dilemmas and conflicts, to include a description of:

a) potential conflicts and dilemmas which may arise between an individual’s rights and the duty of care

b) managing risks associated with those conflicts and dilemmas

c) where to obtain additional support and advice.

Learning outcome 3: Know how to respond to complaints

Taught session on responding to complaints, procedures and protocols. Learners to take notes.

Taught session on the main points of procedures for handling complaints. Learners to take notes.

Assignment 3: Responding to complaints

Produce an information sheet describing how to respond to complaints and explaining the main points of the relevant agreed procedures.


Assessment



The assessments for this unit may be designed to be in a variety of formats and the suggested programme may be adapted to meet local needs or the needs of particular groups of learners. Tutors should ensure that learners understand the reasons why dilemmas may arise and the need to make certain that the rights of individuals are promoted. Learners should provide sufficient evidence to demonstrate their understanding of why situations may present as dilemmas and exactly how conflicts may arise. Tutors should ensure that learners show evidence of research rather than merely reiterating tutor notes in their work. Learners at level 3 should be encouraged to take a professional approach to the presentation of assignments, regardless of the format. Tutors should ensure that the correct operative verbs are included in all assessments, for example ‘explain’ and ‘describe’.




127

Criteria covered

Assignment title


1.1, 1.2 A duty of care You have decided to renew the poster in your workplace that displays information about a duty of care and its role in safeguarding and protecting individuals.

Poster

2.1, 2.2, 2.3

Dilemmas and conflicts

You have observed that your workplace has little information about dilemmas and conflicts that could arise between a duty of care and the rights of individuals. You have decided to produce a booklet for staff.

Booklet

3.1, 3.2 Responding to complaints

Your manager has noticed your efforts and has offered you a small bonus if you produce an information sheet about the settings’ complaints procedures.

Information sheet

Suggested resources

Textbook Burgess C, Pritchatt N and Shaw C — S/NVQ Level 2 Health and Social Care (Heinemann 2007) ISBN 9780435456278


Websites

www.dementiarights.org Dementia Rights

www.elderabuse.org.uk Action on Elder Abuse

www.skillsforcare.org.uk Sector Skills Council for Adult Social Care (England)

http://www.dem/�

http://www.skillsforcareand/�


128

Unit 14: Understand Person-centred Approaches in Adult Social Care Settings


QCF level: 3

Credit value: 4


Unit aim This unit develops the understanding of person-centred support as a fundamental principle of adult social care. This unit is aimed at those who are interested in, or new to, working in social care settings with adults.

Unit introduction This unit will enable learners to recognise the value of a person-centred approach to adult social care. Learners will examine person-centred values and the reasons why these should influence all aspects of social care work. The use of the person-centred approach is investigated with regard to the formation and use of care plans in ensuring that individuals have their needs, preferences and wishes addressed. The use of personal histories is explained and their value analysed in respect of contributing to the promotion of self-esteem and individual identity. The unit also discusses issues around risk management and their place in a person-centred approach to care and support.

Essential resources

Learners will require full access to library facilities including relevant text, professional magazines and journals, ICT and CD ROMs.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

12

9

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

per

son-c

entr

ed

appro

aches

□

Ensu

ring indiv

idual

s ar

e at

the

centr

e of

pla

nnin

g a

nd s

upport

; re

spec

ting indiv

idual

ity,

rig

hts

, ch

oic

es,

priva

cy,

dig

nity,

indep

enden

ce;

work

ing in p

artn

ersh

ip w

ith indiv

idual

s

1.2

Exp

lain

why

per

son-c

entr

ed

valu

es m

ust

influen

ce a

ll as

pec

ts o

f so

cial

car

e w

ork

□

Impro

ved life

exper

ience

s; u

phold

indiv

idual

rig

hts

; em

pow

erin

g

indiv

idual

s to

mai

nta

in indep

enden

ce;

choic

e an

d incl

usi

on;

enab

ling

indiv

idual

s to

mak

e ch

oic

es,

dec

isio

ns;

to m

ainta

in d

ignity;

res

pec

t of

div

ersi

ty,

culture

, va

lues

; m

ainta

in r

ight

to p

riva

cy,

confiden

tial

ity;

aw

aren

ess

of

indiv

idual

vuln

erab

ility

1

Under

stan

d

per

son-c

entr

ed

appro

aches

in

adult s

oci

al c

are

1.3

Exp

lain

how

per

son-c

entr

ed

valu

es s

hould

influen

ce a

ll as

pec

ts o

f so

cial

car

e w

ork

□

Apply

ing p

erso

n-c

entr

ed p

lannin

g (

PCP);

usi

ng p

erso

n-c

entr

ed t

hin

king

skill

s, e

ssen

tial

lifes

tyle

pla

nnin

g a

nd p

erso

n-c

entr

ed r

evie

ws;

apply

ing

Car

l Roger

s’ t

heo

retica

l bac

kgro

und t

o p

erso

n-c

entr

ed c

ounse

lling;

mai

nta

inin

g t

he

four

key

princi

ple

s of

valu

ing p

eople

, rights

, in

dep

enden

ce,

choic

e an

d incl

usi

on;

reflec

t on a

nd im

pro

ve t

he

uniq

ue

circ

um

stan

ces

of

indiv

idual

s; u

phold

hea

lth a

nd s

afet

y, m

ainta

in

indiv

idual

ity;

ensu

re indiv

idual

s ar

e at

the

centr

e of

pla

nnin

g a

nd

support

2

Under

stan

d h

ow

to

imple

men

t a

per

son-c

entr

ed

appro

ach in a

n

adult s

oci

al c

are

sett

ing

2.1

Exp

lain

how

fin

din

g o

ut

the

his

tory

, pre

fere

nce

s, w

ishes

an

d n

eeds

of a

n indiv

idual

co

ntr

ibute

s to

thei

r ca

re

pla

n

□

Puts

the

indiv

idual

at

the

centr

e of pla

nnin

g t

hei

r su

pport

; en

able

s th

e im

ple

men

tation o

f in

div

idual

pre

fere

nce

s an

d r

equirem

ents

for

care

and

support

; hel

ps

to d

evis

e an

appro

priat

e ca

re p

lan,

support

pla

n,

indiv

idual

pla

n;

enab

les

neg

otiat

ion a

nd c

onsu

ltat

ion t

o e

mpow

er

indiv

idual

s to

mak

e dec

isio

ns

and c

hoic

es in r

elat

ion t

o c

are

and

support

; im

port

ance

of usi

ng c

are

pla

ns

in c

onju

nct

ion w

ith t

he

indiv

idual

to d

ocu

men

t th

eir

nee

ds

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

13

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

D

escr

ibe

way

s to

put

per

son-c

entr

ed v

alues

into

pra

ctic

e in

a c

om

ple

x or

sensi

tive

situat

ion

□

Work

ing w

ith a

n indiv

idual

to s

upport

them

in m

akin

g t

hei

r ch

oic

es,

taki

ng r

isks

, to

support

mee

ting o

f in

div

idual

nee

ds,

to a

chie

ve t

hei

r as

pirat

ions,

dev

elop t

hei

r sk

ills;

com

munic

ate

with indiv

idual

s, s

how

re

spec

t, e

nsu

re c

onfiden

tial

ity,

off

er c

ounse

lling,

reco

gnis

e fe

elin

gs,

sh

ow

sen

sitivi

ty t

o c

onfiden

tialit

y, lis

tenin

g s

kills

, sh

ow

em

pat

hy

within

dis

tres

sing o

r tr

aum

atic

situat

ions;

han

dle

thre

aten

ing o

r fr

ighte

nin

g

beh

avio

ur;

under

stan

d c

ognitiv

e an

d c

om

munic

atio

n n

eeds

2.3

Eva

luat

e th

e use

of

care

pla

ns

in a

pply

ing p

erso

n-

centr

ed v

alues

□

Car

e pla

ns

should

spec

ify

the

indiv

idual

’s c

are

nee

ds

and p

refe

rence

s;

take

a h

olis

tic

appro

ach t

o m

eeting t

he

nee

ds

and p

refe

rence

s of

indiv

idual

s; e

nsu

re r

elev

ance

of tr

eatm

ent

and indiv

idual

ised

pro

visi

on;

enab

le r

espec

t fo

r div

ersi

ty,

culture

and r

elig

ion;

invo

lve

fam

ilies

, fr

iends,

oth

er p

eople

, if a

ppro

priat

e, w

ho a

re im

port

ant

to t

he

indiv

idual

; w

ork

ing t

owar

ds

per

son-c

entr

ed o

utc

om

es;

ensu

re n

eeds

are

met

, sa

tisf

action w

ith indiv

idual

ised

pro

visi

on,

invo

lvem

ent

with c

are,

fe

elin

g o

f w

ellb

eing

2.4

Exp

lain

the

import

ance

of

monitoring a

n indiv

idual

’s

chan

gin

g n

eeds

or

pre

fere

nce

s

□

To h

ave

the

abili

ty t

o a

dap

t ac

tions

and a

ppro

aches

in r

esponse

to a

n

indiv

idual

’s c

han

gin

g n

eeds

or

pre

fere

nce

s, c

han

ges

in p

hys

ical

co

nditio

n,

circ

um

stan

ces,

chan

ges

in t

reat

men

t nee

ds

and in r

esponse

to

indiv

idual

choic

es;

ensu

re t

reat

men

t an

d c

are

is a

ppro

priat

e an

d

mee

t nee

ds

3

Under

stan

d t

he

import

ance

of

esta

blis

hin

g

conse

nt

when

pro

vidin

g c

are

or

support

3.1

D

escr

ibe

fact

ors

that

in

fluen

ce t

he

capac

ity

of a

n

indiv

idual

to e

xpre

ss

conse

nt

□

Eff

ects

of m

enta

l ill

hea

lth incl

udin

g d

epre

ssio

n,

confu

sed t

hought

pro

cess

es,

loss

of

men

tal ca

pac

ity;

eff

ects

of phys

ical

illn

ess

incl

udin

g

unco

nsc

ious

stat

e, c

onfu

sion;

lear

nin

g d

isab

ility

incl

udin

g m

enta

l ag

e,

leve

l of

men

tal ca

pac

ity;

lan

guag

e bar

rier

s in

cludin

g E

nglis

h a

s a

seco

nd

languag

e, h

earing im

pairm

ent,

vis

ual

im

pairm

ent;

pre

vious

exper

ience

of

serv

ices

by

indiv

idual

s

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

13

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Exp

lain

how

to e

stab

lish

conse

nt

for

an a

ctiv

ity

or

action

□

The

pro

cess

of

esta

blis

hin

g info

rmed

agre

emen

t to

an a

ctio

n a

nd

dec

isio

n w

ith indiv

idual

s; e

nsu

re indiv

idual

s hav

e ac

cess

to t

he

appro

priat

e in

form

atio

n;

use

of

com

munic

atio

n s

kills

, (v

erbal

, non-

verb

al a

nd w

ritt

en);

use

of

active

lis

tenin

g;

import

ance

of co

nsu

ltat

ion

and incl

usi

ve c

om

munic

atio

n;

resp

ect

indiv

idual

’s c

hoic

es;

liste

n a

nd

resp

ond t

o indiv

idual

s’ q

ues

tions

and c

once

rns;

res

pond a

ppro

priat

ely

to

any

ques

tions

and c

once

rns;

work

to r

esolv

e co

nflic

ts

3.3

Exp

lain

what

ste

ps

to t

ake

if

conse

nt

cannot

be

read

ily

esta

blis

hed

□

Act

in t

he

bes

t in

tere

sts

of th

e in

div

idual

; w

ork

to r

esolv

e co

nflic

ts;

abid

e by

rele

vant

legis

lation;

seek

ext

ra s

upport

and a

dvi

ce w

her

e nec

essa

ry;

use

of

an a

dvo

cate

, co

nta

ct t

he

per

son w

ho is

legally

re

sponsi

ble

; re

cord

info

rmat

ion

4.1

Exp

lain

the

princi

ple

s of

active

par

tici

pat

ion

□

Em

pow

erin

g indiv

idual

s to

par

tici

pat

e in

the

activi

ties

and r

elat

ionsh

ips

of

ever

yday

life

as indep

enden

tly

as p

oss

ible

; th

e im

port

ance

of

the

indiv

idual

as

an a

ctiv

e par

tner

in t

hei

r ow

n c

are

or

suppor

t ra

ther

than

a

pas

sive

rec

ipie

nt;

em

pow

erin

g indiv

idual

s to

par

tici

pat

e in

thei

r ow

n

care

4.2

Exp

lain

how

the

holis

tic

nee

ds

of

an indiv

idual

can

be

addre

ssed

by

active

par

tici

pat

ion

□

Em

pow

erin

g indiv

idual

s to

par

tici

pat

e in

thei

r ow

n c

are,

phys

ical

, em

otional

, sp

iritual

; bei

ng c

reat

ive

about

how

outc

om

es c

an b

e ac

hie

ved;

theo

ries

of

motiva

tion a

nd c

han

gin

g b

ehav

iour;

usi

ng

ince

ntive

s

4

Under

stan

d h

ow

to

imple

men

t an

d

pro

mote

act

ive

par

tici

pat

ion

4.3

Exp

lain

how

to w

ork

with a

n

indiv

idual

and o

ther

s to

ag

ree

how

act

ive

par

tici

pat

ion w

ill b

e im

ple

men

ted

□

Ensu

re t

he

indiv

idual

is

at t

he

centr

e of

thei

r ow

n c

are

and s

upport

ra

ther

than

a p

assi

ve r

ecip

ient;

pro

moting a

ctiv

e par

tici

pat

ion;

liste

nin

g

to t

he

indiv

idual

, ad

dre

ssin

g t

hei

r co

nce

rns,

the

ben

efits

for

indiv

idual

s of

active

par

tici

pat

ion,

(phys

ical

ben

efits,

incr

ease

d indep

enden

ce,

auto

nom

y an

d w

ellb

eing);

addre

ssin

g p

oss

ible

bar

rier

s to

act

ive

par

tici

pat

ion,

(lea

rnin

g d

ifficu

ltie

s, p

hys

ical

dis

abili

ty o

r la

nguag

e bar

rier

s);

imple

men

ting w

ays

to r

educe

bar

rier

s to

act

ive

par

tici

pat

ion,

(use

of phys

ical

, co

mm

unic

atio

n a

nd v

isual

aid

s)

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

13

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

Exp

lain

how

to p

rom

ote

the

under

stan

din

g a

nd u

se o

f ac

tive

par

tici

pat

ion

□

Engag

ing t

he

indiv

idual

; ef

fect

ive

com

munic

atio

n;

liste

nin

g s

kills

; co

nsu

ltat

ion w

ith indiv

idual

s; invo

lvin

g fam

ily a

nd frien

ds;

acc

essi

ng

com

munity

faci

litie

s an

d r

esourc

es;

incr

easi

ng s

taff a

war

enes

s an

d

trai

nin

g;

regula

r re

view

s

5.1

D

escr

ibe

diffe

rent

appro

aches

to s

upport

an

indiv

idual

to m

ake

info

rmed

ch

oic

es

□

By

dev

elopin

g r

espec

tful re

lationsh

ips;

the

import

ance

of non-

judgem

enta

l co

mm

unic

atio

n a

nd incl

usi

ve info

rmat

ion;

empow

erin

g

indiv

idual

s to

mak

e in

form

ed c

hoic

es;

by

resp

ecting indiv

idual

’s c

hoic

es;

the

use

of

agre

ed r

isk

asse

ssm

ent

pro

cess

es t

o s

upport

indiv

idual

s in

m

akin

g c

hoic

es;

hea

lth a

nd lifes

tyle

choic

es;

dec

isio

ns

about

trea

tmen

t or

care

; aw

aren

ess

of ac

tual

or

likel

y dan

ger

or

har

m a

risi

ng f

rom

ch

oic

es m

ade

thro

ugh a

war

enes

s of re

leva

nt

legis

lation a

nd a

gre

ed

way

s of

work

ing t

hat

influen

ce indiv

idual

rig

hts

5.2

D

escr

ibe

how

to

support

an

indiv

idual

to q

ues

tion o

r ch

alle

nge

dec

isio

ns

conce

rnin

g t

hem

that

are

m

ade

by

oth

ers

□

Enco

ura

ge

ques

tions,

usi

ng o

wn r

ole

and a

uth

ority

to s

upport

the

indiv

idual

’s r

ight

to m

ake

choic

es;

awar

enes

s of

polic

ies

and p

roce

dure

s,

rele

vant

legis

lation a

nd a

gre

ed w

ays

of w

ork

ing;

com

pla

ints

pro

cedure

s;

awar

enes

s of

rights

; be

pre

par

ed t

o lis

ten;

advo

cacy

; re

ques

t se

cond

opin

ions

5

Under

stan

d h

ow

to

support

an

indiv

idual

’s r

ight

to

mak

e ch

oic

es

5.3

Exp

lain

the

conse

quen

ces

of

allo

win

g t

he

per

sonal

vie

ws

of

oth

ers

to influen

ce a

n

indiv

idual

’s c

hoic

es

□

Can

be

dis

crim

inat

ory;

may

be

bas

ed o

n f

alse

or

inac

cura

te info

rmat

ion;

may

not

be

in t

he

bes

t in

tere

st o

f th

e in

div

idual

; pre

vents

em

pow

erm

ent;

bre

ach o

f rights

; la

ck o

f or

rest

rict

ion o

f ch

oic

e, lea

ds

to

lack

of

self e

stee

m,

impac

t on s

elf

confiden

ce

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

13

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Exp

lain

the

links

bet

wee

n

iden

tity

, se

lf-i

mag

e an

d s

elf-

este

em

□

Sel

f-id

entity

: th

e re

cognitio

n o

f one’

s pote

ntial

and q

ual

itie

s as

an

indiv

idual

□

Sel

f-im

age:

how

peo

ple

see

them

selv

es

□

Sel

f-es

teem

: how

peo

ple

val

ue

them

selv

es

□

Influen

ces

that

hel

p t

o d

eter

min

e se

lf-i

den

tity

: gen

der

, ra

ce,

languag

e/ac

cent,

val

ues

and b

elie

fs,

relig

ion,

sexu

al o

rien

tation

□

Influen

ces

on s

elf-

imag

e: g

ender

, ra

ce,

envi

ronm

ent,

fam

ily,

frie

nds,

cu

lture

, va

lues

, se

xual

ity,

typ

es o

f ab

ility

□

Links

: how

influen

ces

on s

elf-

imag

e an

d a

per

son’s

sel

f es

teem

im

pac

t on t

hei

r se

lf-i

den

tity

; sp

iritual

, ef

fect

s of re

ligio

n —

fee

lings

of se

lf-

wort

h/f

eelin

gs

of unw

ort

hin

ess,

bei

ng p

reve

nte

d f

rom

pra

ctis

ing a

nd

expre

ssin

g b

elie

fs;

emotional

and m

enta

l hea

lth/i

ll-hea

lth,

per

sonal

ci

rcum

stan

ces

whic

h h

ave

affe

cted

em

otional

hea

lth incl

udin

g m

ajor

life

even

ts;

sexu

al e

ffec

ts o

f dis

crim

inat

ion d

ue

to s

exual

ity,

rea

ctio

ns

of

fam

ily t

o s

exual

ity;

cultura

l, e

ffec

ts o

f not

bei

ng p

rovi

ded

with c

ultura

lly

appro

priat

e ca

re a

nd s

upport

, la

ck o

f re

cognitio

n b

y oth

ers

of

spec

ific

cu

ltura

l nee

ds,

fee

lings

of

rest

rict

ion d

ue

to c

ultura

l norm

s; s

oci

al,

effe

cts

of m

ajor

life

even

ts o

n s

oci

al iden

tity

, pee

r pre

ssure

to c

onfo

rm;

polit

ical, e

ffec

ts o

f polit

ical

clim

ate

on a

cces

s to

car

e an

d s

upport

; phys

ical

, ap

pea

rance

; m

obili

ty d

epen

den

ce a

nd indep

enden

ce.

6.2

Exp

lain

fac

tors

that

co

ntr

ibute

to t

he

wel

lbei

ng

of a

n indiv

idual

□

Bei

ng t

reat

ed a

s an

indiv

idual

, bei

ng lis

tened

to,

show

n r

espec

t; t

he

import

ance

of

priva

cy,

mai

nta

inin

g d

ignity;

res

pec

ting t

he

spiritual

, re

ligio

us

and c

ultura

l bel

iefs

of

indiv

idual

s

6

Under

stan

d h

ow

to

pro

mote

in

div

idual

’s

wel

lbei

ng

6.3

Exp

lain

the

import

ance

of

support

ing a

n indiv

idual

in a

w

ay t

hat

pro

mote

s th

eir

sense

of

iden

tity

, se

lf-i

mag

e an

d s

elf-

este

em

□

Uphold

indiv

idual

rig

hts

to b

e fu

lly invo

lved

in t

hei

r ow

n c

are;

work

ing in

par

tner

ship

to s

et r

ealis

tic

and a

chie

vable

goal

s; e

mpow

erin

g indiv

idual

s to

dev

elop c

onfiden

ce a

nd fee

l good a

bout

them

selv

es;

acce

pta

nce

of

self,

acce

pta

nce

of

other

s, p

osi

tive

sel

f-im

age

pro

moting c

onfiden

ce a

nd

empow

erm

ent

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

13

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.4

D

escr

ibe

way

s to

contr

ibute

to

an e

nvi

ronm

ent

that

pro

mote

s w

ellb

eing

□

Soci

al e

nvi

ronm

ent

to p

rom

ote

the

wel

lbei

ng o

f in

div

idual

s (a

ttitudes

an

d a

ctiv

itie

s);

surr

oundin

gs,

ow

n p

oss

essi

ons,

per

sonal

spac

e,

fost

erin

g p

ositiv

e re

lationsh

ips;

enco

ura

gin

g o

pen

com

munic

atio

n;

support

ing a

gre

ed w

ays

of w

ork

ing t

hat

con

trib

ute

to t

he

wel

lbei

ng o

f in

div

idual

s

7.1

Com

par

e diffe

rent

use

s of

risk

ass

essm

ent

in a

dult

soci

al c

are

sett

ings

□

Apply

ing p

erso

n-c

entr

ed a

ppro

ach in c

om

munic

atin

g a

nd a

sses

sing a

ll pote

ntial

ris

k in

form

atio

n;

empow

erin

g indiv

idual

s to

mak

e in

form

ed

dec

isio

ns

in r

elat

ion t

o p

erce

ived

ris

ks a

nd c

onse

quen

ces;

incl

udin

g

indiv

idual

s as

act

ive

par

tici

pan

ts in d

ecis

ion m

akin

g;

calc

ula

ting a

nd

asse

ssin

g r

isk

of

the

indiv

idual

, th

e en

viro

nm

ent,

and o

ther

ser

vice

use

rs;

det

erm

inin

g r

isk

fact

ors

; in

div

idual

ris

k, (

smoki

ng,

drinki

ng,

obes

ity)

; hea

lth a

nd s

afet

y, (

risk

of fire

, fa

lls,

hyg

iene

risk

, th

reat

of

infe

ctio

n);

ass

essi

ng a

nd c

onsi

der

ing t

he

ben

efits

and d

raw

bac

ks t

o t

he

indiv

idual

and o

ther

ser

vice

ser

vice

rs

7.2

Exp

lain

how

ris

k as

sess

men

ts r

elat

e to

rig

hts

an

d r

esponsi

bili

ties

□

Uphold

an indiv

idual

’s r

ight

to b

e fu

lly invo

lved

in t

hei

r ow

n d

ecis

ions

about

thei

r ca

re a

nd s

upport

; re

spec

t th

e in

div

idual

’s c

hoi

ce;

mai

nta

in

indep

enden

ce;

mai

nta

in d

ignity

and r

espec

t

7.3

Exp

lain

how

ris

k ta

king

rela

tes

to r

ights

and

resp

onsi

bili

ties

□

Cre

ates

aw

aren

ess

of ac

tual

and lik

ely

dan

ger

and h

arm

arisi

ng f

rom

ch

oic

es m

ade;

res

pec

ts h

ealth a

nd lifes

tyle

choic

es;

pro

mote

s em

pow

erm

ent,

dec

isio

n m

akin

g,

free

dom

of

choic

e, t

he

import

ance

of

acco

unta

bili

ty

7.4

Exp

lain

why

risk

as

sess

men

ts n

eed t

o be

regula

rly

revi

sed

□

To c

om

ply

with c

han

ges

in leg

isla

tion,

polic

ies

and p

roce

dure

s; c

han

ges

in

indiv

idual

nee

d a

nd p

refe

rence

; hea

lth a

nd s

afet

y re

quirem

ents

; an

ad

vers

e in

ciden

t; c

han

ge

to p

erso

nnel

, ch

ange

to r

esourc

es

7

Under

stan

d t

he

role

of

risk

as

sess

men

t in

en

ablin

g a

per

son-

centr

ed a

ppro

ach

7.5

Exp

lain

the

import

ance

of

usi

ng a

gre

ed r

isk

asse

ssm

ent

pro

cess

es t

o

support

choi

ce

□

Em

pow

erin

g indiv

idual

s to

mak

e in

form

ed c

hoic

es;

ensu

re indiv

idual

s ar

e aw

are

of

risk

and s

trat

egie

s put

into

pla

ce t

o o

verc

om

e, m

inim

ise

the

asso

ciat

ed r

isk;

rec

ord

ing info

rmat

ion a

nd g

ainin

g indiv

idual

s ag

reem

ent


135


Delivery

This unit should be delivered by a well-qualified and experienced tutor who has a thorough understanding of the main issues. Learners will benefit from input from experienced professionals who have implemented the person-centred approach in their professional practice. Taught input will be necessary but learners will also benefit from opportunities to discuss issues of concern, particularly around risk managements and its implications.






Learning outcome 1: Understand person-centred approaches in adult social care

Taught session on person-centred values and approaches. Class discussion.

Guest speaker on implementing the approach in care practice. Question and answer session.

Taught session on care plans uses in a person-centred approach. Groups working to apply the person-centred approach to case studies and feedback. Class discussion.

Assignment 1: Person-centred values

Produce a leaflet that describes and explains how and why person-centred values must influence all aspects of social care work.

Learning outcome 2: Understand how to implement a person-centred approach in an adult social care setting

Taught session on using a person-centred approach to deliver care and support. Learners to take notes and ask questions to clarify points.

Taught session on ensuring equality and independence. Class discussion.

Guest speaker on empowering individuals to use their potential. Question and answer session.

Taught session on adapting approaches to individuals changing needs. Groups working with scenarios and case studies to apply this and give feedback.

Taught session on complex or sensitive situations and person-centred approaches to support and care. Class discussion on managing situations.


136


Assignment 2: Person-centred care plans

Produce an article for the company magazine that explains, describes and evaluates the role of person-centred care plans and personal histories in implementing person-centred values in complex or sensitive situations. You should also include an explanation of the importance of monitoring an individual’s changing needs and preferences.

Learning outcome 3: Understand the importance of establishing consent when providing care or support

Taught session on factors that affect an individual’s capacity to express consent. Class discussion.

Taught session on establishing consent for an activity or action. Class discussion.

Taught session on the steps to take if consent cannot be readily established.

Assignment 3: Consent for care

Produce an information sheet that describes and explains the importance of establishing consent when providing care and support. You should also include the steps to take if consent is not established.

Learning outcome 4: Understand how to implement and promote active participation

Taught session on different ways of promoting active participation. Groups buzzing ideas about suitable activities for different vulnerable groups. Class discussion of activities.

Taught session on addressing holistic needs. Class discussion.

Taught session on working with others to agree on the implementation of active participation. Class to work in groups to plan active participation for individuals in case studies.

Taught session on promoting and using active participation. Preparation for the assignment.

Assignment 4: Active participation in adult social care

Produce a PowerPoint presentation that explains all of the following:

a) Principles of active participation.

b) How the holistic needs of an individual may be addressed by active participation.

c) Working with an individual and others to agree how active participation may be implemented.

d) Promoting the understanding and use of active participation.

Learning outcome 5: Understand how to support an individual’s right to make choices

Taught session on different approaches to supporting informed choices. Class discussion.

Taught session on supporting individuals to question or challenge decisions. Class discussion.


137


Taught session on the consequences of allowing personal views of others to influence an individual’s choices.

Assignment 5: Informed choices and challenges

Write an essay explaining and describing issues related to individual choices.

Learning outcome 6: Understand how to promote an individual’s wellbeing

Taught session on links between an individual’s identity, self-image and self-esteem.

Taught session on the importance of supporting an individual in ways which support their identity, self-image and self-esteem.

Taught session on creating environments that promote wellbeing.

Assignment 6: Promoting self-image, identity and self-esteem in individuals

Compile a case study of an individual who has additional needs and explain and describe how you would promote their wellbeing, identity, self-esteem and self-image by contributing to a positive environment.

Learning outcome 7: Understand the role of risk assessment in enabling a person-centred approach

Taught session on the different uses of risk assessments in adult care settings. Class discussion.

Taught session on the ways in which risk assessment and risk taking relate to rights and responsibilities. Class discussion.

Class plenary on why risk assessments need to be regularly revised.

Taught session on the importance of using agreed risk assessment procedures to support choice

Assignment 7: Risk taking/risk assessment

Produce an information sheet comparing and explaining the use of both risk assessment and risk taking in adult social care settings. You should include an explanation of the agreed risk assessment procedures to support choice.


Assessment



Assessments for this unit may be designed in any of a variety of formats and the programme of suggested assignments may be adapted to meet local needs or the needs of particular groups of learners. Assessors should ensure that learners demonstrate a clear understanding of the use of risk assessments and risk taking to promote the rights of individuals. Learners should also demonstrate an


138

understanding of the need to use agreed procedures in order to support choice. Assessors should ensure that they include the correct operative verbs, for example ‘describe’ and ‘explain’, in all assessments.



Criteria covered

Assignment title


1.1, 1.2, 1.3

Person-centred values

You have been asked by your manager to produce a leaflet on person-centred values for new staff.

Leaflet

2.1, 2.2, 2.3, 2.4

Person-centred care plans

You have written an article for a leading care magazine about the use of care plans in implementing person–centred values.

Magazine article

3.1, 3.2, 3.3

Consent for care

Your manager has asked you to produce an information sheet, to inform residents’ relatives of the policy on establishing consent in the setting.

Information sheet

4.1, 4.2, 4.3, 4.4

Active participation in adult social care

You are the learning mentor for new staff and as such have been asked to produce a PowerPoint presentation on active participation.


5.1, 5.2, 5.3

Informed choices and challenges

You have entered a competition run by your local newspaper to produce an essay on informed choices in adult social care.

Essay

6.1, 6.2, 6.3, 6.4

Promoting self-image, identity and self-esteem in individuals

You have been asked by your manager to produce a case study detailing the approach to support in the residence.

Case study

7.1, 7.2, 7.3, 7.4, 7.5

Risk taking/risk assessment

You have decided to produce an information sheet for new staff about the links between risk taking and risk assessment as related to rights and responsibilities in adult social care.

Information sheet


139

Suggested resources

Textbook Morris C — Knowledge Set for Safeguarding Vulnerable Adults (Heinemann, 2008) ISBN 9780435402372


The Social Care Institute for Excellence April 2010 publication

Personalisation: a rough guide

Websites

www.dhsspsni.gov.uk Department of Health, Social services and Public Safety

www.idea.gov.uk Local Government Improvement and Development

www.skillsforcare.org.uk Sector Skills Council – Skills for Care (England)

http://www.dhsspsni.gov.uk/�



140

Unit 15: Understand Health and Safety in Social Care Settings


QCF level: 3

Credit value: 5


Unit aim This unit is aimed at those who are interested in, or new to, working in a social care setting. It develops learners’ knowledge and understanding of areas of health and safety required for working in a social care setting.

Unit introduction This unit will provide learners with the knowledge and understanding of the various areas in social care, which are covered by health and safety policy and procedures. Learners will investigate the precautions, which are intended to preserve the safety of both staff and individuals who use the services. Learners will consider the key legislation, policies and procedures, which outline the responsibilities of social care workers within a range of settings. An examination of risk assessments and the responsibilities of professionals with regard to overall health and safety is included in the unit.

Essential resources

Learners will require full access to library facilities including relevant text, professional journals and magazines, ICT and CD ROMs.

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

1

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

leg

isla

tion r

elat

ing

to h

ealth a

nd s

afet

y in

a

soci

al c

are

sett

ing

□

Rel

evan

t, u

p-t

o-d

ate

legis

lation f

rom

the

Hea

lth a

nd S

afet

y Exe

cutive

(H

SE)

incl

udin

g loca

l, n

atio

nal

and E

uro

pea

n r

equirem

ents

for

hea

lth

and s

afet

y in

a h

ealth a

nd s

oci

al c

are

work

set

ting;

Hea

lth a

nd S

afet

y at

W

ork

Act

1974,

Man

agem

ent

of

Hea

lth a

nd S

afet

y at

Wor

k Reg

ula

tions

1999,

Man

ual

Han

dlin

g O

per

atio

ns

Reg

ula

tions

1992,

Hea

lth a

nd S

afet

y (F

irst

Aid

) Reg

ula

tions

1981,

Rep

orting o

f In

juries

, D

isea

ses

and

Dan

ger

ous

Occ

urr

ence

s Reg

ula

tions

(RID

DO

R)

1995,

Con

trol of

Subst

ance

s H

azar

dous

to H

ealth R

egula

tions

(CO

SH

H)

2002,

Euro

pea

n

Fram

ework

Direc

tive

on H

ealth a

nd S

afet

y at

Work

(O

SH

Fra

mew

ork

D

irec

tive

89/3

91 E

EC);

incl

udin

g s

ubse

quen

t am

endm

ents

to leg

isla

tion

1

Under

stan

d t

he

diffe

rent

resp

onsi

bili

ties

re

lating t

o h

ealth

and s

afet

y in

so

cial

car

e se

ttin

gs

1.2

Exp

lain

how

hea

lth a

nd

safe

ty p

olic

ies

and

pro

cedure

s pro

tect

those

in

soci

al c

are

sett

ings

□

Det

ails

of

agre

ed w

ays

of

work

ing a

nd a

ppro

ved c

odes

of pra

ctic

e in

hea

lth a

nd s

oci

al c

are

sett

ings

rela

ting t

o h

ealth a

nd s

afet

y;

imple

men

ting leg

isla

tion a

t w

ork

pla

ce lev

el;

pro

vidin

g g

uid

ance

on h

ow

to

dea

l w

ith a

ccid

ents

, in

juries

and e

mer

gen

cy s

ituat

ions;

spec

ific

act

ion

to t

ake,

rep

ort

ing p

roce

dure

s an

d c

omple

ting r

elev

ant

docu

men

tation;

how

to d

eal w

ith f

irst

-aid

situat

ions;

under

stan

din

g s

pec

ific

hyg

iene

pro

cedure

s, d

ealin

g w

ith b

lood a

nd o

ther

body

fluid

s, a

dm

inis

tering

bas

ic f

irst

aid

if

trai

ned

to d

o s

o;

report

ing p

roce

dure

s an

d c

om

ple

ting

rele

vant

docu

men

tation;

polic

ies

rela

ting t

o s

pec

ific

work

ing c

onditio

ns

and t

he

work

ing e

nvi

ronm

ent;

under

stan

din

g m

ovi

ng a

nd h

andlin

g

pro

cedure

s; p

olic

ies

rela

ting t

o t

he

use

of

equip

men

t, u

nder

stan

din

g

how

to u

se m

echan

ical

or

elec

tric

al e

quip

men

t, s

uch

as

mec

han

ical

hois

ts;

under

stan

din

g h

ealth c

are

pro

cedure

s; k

ey a

spec

ts o

f ad

min

iste

ring p

erso

nal

car

e, p

roce

dure

s fo

r in

div

idual

s w

ith s

pec

ialis

ed

nee

ds;

polic

ies

rela

ting t

o f

ood h

andlin

g a

nd p

repar

atio

n;

imple

men

ting

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

fo

od h

ygie

ne

regula

tions;

polic

ies

rela

ting t

o infe

ctio

n c

ontr

ol an

d

dea

ling w

ith h

azar

dous

subst

ance

s; s

ituat

ions

requirin

g s

tric

t in

fect

ion

contr

ol, t

he

use

of

pro

tect

ive

cloth

ing;

under

stan

din

g p

roce

dure

s fo

r dis

posi

ng o

f cl

inic

al w

aste

; polic

ies

rela

ting t

o s

ecurity

and p

erso

nal

sa

fety

pro

cedure

s fo

r per

sonal

sec

urity

and p

olic

ies

rela

ting t

o t

he

safe

guar

din

g o

f vu

lner

able

indiv

idual

s

1.3

Com

par

e diffe

rence

s in

the

mai

n h

ealth a

nd s

afet

y re

sponsi

bili

ties

of:

a)

the

soci

al c

are

work

er

b)

the

emplo

yer

or

man

ager

c)

oth

ers

in t

he

soci

al c

are

sett

ing

□

Res

ponsi

bili

ties

of

the

soci

al c

are

work

er:

under

stan

din

g a

nd c

om

ply

ing

with r

elev

ant

legis

lation a

nd a

gre

ed w

ays

of w

ork

ing;

com

ply

ing w

ith

codes

of

pra

ctic

e; r

esponsi

bili

ty t

o u

nder

take

rel

evan

t tr

ainin

g a

nd

updat

ing a

s re

quired

; th

e im

port

ance

of

cooper

atin

g w

ith o

ther

s on

hea

lth a

nd s

afet

y; a

pply

corr

ect

pro

cedure

s fo

r th

e use

of

equip

men

t pro

vided

for

indiv

idual

hea

lth a

nd s

afet

y

□

Res

ponsi

bili

ties

of

emplo

yers

for

hea

lth a

nd s

afet

y: a

bid

e by

legis

lation;

put

in p

lace

codes

of

pra

ctic

e in

acc

ord

ance

with leg

isla

tion;

ensu

re s

taff

ar

e fa

mili

ar w

ith t

he

codes

; co

mply

with H

SE g

uid

elin

es a

nd e

nsu

re t

hey

ar

e av

aila

ble

to e

mplo

yees

; pro

vide

info

rmat

ion c

once

rnin

g r

isks

to

hea

lth a

nd s

afet

y fr

om

work

ing p

ract

ices

, ch

anges

that

may

har

m a

nd

affe

ct h

ealth a

nd s

afet

y, h

ow

to w

ork

saf

ely,

what

is

done

to p

rote

ct

hea

lth a

nd s

afet

y, h

ow t

o g

et f

irst

-aid

tre

atm

ent,

what

to d

o in a

n

emer

gen

cy;

pro

vide

trai

nin

g t

o d

o t

he

job s

afel

y, p

rote

ctio

n;

new

sta

ff

induct

ion,

pro

vide

hea

lth c

hec

ks w

her

e ap

pro

priat

e

□

Res

ponsi

bili

ties

of

oth

ers:

incl

udin

g t

eam

mem

ber

s, o

ther

colle

agues

, fa

mili

es a

nd c

arer

s to

be

min

dfu

l of hea

lth a

nd s

afet

y is

sues

in r

elat

ion

to o

bse

rvat

ion,

pra

ctic

e, r

epor

ting a

nd r

ecord

ing p

roce

dure

s;

under

stan

d t

he

adva

nta

ges

and d

isad

vanta

ges

of

oth

ers

taki

ng

resp

onsi

bili

ty f

or

hea

lth a

nd s

afet

y is

sues

; co

mply

with h

ealth a

nd

safe

ty leg

isla

tion a

nd p

olic

ies

whils

t on s

ite

1.4

Id

entify

situat

ions

in w

hic

h

the

resp

onsi

bili

ty f

or

hea

lth

and s

afet

y lie

s w

ith t

he

indiv

idual

□

To t

ake

care

of

ow

n h

ealth,

safe

ty a

nd w

elfa

re;

under

stan

d t

he

adva

nta

ges

and d

isad

vanta

ges

of

under

taki

ng o

wn r

espon

sibili

ty in

hea

lth a

nd s

afet

y is

sues

; under

stan

d t

he

nee

d t

o p

rote

ct t

he

safe

ty o

f oth

ers

thro

ugh o

wn a

ctio

ns

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Exp

lain

why

spec

ific

tas

ks

should

only

be

carr

ied o

ut

with s

pec

ial tr

ainin

g

□

Under

stan

din

g t

hat

cer

tain

tas

ks s

hould

not

be

carr

ied o

ut

without

spec

ial tr

ain

ing (

firs

t ai

d,

adm

inis

tering m

edic

atio

n,

hea

lth c

are

pro

cedure

s, f

ood h

andlin

g a

nd p

repar

atio

n)

1.6

Exp

lain

how

to a

cces

s ad

ditio

nal

support

and

info

rmat

ion r

elat

ing t

o

hea

lth a

nd s

afet

y

□

Work

-bas

ed t

rain

ing,

Hea

lth a

nd S

afet

y Exe

cutive

(H

SE),

British

Saf

ety

Counci

l, E

uro

pea

n C

om

mis

sion,

Euro

pea

n A

gen

cy for

Saf

ety

and H

ealth

at W

ork

(EU

-OSH

A),

Dep

artm

ent

of H

ealth,

Car

e Q

ual

ity

Com

mis

sion,

Ski

lls f

or

Car

e

2.1

Exp

lain

why

it is

import

ant

to a

sses

s hea

lth a

nd s

afet

y risk

s

□

Legal

req

uirem

ents

; duty

of

care

; pre

vention o

f in

ciden

ts a

nd a

ccid

ents

; pro

motion o

f w

ellb

eing;

rem

ova

l of haz

ards

from

the

envi

ronm

ent;

sa

feguar

din

g v

uln

erab

le indiv

idual

s; r

educt

ion o

f st

aff

sick

tim

e

2.2

Exp

lain

the

step

s to

car

ryin

g

out

a risk

ass

essm

ent

□

The

five

ste

ps:

iden

tify

ing t

he

haz

ard,

dec

idin

g w

ho m

ay b

e har

med

and

how

, ev

aluat

ing t

he

risk

s an

d d

ecid

ing o

n p

reca

utions,

rec

ordin

g

findin

gs

and im

ple

men

ting t

hem

, re

view

ing a

sses

smen

ts a

nd u

pdat

ing if

nec

essa

ry

2.3

Exp

lain

how

to a

ddre

ss

pote

ntial

hea

lth a

nd s

afet

y risk

s id

entified

□

Iden

tify

ing r

isks

; id

entify

ing h

azar

ds,

rem

ova

l of haz

ards;

avo

idan

ce o

f in

juries

to s

taff;

contr

ol m

ethods;

hea

lth s

urv

eilla

nce

; usi

ng s

afet

y dat

a sh

eets

; su

pply

Per

sonal

Pro

tect

ive

Equip

men

t (P

PE);

monitor

2.4

Exp

lain

how

ris

k as

sess

men

t ca

n h

elp a

ddre

ss d

ilem

mas

bet

wee

n a

n indiv

idual

’s

rights

and h

ealth a

nd s

afet

y co

nce

rns

□

Rec

ognitio

n o

f haz

ards;

dis

pla

y risk

s to

indiv

idual

s; im

plic

atio

ns

of

a duty

of ca

re;

evid

ence

of

unac

cepta

ble

ris

ks;

acce

pta

ble

ris

ks;

pro

vide

obje

ctiv

e ev

iden

ce;

fact

ual

info

rmat

ion t

o m

ake

reas

oned

dec

isio

ns

upon,

apply

pro

port

ional

ity

and r

easo

nin

g

2

Under

stan

d r

isk

asse

ssm

ents

and

thei

r im

port

ance

in

rel

atio

n t

o

hea

lth a

nd s

afet

y

2.5

Exp

lain

how

to p

rom

ote

hea

lth a

nd s

afet

y w

ithin

the

soci

al c

are

sett

ing

□

Iden

tifica

tion o

f haz

ards;

iden

tifica

tion o

f vu

lner

able

indiv

idual

s;

pre

venting a

nd r

educi

ng inci

den

ts a

nd a

ccid

ents

; re

leva

nt

and u

p-t

o-

dat

e tr

ainin

g;

use

of hea

lth a

nd s

afet

y not

ices

; cl

ear

info

rmat

ion a

nd

inst

ruct

ions;

follo

w H

SE g

uid

elin

es a

nd r

equirem

ents

; lin

e of

resp

onsi

bili

ty f

low

char

ts;

nam

ed p

erso

ns

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

diffe

rent

types

of

acci

den

ts a

nd s

udden

illn

ess

that

may

occ

ur

in a

soci

al

care

set

ting

□

Acc

iden

ts;

slip

s an

d t

rips,

fal

ls,

nee

dle

-stick

inju

ries

, burn

s an

d s

cald

s;

inju

ries

fro

m o

per

atin

g m

achin

ery

or

spec

ialis

ed e

quip

men

t,

elec

trocu

tion,

acci

den

tal pois

onin

g;

sudden

illn

ess,

hea

rt a

ttac

k, d

iabet

ic

com

a, e

pile

ptic

seiz

ure

3.2

Exp

lain

pro

cedure

s to

be

follo

wed

if

an a

ccid

ent

or

sudden

illn

ess

shou

ld o

ccur

□

Under

stan

din

g t

he

import

ance

of

pro

cedure

s to

be

follo

wed

if

an

acci

den

t or

sudden

illn

ess

shou

ld o

ccur;

know

ing h

ow

to e

nsu

re a

nd

mai

nta

in s

afet

y fo

r in

div

idual

s co

nce

rned

and o

ther

s, c

lear

ing a

rea;

re

mai

nin

g c

alm

; kn

ow

ing h

ow

to s

end f

or

hel

p;

know

ing h

ow

to a

sses

s in

div

idual

s fo

r in

juries

; under

stan

din

g w

hen

to

adm

inis

ter

bas

ic f

irst

aid

if n

eces

sary

and if

trai

ned

to d

o s

o; u

nder

stan

din

g t

he

import

ance

of

stay

ing w

ith t

he

inju

red/s

ick

indiv

idual

until hel

p a

rriv

es;

know

ing h

ow

to

obse

rve

and n

ote

any

chan

ges

in a

n indiv

idual

’s c

onditio

n;

under

stan

din

g h

ow

to p

rovi

de

a fu

ll ve

rbal

rep

ort

to r

elev

ant

med

ical

st

aff

or

oth

ers;

under

stan

din

g h

ow t

o co

mple

te a

full

writt

en r

eport

and

rele

vant

docu

men

tation

, (a

ccid

ent

report

, in

ciden

t re

port

);

under

stan

din

g t

he

polic

ies,

pro

cedure

s an

d a

gre

ed w

ays

of w

ork

ing for

the

work

set

ting

3.3

Exp

lain

why

it is

import

ant

for

emer

gen

cy first

-aid

tas

ks

only

to b

e ca

rrie

d o

ut

by

qual

ifie

d f

irst

-aid

ers

□

Ensu

re c

orr

ect

pro

cedure

s ar

e fo

llow

ed f

or

safe

ty o

f pat

ient;

pre

vention

of

risk

of fu

rther

har

m;

less

en f

urt

her

inju

ries

by

inco

rrec

t m

ove

men

t;

has

know

ledge

of

equip

men

t

3

Under

stan

d

pro

cedure

s fo

r re

spondin

g t

o

acci

den

ts a

nd

sudden

illn

ess

3.4

Exp

lain

the

conse

quen

ces

of

faili

ng t

o f

ollo

w e

mer

gen

cy

firs

t-ai

d p

roce

dure

s

□

Furt

her

inju

ry;

poss

ible

dea

th;

litig

atio

n;

failu

re o

f duty

of ca

re;

inve

stig

atio

ns

regar

din

g s

afet

y of w

ork

pla

ce p

ract

ices

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

the

route

s by

whic

h a

n infe

ctio

n c

an g

et

into

the

body

□

Under

stan

d h

ow

infe

ctio

n c

an b

e sp

read

— a

irborn

e, d

irec

t co

nta

ct,

indirec

t co

nta

ct;

under

stan

d m

easu

res

whic

h c

an m

inim

ise

the

spre

ad o

f in

fect

ion

4.2

Exp

lain

the

follo

win

g

pre

vention m

ethods:

han

dw

ashin

g

ow

n p

erso

nal

hyg

iene

en

coura

gin

g t

he

indiv

idual

’s p

erso

nal

hyg

iene

□

Rec

om

men

ded

met

hod f

or

han

dw

ashin

g:

follo

w t

he

Dep

artm

ent

of

Hea

lth (

DoH

) 5-s

tep r

ecom

men

ded

pro

cedure

:

1

wet

han

ds

2

apply

soap

thoro

ughly

3

lath

er a

nd s

crub (

rem

ember

bet

wee

n t

he

finger

s, t

hum

bs

and b

acks

of

the

han

ds)

4

rinse

thoro

ughly

5

dry

thoro

ughly

usi

ng p

aper

tow

el o

r ai

r dry

er

□

Ow

n h

ealth a

nd h

ygie

ne:

im

port

ance

of

bas

ic p

erso

nal

hyg

iene

mea

sure

s in

red

uci

ng t

he

spre

ad o

f in

fect

ion;

han

dw

ashin

g a

fter

usi

ng

the

toile

t or

bef

ore

pre

par

ing f

ood,

cove

ring t

he

mouth

when

snee

zing

or

coughin

g,

usi

ng d

isposa

ble

tis

sues

; co

vering a

ny

cuts

or

abra

sions

with p

last

ers

or

suitab

le d

ress

ings;

im

port

ance

of

stay

ing a

way

fro

m

work

when

aff

ecte

d b

y ill

nes

s or

infe

ctio

n;

get

ting p

rom

pt

trea

tmen

t fo

r ill

nes

s or

infe

ctio

ns

□

Enco

ura

gin

g indiv

idual

per

sonal

hyg

iene:

pro

moting b

asic

hyg

iene

mea

sure

s in

red

uci

ng t

he

spre

ad o

f in

fect

ion;

the

import

ance

of

com

munic

atin

g t

hes

e to

red

uce

the

spre

ad o

f in

fect

ion;

ensu

ring c

orr

ect

faci

litie

s an

d e

quip

men

t ar

e pro

vided

; en

coura

gin

g u

se o

f co

rrec

t pro

tect

ive

aids,

equip

men

t

4

Under

stan

d h

ow

to

red

uce

the

spre

ad o

f in

fect

ion

4.3

Eva

luat

e diffe

rent

types

of

per

sonal

pro

tect

ive

equip

men

t an

d h

ow

they

ca

n p

reve

nt

the

spre

ad o

f in

fect

ion

□

Be

clea

r ab

out

use

and p

urp

ose

of eq

uip

men

t; c

om

par

e ef

fect

iven

ess,

m

eans

of

dis

posa

l, a

vaila

bili

ty,

cost

s

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

Exp

lain

ow

n r

ole

in

support

ing o

ther

s to

follo

w

pra

ctic

es t

hat

red

uce

the

spre

ad o

f in

fect

ion

□

Enco

ura

gin

g a

nd e

nsu

ring t

hat

oth

ers

are

fam

iliar

with p

olic

ies,

pro

cedure

s an

d a

gre

ed w

ays

of w

ork

ing in o

rder

to r

educe

the

spre

ad o

f in

fect

ion;

the

import

ance

of

risk

ass

essm

ents

; im

port

ance

of

regula

r st

aff tr

ainin

g a

nd u

pdat

ing;

ensu

ring f

acili

ties

and e

quip

men

t ar

e pro

vided

5.1

D

escr

ibe

the

mai

n p

oin

ts o

f le

gis

lation t

hat

rel

ate

to

movi

ng a

nd h

andlin

g

□

The

Hea

lth a

nd S

afet

y at

Work

Act

1974;

The

Man

ual

Han

dlin

g

Oper

atio

ns

Reg

ula

tions

1992 (

as a

men

ded

in 2

002);

Lifting O

per

atio

ns

and L

ifting E

quip

men

t Reg

ula

tions

(LO

LER)

1998 D

irec

tive

90/2

69/E

EC

— m

anual

han

dlin

g o

f lo

ads;

Im

ple

men

tation o

f le

gis

lation b

y H

SE;

incl

udin

g s

ubse

quen

t am

endm

ents

to leg

isla

tion

5.2

Exp

lain

how

follo

win

g

princi

ple

s fo

r sa

fe m

ovi

ng

and h

andlin

g p

rote

cts

those

in

the

soci

al c

are

sett

ing

from

inju

ry o

r har

m

□

The

import

ance

of fo

llow

ing a

ppro

priat

e sy

stem

s an

d a

gre

ed w

ays

of

work

ing;

pre

vention o

f har

m a

nd inju

ry,

pre

vent

litig

atio

n,

incr

ease

co

nfiden

ce o

f se

rvic

e use

r, r

ight

of

safe

ty;

the

key

princi

ple

s of

avoid

ing

the

nee

d f

or h

azar

dous

man

ual

han

dlin

g;

asse

ssin

g t

he

risk

of

inju

ry

from

any

haz

ardous

man

ual

han

dlin

g;

reduci

ng t

he

risk

of in

jury

fro

m

haz

ardous

man

ual

han

dlin

g;

the

import

ance

of

asse

ssm

ent;

know

ing t

he

task

, in

form

atio

n o

n t

he

wei

ght

and c

entr

e of

gra

vity

, w

ork

ing

envi

ronm

ent

and indiv

idual

cap

abili

ty;

reduci

ng t

he

risk

of in

jury

; th

e im

port

ance

of

corr

ect

post

ure

and t

echniq

ue;

work

ing in t

eam

s; t

he

import

ance

of

a co

ord

inat

ed a

ppro

ach a

nd g

ood

com

munic

atio

n;

usi

ng

mec

han

ical

aid

s w

her

e nec

essa

ry;

chan

gin

g t

he

task

or

appro

ach w

her

e nec

essa

ry

5.3

Exp

lain

situat

ions

that

may

re

quire

additio

nal

support

s,

nec

essa

ry f

or

safe

r m

ovi

ng

and h

andlin

g

□

Situat

ions

requirin

g a

dditio

nal

support

s; fra

gile

art

icle

s, e

xtre

mel

y hea

vy load

s, h

azar

dous

subst

ance

s

5

Under

stan

d h

ow

to

move

and

han

dle

equip

men

t an

d o

ther

obje

cts

safe

ly

5.4

Exp

lain

why

it is

import

ant

for

movi

ng a

nd h

andlin

g

task

s to

be

carr

ied o

ut

follo

win

g s

pec

ialis

t tr

ainin

g

□

Tra

ined

han

dle

rs k

now

how

to m

ake

appro

priat

e risk

ass

essm

ents

; m

ake

pro

per

use

of

equip

men

t pro

vided

for

safe

pra

ctic

e; t

akin

g c

are

to

ensu

re t

hat

act

ivitie

s do n

ot

put

oth

ers

at r

isk;

follo

w r

eport

ing

pro

cedure

s; r

educe

ris

k, c

om

ply

with leg

isla

tion,

polic

ies

and p

roce

dure

s

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Exp

lain

why

it is

import

ant

to h

ave

spec

ialis

t tr

ainin

g

bef

ore

ass

isting a

nd m

ovi

ng

an indiv

idual

□

Under

stan

din

g p

ote

ntial

ris

ks a

nd h

azar

ds;

know

ledge

of

corr

ect

pro

cedure

s; n

eed t

o fu

lly e

ngag

e; p

urp

ose

s of

care

pla

n;

mee

t le

gal

requirem

ents

; duty

of ca

re;

reas

ons

for

full

engag

emen

t; f

ull

cooper

atio

n,

emotional

support

; re

port

ing a

nd r

ecord

ing inci

den

ts;

valid

co

nse

nt

6.2

Exp

lain

the

pote

ntial

co

nse

quen

ces

of

assi

stin

g

and m

ovi

ng a

n indiv

idual

w

ithout

spec

ialis

t tr

ainin

g

□

Ris

ks t

o indiv

idual

; pote

ntial

litig

atio

n f

or

pote

ntial

inju

ry/d

eath

and

non-c

om

plia

nce

with leg

isla

tion;

risk

s to

wel

lbei

ng o

f th

e in

div

idual

; use

of

inap

pro

priat

e pro

cedure

s

6

Under

stan

d t

he

princi

ple

s of

assi

stin

g a

nd

movi

ng

an

indiv

idual

6.3

Exp

lain

the

conse

quen

ces

of

not

follo

win

g a

n indiv

idual

’s

care

pla

n o

r fu

lly e

ngag

ing

with t

hem

when

ass

isting

and m

ovi

ng

□

Red

uct

ion o

f se

lf-e

stee

m;

risk

of har

m t

o t

he

indiv

idual

; le

gal

im

plic

atio

ns;

neg

ligen

ce;

effe

cts

on d

uty

of ca

re;

effe

cts

on r

elat

ionsh

ips

7.1

D

escr

ibe

types

of haz

ardous

subst

ance

s th

at m

ay b

e fo

und in t

he

soci

al c

are

sett

ing

□

CO

SH

H r

egula

tions

(2002)

incl

udin

g s

ubst

ance

s th

at a

re c

orr

osi

ve,

irrita

nt,

tox

ic,

hig

hly

fla

mm

able

, dan

ger

ous

to t

he

envi

ronm

ent,

clin

ical

w

aste

; ger

ms

that

cau

se d

isea

ses;

mat

eria

ls t

hat

are

har

mfu

l;

pote

ntial

ly infe

ctio

us;

body

fluid

s

7

Under

stan

d h

ow

to

han

dle

haz

ardous

subst

ance

s

7.2

Exp

lain

saf

e pra

ctic

es f

or:

st

oring h

azar

dous

subst

ance

s

usi

ng h

azar

dous

subst

ance

s

dis

posi

ng o

f haz

ardou

s su

bst

ance

s

□

Saf

e pra

ctic

es f

or

haz

ardous

subst

ance

s: u

nder

stan

d t

he

import

ance

of

trai

nin

g

□

Sto

rage:

under

stan

din

g o

f CO

SH

H r

egula

tions;

saf

e st

ora

ge

of

haz

ardou

s su

bst

ance

s an

d m

ater

ials

, st

ore

d o

ut

of

reac

h;

store

m

ater

ials

in c

onta

iner

s as

rec

om

men

ded

by

the

man

ufa

cture

r;

import

ance

of

clea

r la

bel

ling;

conta

iner

s se

cure

ly s

eale

d;

storing

inco

mpat

ible

subst

ance

s se

par

atel

y

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Usa

ge:

under

stan

d a

nd b

e ab

le t

o follo

w a

gre

ed w

ays

of w

ork

ing,

polic

ies

and p

roce

dure

s fo

r usi

ng h

azar

dous

mat

eria

ls;

avoid

exp

osu

re

to h

azar

dou

s su

bst

ance

s, (

inhal

ing,

conta

ct w

ith t

he

skin

or

eyes

, sw

allo

win

g o

r sk

in p

unct

ure

); u

nder

stan

d a

nd b

e ab

le t

o u

se c

ontr

ol

mea

sure

s; u

niv

ersa

l pre

cautions

for

dea

ling w

ith b

lood a

nd o

ther

body

fluid

s; k

now

how

and w

hen

to u

se p

rote

ctiv

e cl

oth

ing w

her

e nec

essa

ry;

com

ple

ting a

ppro

priat

e re

cord

s an

d d

ocu

men

tation

□

Dis

posa

l: u

nder

stan

d a

nd b

e ab

le t

o f

ollo

w,

polic

ies

and p

roce

dure

s fo

r dis

posa

l of

haz

ardous

mat

eria

ls;

under

stan

d t

he

import

ance

of

pro

tect

ing o

ther

s; u

nder

stan

d t

he

import

ance

of

pro

tect

ing t

he

envi

ronm

ent;

be

able

to m

inim

ise

the

spre

ad o

f in

fect

ion

7.3

Exp

lain

the

dan

ger

s as

soci

ated

with n

ot

follo

win

g

thes

e sa

fe p

ract

ices

□

Non-c

om

plia

nce

with C

are

Qual

ity

Com

mis

sion (

CQ

C)

Reg

istr

atio

n

regula

tions;

putt

ing indiv

idual

s at

ris

k, h

arm

to

staf

f, s

ervi

ce u

sers

, risk

of

inju

ry,

dea

th,

risk

of fire

, risk

of to

xic

fum

es,

spre

ad o

f in

fect

ion,

pois

onin

g

8

Under

stan

d h

ow

to

pro

mote

en

viro

nm

enta

l sa

fety

pro

cedure

s in

the

soci

al c

are

sett

ing

8.1

Exp

lain

pro

cedure

s to

be

follo

wed

in t

he

soci

al c

are

sett

ing t

o pre

vent:

fire

gas

lea

k

floods

in

trudin

g

se

curity

bre

ach

□

Fire

pre

vention:

ded

icat

ed s

taff w

ith s

pec

ific

duties

; use

of

fire

guar

ds;

use

of

smoke

ala

rms;

use

of

flam

e-re

tard

ant

mat

eria

ls f

or

furn

iture

; ki

tchen

saf

ety

pro

cedure

s fo

llow

ed;

fire

doors

kep

t sh

ut;

reg

ula

r te

stin

g

of

alar

ms;

fireb

reak

gla

ss is

in p

lace

; al

l ro

ute

s ar

e unobst

ruct

ed;

liais

e w

ith F

ire

Saf

ety

Offic

er

□

Gas

lea

k pre

vention:

turn

ing o

ff g

as a

pplia

nce

s w

hen

not

in u

se;

regula

r m

ainte

nan

ce o

f sy

stem

s an

d b

oile

rs;

report

ing o

f su

spic

ious

odours

; en

sure

gas

det

ecto

rs a

re w

ork

ing;

keep

com

bust

ible

mat

eria

ls a

way

fr

om

gas

applia

nce

s

□

Flood p

reve

ntion

: tu

rnin

g o

ff t

aps

bef

ore

lea

ving t

he

bat

hro

om

, an

d

kitc

hen

; re

gula

r m

ainte

nan

ce o

f ap

plia

nce

s, d

rain

s, m

ainte

nan

ce o

f build

ings;

loca

tion o

f m

ain w

ater

supply

; pre

par

atio

n if

susc

eptible

to

floodin

g,

use

of

sand b

ags

□

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

14

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Intr

uder

pre

vention:

use

of

secu

rity

codes

to e

nte

r build

ings;

use

of

iden

tifica

tion b

adges

; use

of

signin

g in a

nd o

ut

books

; ch

ecki

ng

inhab

itan

ts a

nd r

esid

ents

; sa

fety

lock

s on

doors

and w

indow

s; s

ecurity

per

sonnel

on s

ite;

mai

nte

nan

ce o

f al

arm

s, C

CTV

□

Sec

urity

bre

ach p

reve

ntion:

pre

sence

of

secu

rity

per

sonnel

; re

gula

r ch

ecki

ng o

f occ

upan

ts o

f a

faci

lity;

use

of

staf

f id

entifica

tion;

use

of

secu

rity

codes

to e

nte

r fa

cilit

ies,

CCTV

8.2

Exp

lain

pro

cedure

s to

be

follo

wed

in t

he

soci

al c

are

sett

ing in t

he

even

t of:

fire

gas

lea

k

floods

in

trudin

g

se

curity

bre

ach

□

In t

he

even

t of fire

: kn

ow

ledge

of fire

pro

cedure

s; a

ppro

priat

e use

of

fire

exi

t, e

xtin

guis

her

s an

d f

ire

bla

nke

ts;

calli

ng f

or

emer

gen

cy h

elp;

evac

uat

ion o

f in

div

idual

s

□

In t

he

even

t of

a gas

lea

k: s

afe

evac

uat

ion o

f th

e build

ing;

conta

ctin

g

emer

gen

cy s

ervi

ces;

not

ret

urn

ing t

o t

he

build

ing u

ntil it is

safe

to

do s

o

□

In t

he

even

t of

a flood:

turn

ing o

ff m

ain w

ater

supply

; tu

rn o

ff e

lect

rici

ty

and g

as,

safe

eva

cuat

ion o

f th

e build

ing,

conta

ctin

g e

mer

gen

cy s

ervi

ces;

use

of

war

nin

g n

otice

s to

pre

vent

acci

den

ts,

follo

w p

roce

dure

s

□

In t

he

even

t of in

trusi

on:

ensu

ring t

he

safe

ty o

f re

siden

ts/u

sers

of

the

serv

ice;

ensu

ring s

afet

y of

staf

f; r

oom

chec

ks;

conta

ctin

g e

mer

gen

cy

serv

ices

; ch

ecki

ng iden

tifica

tion o

f al

l pre

sent

□

In t

he

even

t of a

secu

rity

bre

ach:

asce

rtai

nin

g t

he

nat

ure

of

the

bre

ach

conta

ctin

g s

ecurity

per

sonnel

; ch

ecki

ng s

afet

y of

indiv

idual

s; s

afet

y of

staf

f; r

outinel

y ch

angin

g s

ecurity

codes

to e

nte

r fa

cilit

ies,

conta

ctin

g

emer

gen

cy s

ervi

ces

if r

equired

8.3

Exp

lain

how

you w

ould

en

coura

ge

oth

ers

to a

dher

e to

envi

ronm

enta

l sa

fety

pro

cedure

s

□

Enco

ura

ge

oth

ers

to a

dher

e to

pro

cedure

s th

rough t

rain

ing;

info

rmat

ion

leaf

lets

on leg

isla

tion a

nd p

ote

ntial

pen

alties

; pro

vide

equip

men

t to

co

mply

; ea

sily

vis

ible

wal

l post

ers

8.4

Exp

lain

the

import

ance

of

hav

ing a

n e

mer

gen

cy p

lan in

pla

ce t

o d

eal w

ith

unfo

rese

en inci

den

ts

□

The

import

ance

of

hav

ing a

pla

n in p

lace

— it

mee

ts s

pec

ific

nee

ds,

pro

vides

str

ateg

ies,

has

rep

ort

ing m

easu

res;

est

ablis

hes

auth

ority

, pro

vides

em

ergen

cy e

vacu

atio

n r

oute

s, e

nab

les

trai

nin

g,

enab

les

coord

inat

ion w

ith o

ther

agen

cies

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

9.1

D

escr

ibe

com

mon s

igns

and

indic

ators

of

stre

ss

□

Phys

ical

sig

ns

and s

ympto

ms

(nau

sea,

diz

zines

s, c

hes

t pai

n);

em

otional

si

gns

and s

ympto

ms

(irr

itab

ility

or

short

tem

per

, in

abili

ty t

o r

elax

, gen

eral

unhap

pin

ess)

; co

gnitiv

e si

gns

and s

ympto

ms,

(in

abili

ty t

o

conce

ntr

ate)

; beh

avio

ura

l si

gns

and s

ympto

ms,

(ea

ting m

ore

or

less

, sl

eepin

g t

oo m

uch

or

too little,

usi

ng a

lcohol, c

igar

ette

s, o

r dru

gs

to

rela

x)

9.2

D

escr

ibe

fact

ors

that

ten

d t

o

trig

ger

ow

n s

tres

s □

W

ork

fac

tors

, (c

han

ges

in r

outine,

dea

ling w

ith d

ifficu

lt s

ituat

ions,

pre

ssure

to m

eet

targ

ets,

per

sonal

fac

tors

); f

inan

cial

pro

ble

ms;

re

lationsh

ip a

nd fam

ily p

roble

ms;

maj

or

life

chan

ges

; ber

eave

men

t,

inju

ry o

r ill

nes

s

9

Under

stan

d h

ow

to

man

age

stre

ss

9.3

Eva

luat

e st

rate

gie

s fo

r m

anag

ing s

tres

s □

Eva

luat

e th

e use

fuln

ess

of

stra

tegie

s fo

r m

anag

ing s

tres

s; t

heo

ries

on

copin

g s

trat

egie

s —

inte

rnal

ly o

r ex

tern

ally

focu

sed,

emotional

or

solu

tion-f

ocu

sed;

atte

ndin

g s

tres

s tr

ainin

g p

rogra

mm

es;

rela

xation

tech

niq

ues

, (m

assa

ge,

yoga,

aro

mat

her

apy,

lis

tenin

g t

o m

usi

c);

alte

rnat

ive

ther

apie

s; p

hys

ical

act

ivity

and e

xerc

ise;

soc

ial st

rate

gie

s;

logic

al s

trat

egie

s; c

reat

ive

stra

tegie

s; f

aith

str

ateg

ies;

the

import

ance

of

emotional

wel

lbei

ng a

nd r

esili

ence

; under

stan

din

g a

nd r

ecog

nis

ing

indiv

idual

str

esso

rs a

nd t

akin

g t

ime

out;

com

par

ing a

nd c

ontr

ast

diffe

rent

stra

tegie

s an

d t

hei

r ef

fect

iven

ess

10.1

D

escr

ibe

the

mai

n p

oin

ts o

f ag

reed

pro

cedure

s ab

out

han

dlin

g m

edic

atio

n

□

Outc

om

e 9:

Man

agem

ent

of M

edic

ines

Reg

ula

tion 1

3 o

f th

e H

ealth a

nd

Soci

al C

are

Act

2008;

Han

dlin

g M

edic

ines

in S

oci

al C

are

Set

tings

Guid

ance

2007,

Roya

l Ph

arm

aceu

tica

l Soci

ety

of

Gre

at B

rita

in m

ain

poin

ts f

or

han

dlin

g m

edic

atio

n;

contr

olle

d d

rugs;

adm

inis

trat

ion o

f m

edic

atio

n;

reco

rd k

eepin

g;

stora

ge;

sel

f-ad

min

istr

atio

n;

staf

f tr

ainin

g;

tran

sfer

of m

edic

atio

n

10

Under

stan

d

pro

cedure

s re

gar

din

g

han

dlin

g

med

icat

ion

10.2

Exp

lain

why

med

icat

ion

must

only

be

han

dle

d

follo

win

g s

pec

ialis

t tr

ainin

g

□

Ensu

ring t

he

corr

ect

med

icat

ion;

corr

ect

dose

; co

rrec

t per

son;

corr

ect

tim

e; c

orr

ect

route

or

met

hod;

adm

inis

trat

ion b

y tr

ained

sta

ff;

staf

f ar

e aw

are

of

dos

age

and p

ote

ntial

sid

e ef

fect

s; p

atie

nt

confiden

ce;

med

icin

es a

re s

tore

d s

afel

y

BA033388 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 a

nd L

evel

3 C

ertifica

tes

in

Pre

par

ing t

o W

ork

in A

dult S

oci

al C

are

– I

ssue

3 –

Sep

tem

ber

2012 ©

Pea

rson E

duca

tion L

imited

2012

15

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

10.3

Exp

lain

the

conse

quen

ces

of

han

dlin

g m

edic

atio

n w

ithout

spec

ialis

t tr

ainin

g

□

Ris

k of

adm

inis

tering inco

rrec

t m

edic

ine

and d

osa

ge;

lac

k of

rec

ord

ke

epin

g;

pote

ntial

ove

rdose

; fu

rther

illn

ess

and p

oss

ible

dea

th;

lack

of

pat

ient

safe

ty a

nd c

onfiden

ce;

litig

atio

n;

non

-com

plia

nce

to C

are

Qual

ity

Com

mis

sion (

CQ

C)

esse

ntial

sta

ndar

ds

of q

ual

ity

and s

afet

y

11.1

D

escr

ibe

the

mai

n p

oin

ts o

f fo

od s

afet

y st

andar

ds

in a

so

cial

car

e se

ttin

g

□

Food S

afet

y Act

1990;

Food S

afet

y (G

ener

al F

ood H

ygie

ne)

Reg

ula

tions,

1995,

Food H

ygie

ne

Reg

ula

tions

EU

2006 F

ood

Sta

ndar

ds

Agen

cy;

incl

udin

g s

ubse

quen

t am

endm

ents

to leg

isla

tion

11.2

Exp

lain

how

to:

st

ore

food

m

axim

ise

hyg

iene

when

han

dlin

g f

ood

dis

pose

of

food

□

Sto

ring:

use

of

cove

red c

onta

iner

s; c

orr

ect

tem

per

ature

; co

olin

g h

ot

food b

efore

ref

riger

atio

n;

avoid

ance

of

storing r

aw a

nd c

ook

ed m

eats

to

get

her

; ch

ecki

ng e

xpiry

dat

es;

separ

atio

n o

f m

eat,

pou

ltry

and f

ish;

mai

nte

nan

ce o

f re

frig

erat

ors

, ch

ecki

ng r

ubber

sea

ls;

def

rost

ing

regula

rly;

not

ove

rload

ing;

chec

king t

emper

ature

of

refr

iger

ators

re

gula

rly

□

Max

imis

e hyg

iene:

use

of

per

sonal

pro

tect

ive

equip

men

t (P

PE),

glo

ves,

ap

rons,

cov

erin

g h

air,

cove

ring c

uts

, use

of blu

e pla

ster

s; a

ccura

te

was

hin

g o

f han

ds;

dis

infe

ctio

n o

f su

rfac

es;

use

of

separ

ate

choppin

g

boar

ds

and u

tensi

ls f

or

diffe

rent

types

of fo

od;

was

hin

g c

hoppin

g b

oar

ds

with h

ot

soap

y w

ater

bet

wee

n u

ses;

ste

rilis

atio

n o

f co

oki

ng a

nd

pre

par

atory

equip

men

t; n

ot

allo

win

g p

ets

to s

it o

n s

urf

aces

wher

e fo

od

is p

repar

ed

□

Dis

posa

l of fo

od:

use

of cl

ose

d c

onta

iner

s; u

se o

f cl

ose

d b

ags;

cle

anin

g

spill

ages

; re

gula

r em

pty

ing o

f w

aste

and r

ubbis

h b

ins;

reg

ula

r cl

eanin

g

of

bin

s; s

epar

atio

n o

f fo

od f

rom

oth

er w

aste

11

Under

stan

d h

ow

to

han

dle

and

store

food s

afel

y

11.3

Exp

lain

the

pote

ntial

co

nse

quen

ces

of not

follo

win

g f

ood s

afet

y st

andar

ds

□

Legal

act

ion f

or

failu

re t

o c

om

ply

with leg

isla

tion a

nd indiv

idual

cas

es

rela

ting t

o h

arm

; putt

ing indiv

idual

s at

ris

k, f

ood p

ois

onin

g lea

din

g t

o

illnes

s an

d p

oss

ible

dea

th


152


Delivery

This unit should be delivered by a well-qualified and experienced tutor. Learners will benefit from professionals who have knowledge of the various areas of health and safety, for example environmental safety, infection prevention and control, and food safety. Practical demonstrations, for example with regard to handwashing and other similar procedures should be included in class sessions where possible.






Learning outcome 1: Understand the different responsibilities relating to health and safety in social care settings

Taught session on key legislation. Learners to take notes.

Taught session on policies and procedures. Learners to take notes.

Taught session on own responsibilities for health and safety. Class discussion.

Guest speaker on the responsibilities of employers and others for health and safety.

Assignment 1: Responsibilities in health and social care

Produce an information pack that identifies key health and safety legislation, policies and procedures, and identifies and explains the responsibilities of all relevant personnel.

Learning outcome 2: Understand risk assessments and their importance in relation to health and safety

Groupwork; learners identifying risks and hazards in a health and safety environment. Plenary. Taught session on risk assessments, the purpose and importance.

Taught session on risk assessments; the five steps. Learners using scenarios to implement the five steps. Groups give feedback to the class.

Taught session on addressing health and safety risks in social care settings.

Taught session on use of risk assessments and promoting health and safety.

Assignment 2: Risk assessments

Produce a booklet for staff who are returning to work in the sector after maternity leave. This should give all the relevant information about risk assessments, their importance and the steps to be taken. It should also explain the use of risk assessments to address dilemmas that might arise and their use in promoting health and safety in the setting.


153


Learning outcome 3: Understand procedures for responding to accidents and sudden illness

Taught session on types of accidents and sudden illness. Learners to make notes.

Taught session on procedures to follow. Groups working with scenarios to apply learning from this week and the previous week. Groups feed back to the class.

Taught session on agreed ways of working in the setting and the role of the emergency first aider. Learners to take notes.

Assignment 3: Managing accidents and illness

Produce an information pack describing the types of accidents and sudden illness that could occur in a social care setting and explaining the relevant procedures. You should also include an explanation of the reasons why emergency first aid should only be carried out by a qualified emergency first aider, and the consequences of tasks being carried out by someone else.

Learning outcome 4: Understand how to reduce the spread of infection

Taught session on potential infection routes/ways of supporting others to follow prescribed procedures. Learners to take notes (session 1).

Taught session on ways of supporting others (session 2).

Demonstration of handwashing techniques. Class to practise and discuss.

Taught session on considering own health and hygiene. Class discussion.

Taught session/demonstration; personal and protective equipment. Learners to take notes and practise use of equipment.

Taught session on own role in controlling and preventing the spread of infection.

Assignment 4: Infection prevention and control

Write an essay describing infection routes in the body and explaining and evaluating practices and procedures that contribute to the control and prevention of the spread of infection.

Learning outcome 5: Understand how to move and handle equipment and other objects safely

Taught session on key legislation and regulations. Learners to take notes.

Taught session on key principles of moving and handling. Use of training DVD to demonstrate techniques.

Taught session on use of mechanical aids to moving and handling. Internet search to find further examples of mechanical aids in current use.

Taught session on identifying and reporting potentially hazardous activities. Class discussion on reasons for hazards.

Assignment 5: Safe moving and handling

Produce a leaflet that describes the main points of key legislation and explains the principles of safe moving and handling and how these should be applied to relevant situations in social care.


154


Learning outcome 6: Understand the principles of assisting and moving an individual

Taught session on potential risks and hazards, reasons for specialist training. Class discussion.

Taught session on use of the care plan to ensure continuity of care, preservation of dignity, obtaining a valid consent. Class plenary.

Class plenary on full engagement of the individual throughout the process, reasons and benefits to individual.

Tutor-led discussion of consequences of carrying out the procedure without specialist training.

Assignment 6: Assisting and moving

Produce an information sheet that explains the reasons for undertaking specialist training before assisting and moving an individual, and the consequences of undertaking this without training. Also give the reasons for using the individual’s care plan and fully engaging with the individual, and the consequences of not doing so.

Learning outcome 7: Understand how to handle hazardous substances

Taught session on hazardous substances and materials, COSHH Regulations (2002). Class discussion (session 1).

Taught session on hazardous substances and materials, COSHH Regulations, (2002). Class discussion (session 2).

Taught session on safe practices with hazardous substances and materials. Groups working together to apply learning to scenarios and feeding back to the class.

Taught session on storing and recording. Internet research session and reporting back on findings.

Assignment 7: Safe practices

Produce an information sheet describing the types of hazardous substances to be found in social care settings and explaining the safe practices for storing, using and disposing of these. You should also add an explanation of the dangers of not following these safe practices.

Learning outcome 8: Understand how to promote environmental safety procedures in the social care setting

Taught session on preventing environmental emergencies in social care, Precautions to take and the emergency plan. Class discussion.

Taught session on dealing with emergencies in the social care setting and implementing the emergency plan.


155


Assignment 8: Promoting safety in the setting

Produce an environmental safety plan for a social care setting explaining:

a) the procedures for preventing and managing environmental emergencies

b) the benefits of having an emergency plan

c) how you would encourage others in the setting to adhere to environmental safety procedures.

Learning outcome 9: Understand how to manage stress

Taught session on common signs and symptoms of stress. Class discussion.

Tutor-led discussion on signs which indicate own stress. Accessing online stress assessment inventories.

Taught session on strategies for managing stress. Groups to evaluate strategies and feed back to the class.

Assignment 9: Managing stress

Write a letter to a counsellor describing the common signs and symptoms of stress that you have identified, describing the signs which indicate your own stress, and evaluating the strategies for managing stress.

Learning outcome 10: Understand procedures regarding handling medication

Taught session on guidelines for handling and administering medication in social care settings.

Taught session on obtaining valid consent and dealing with situations where this cannot be readily obtained, use of advocates and other professionals.

Taught session on preparation prior to administration; administration.

Taught session on recording, reporting and seeking advice where necessary.

Assignment 10: Handling medication

Produce a report that describes and explains the procedures regarding the handling of medication in social care settings and the consequences of not adhering to these.

Learning outcome 11: Understand how to handle and store food safely

Taught session on legislation and guidance. Class discussion.

Taught session on storing food safely. Class discussion.

Taught session on preparing food safely. Class discussion.

Taught session on disposing of food safely. Class discussion.

Assignment 11: Food safety

Produce an information sheet that describes and explains the main points for ensuring food safety, and the consequences of not adhering to these.



156

Assessment



Assessment can be designed in a variety of forms and the suggested programme can be adapted to meet local needs or the needs of particular groups of learners.

This is a large unit and tutors may wish to divide assessment into sections rather than presenting learners with an assignment which covers all 11 learning outcomes. Tutors should ensure that all of the assessment criteria are fully met for each learning outcome and that learners demonstrate full understanding of each topic at a standard acceptable for level 3. Tutors should ensure, when writing assignments, that the correct operative verbs are included, for example ‘describe’, ‘explain’ and ‘evaluate’.



Criteria covered

Assignment title


1.1, 1.2, 1.3, 1.4, 1.5, 1.6

Responsibilities in health and social care

As a senior care worker it is part of your role to provide new staff with relevant information. You will be producing an information pack on the roles and responsibilities in health and social care for the latest members of your staff team.

Information pack

2.1, 2.2, 2.3, 2.4, 2.5

Risk assessments

You have been asked by the owner of your workplace to provide an up-to-date booklet on risk assessments for staff returning to work after maternity leave.

Booklet

3.1, 3.2, 3.3, 3.4

Managing accidents and illness

Following your successful completion of a first-aid course, you have been asked to produce an information pack as a reminder for all staff.

Information pack

4.1, 4.2, 4.3, 4.4

Infection prevention and control

You have applied to become the named person responsible for infection and control in your setting. You have been asked to write an essay that demonstrates your understanding of the subject.

Essay

5.1, 5.2, 5.3, 5.4

Safe moving and handling

The leaflets in your setting have become worn and you have decided to produce new ones.

Leaflet


157

Criteria covered

Assignment title


6.1, 6.2, 6.3

Assisting and moving

The setting’s information is out of date and you have been asked to produce a new sheet to advise staff.

Information sheet

7.1, 7.2, 7.3

Safe practices Your setting’s information is very out of date and you have decided to produce a new version which will be useful to all levels of staff.

Information Sheet

8.1, 8.2, 8.3, 8.4

Promoting safety in the setting

You have been appointed as the health and safety officer in your setting and are now required to produce an environmental safety plan to provide guidance for the staff.

Environmental safety plan

9.1, 9.2, 9.3

Managing stress

Your new role is stressful and you have decided to write to the setting’s counsellor about this.

Letter

10.1, 10.2, 10.3

Handling medication

Your manager has asked you to produce a short report on the procedures for handling medication in social care settings.

Report

11.1, 11.2, 11.3

Food safety As the health and safety officer for your setting, you are required to produce an information sheet on food safety as it affects the setting.

Information sheet

Suggested resources

Textbooks Ayling P — Knowledge Set for Infection Prevention and Control (Heinemann, 2007) ISBN 9780435402327

Railton D — Knowledge Set for Medication (Harcourt Education Ltd, 2007) ISBN 9780435402310


Websites

www.food.gov.uk/safereating Food Standards Agency: Safer Food, Better Business

www.hse.gov.uk The Health and Safety Executive

www.nhs.uk/conditions/food-safety NHS: Food Safety

ec.europa.eu/social/main.jsp?catId=148

http://osha.europa.eu/en/legislation/index_html

Health and Safety at Work The EU Commission

European Health and Safety Legislation

http://www.food.gov.uk/safereating�

http://www.nhs.uk/conditions/food-safety�


158

Unit 16: Understand how to handle Information in Social Care Settings

Unit reference number: D/602/3119

QCF level: 3

Credit value: 1


Unit aim This unit develops the knowledge and understanding needed to implement and promote good practice in recording, sharing, storing and accessing information in social care settings. This unit is aimed at those who are interested in, or new to working in social care settings.

Unit introduction This unit gives learners the knowledge and understanding required to manage information in social care settings. Learners will examine the key legislation and codes of practice, which relate to handling information in social care settings and gain an understanding of how these inform good practice. The unit examines the correct procedures for both manual and electronic storage systems and their place in a modern social care setting. The unit will enable learners to support others in the management and handling of information and in the promoting of good practice.

Essential resources

Learners will require full access to library resources including relevant text, professional magazines and journals, ICT and CD ROMs.

BA033388 –

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Id

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form

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oci

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Art

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252-2

65);

Hum

an R

ights

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a Pr

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tions:

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ode

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onfiden

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Per

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In

form

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incl

udin

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endm

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to

legis

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1

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stan

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requirem

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for

han

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info

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soci

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are

sett

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1.2

Exp

lain

how

leg

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requirem

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and c

odes

of

pra

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e in

form

pra

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han

dlin

g info

rmat

ion

□

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com

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duty

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legis

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nfo

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of

org

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o cr

eate

codes

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nec

essa

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afeg

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and a

ppro

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per

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o h

um

an r

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, th

e duty

of

confiden

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as p

art

of th

e duty

of

care

, ac

cura

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rete

ntion;

enfo

rce

secu

re

reco

rdin

g o

f an

d d

isposa

l of

info

rmat

ion;

syst

ems

of

man

ual

rec

ord

ing,

secu

rity

of el

ectr

onic

rec

ord

ing,

confiden

tial

ity

of

info

rmat

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issu

es

rela

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o s

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sto

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of

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secu

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tim

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for

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rmat

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rel

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o s

har

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rmat

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free

dom

of

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princi

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man

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rmat

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stora

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syst

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to e

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ccura

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cord

ke

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BA033388 –

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thic

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or

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sta

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import

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of ke

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, ac

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feat

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stora

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p

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sig

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th

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in

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3.1

Exp

lain

how

to s

upport

oth

ers

to u

nder

stan

d t

he

nee

d f

or

secu

re h

andlin

g o

f in

form

atio

n

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hat

oth

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d t

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form

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info

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and p

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s on info

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up-t

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gis

lation;

ensu

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are

fam

iliar

with p

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s fo

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den

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o a

ny

bre

ach o

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form

atio

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issi

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lost

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rmat

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s; t

he

import

ance

of

thoro

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elia

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com

munic

atio

n s

yste

ms

3

Under

stan

d h

ow

to

support

oth

ers

to

han

dle

info

rmat

ion

3.2

Exp

lain

how

to s

upport

oth

ers

to u

nder

stan

d a

nd

contr

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to r

ecord

s

□

Exp

lain

im

port

ance

of

reco

rd k

eepin

g;

com

men

ting o

n f

acts

not

opin

ions;

evi

den

ce o

f th

eir

role

in s

upport

ing t

he

care

use

r in

-lin

e w

ith

the

care

pla

n;

report

ing a

ccura

te a

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uffic

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info

rmat

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o th

e ap

pro

priat

e peo

ple

; sh

arin

g r

elev

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info

rmat

ion r

elat

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o a

ny

chan

ges

in

an indiv

idual

’s p

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det

ails

; co

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r ca

re n

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up-

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161


Delivery

This unit should be delivered by a well-qualified and experienced tutor who has an understanding of the issues involved in handling information in social care settings. Emphasis must be placed upon accuracy and adherence to agreed practices in view of the sensitive nature of the information involved. Learners would benefit from familiarisation with social care records and other relevant documents.






Learning outcome 1: Understand requirements for handling information in social care settings

Taught session on requirements for handling information. Class discussion.

Taught session on legal requirements and codes of practice. Learners working in groups applying learning to case studies and feeding back to the class.

Assignment 1: Legal requirements

Produce an information sheet identifying relevant legislation and codes of practice and explaining how these inform practice in handling information.

Learning outcome 2: Understand good practice in handling information in social care settings

Taught session on good practice in maintaining records. Class examining examples of records (non-confidential).

Taught session on ensuring security when storing and accessing records. Class discussion.

Taught session on ensuring security with manual and electronic storage of information. Class discussion.

Assignment 2: Good practice

Produce a leaflet that describes and explains the procedures that promote good practice in maintaining and storing manual and electronic records and ensure security.

Learning outcome 3: Understand how to support others to handle information

Taught session on supporting others to understand the need for security when handling information. Class discussion.

Taught session on helping others to maintain and contribute to records.


162


Assignment 3: Supporting others

Produce a leaflet that explains ways of supporting others to maintain and contribute to records while observing safety procedures.


Assessment



Assessment of this unit may be designed in any of a variety of formats and the suggested programme may be adapted to suit local needs or the needs of particular groups of learners. Tutors should ensure that learner evidence demonstrates a clear understanding of the sensitive nature of the information involved, an appreciation of the importance of maintaining accurate records, and ensuring that agreed procedures for secure storage are in place in the setting. Learners will need to demonstrate their understanding of security measures such as the use of secure passwords when storing electronic material and their grasp of the essential concept of confidentiality in all aspects of handling information in social care settings.



Criteria covered

Assignment title


1.1, 1.2 Legal requirements

As part of the application process for a new post at a residential setting for older adults, you have been asked to produce an information sheet on the legislation and codes of practice relating to information handling in social care.

Information sheet

2.1, 2.2, 2.3

Good practice The second part of the application process includes the production of a leaflet, which informs readers of good practice in maintaining and storing information.

Leaflet


163

Criteria covered

Assignment title


3.1, 3.2 Supporting others

You have successfully completed the application process and have been appointed to your new role. Your manager has been impressed with your writing skills and has asked you to produce another leaflet. This leaflet is concerned with supporting others in good practice.

Leaflet

Suggested resources

Textbooks Conway N and Donahue S – Core Themes for Care Assistants (Radcliffe Publishing, 2003) ISBN 9781857758016


Websites

www.ic.nhs.uk/re-use-of-data NHS: The Information Centre

www.ico.gov.uk Information Commissioners Office

www.dh.gov.uk Department of Health

http://www.cqc.org.uk Care Quality Commission

http://www.legislation.gov.uk/ Up to date UK legislation

http://www.ic.nhs.uk/re-use-of-data�

http://www.ico.gov.uk/�

http://www.dh.gov.uk/�

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BA033388 –

Spec

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Annexe B

Assessment requirements/strategy

The qualification is internally assessed and verified and externally verified according to Edexcel’s quality control processes and in line with Skills for Care and Development’s QCF Assessment principles, as set out in the Skills for Care and Development QCF Assessment Principles Statement below.

It is suggested that you include the SfCD principles first and then Edexcel’s statement on QA second.

Skills for Care and Development QCF Assessment Principles

Statement

1 Introduction

1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care.

1.2 This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of awarding organisations that offer qualifications in the sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements.

1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements.

1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles.

2 Assessment Principles

2.1 Assessment decisions for competence-based learning outcomes (eg those beginning with ‘to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.

2.2 Assessment decisions for competence-based learning outcomes must be made by an assessor qualified to make assessment decisions.

2.3 Competence-based assessment must include direct observation as the main source of evidence

2.4 Simulation may only be utilised as an assessment method for competence based LO where this is specified in the assessment requirements of the unit.

2.5 Expert witnesses can be used for direct observation where they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.

2.6 Assessment of knowledge-based learning outcomes (eg those beginning with ‘know’ or ‘understand’) may take place in or outside a real work environment.

2.7 Assessment decisions for knowledge-based learning outcomes must be made by an occupationally knowledgeable assessor.


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2.8 Assessment decisions for knowledge-based learning outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers.

3 Internal quality assurance

3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.

4 Definitions

4.1 Occupationally competent:

This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development.

4.2 Occupationally knowledgeable:

This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development.

4.3 Qualified to make assessment decisions:

This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty, the SSC’s will be consulted.

4.4 Qualified to make quality assurance decisions:

Awarding organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.

4.5 Expert witness:

An expert witness must:

have a working knowledge of the QCF units on which their expertise is based

be occupationally competent in their area of expertise

have EITHER any qualification in assessment of workplace

performance OR a professional work role which involves evaluating the everyday practice of staff.

Those qualified to make Assessment and Quality Assurance Decisions

What does qualified to assess mean?

The assessment principles agreed by Skills for Care and Development for the suite of Health and Social care and Children and Young People’s Workforce qualifications state that, in addition to occupational knowledge/competence, assessors of QCF units must hold a suitable qualification.


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What qualifications are acceptable for assessors assessing QCF units?

This is an indicative list only, please check our website for the most up-to-date list in the FAQ section:

http://pearsonwbl.edexcel.com/quals/NVQ-competence-based-qcf/hsc/Pages/default.aspx

D32 Assess Candidate Performance and D33 Assess Candidate Using Differing

Sources of Evidence

A1 Assess Candidate Performance Using a Range of Methods and A2 Assessing

Candidates' Performance through Observation

QCF Level 3 Award in Assessing Competence in the Work Environment

(for competence/skills learning outcomes only)

QCF Level 3 Award in Assessing Vocationally Related Achievement

(for knowledge learning outcomes only)

QCF Level 3 Certificate in Assessing Vocational Achievement

Qualified Teacher Status

Certificate in Education in Post Compulsory Education (PCE)

Social Work Post Qualifying Award in Practice Teaching

Certificate in Teaching in the Lifelong Learning Sector (CTLLS)

Diploma in Teaching in the Lifelong Learning sector (DTLLS)

Mentorship and Assessment in Health and Social Care Settings

Mentorship in Clinical/Health Care Practice

L&D9DI — Assessing workplace competence using Direct and Indirect methods (Scotland)

L&D9D — Assessing workplace competence using Direct methods (Scotland)

NOCN — Tutor/Assessor Award.

Skills for Care and Development has specified that awarding organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance.

Those conducting the internal quality assurance decisions (internal verifiers) must:

hold, or be working towards, a suitable internal verifier qualification to confirm they understand how to internally verify assessments. By default, this is currently the internal verifier unit V1 (and by implication legacy D34 unit). In future, the suitable internal verifier qualification will be the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) but an appropriate equivalent may apply.

have sufficient and relevant technical/occupational familiarity in the unit(s) being verified

be fully conversant with the standards and assessment criteria in the units to be assessed

understand the awarding organisation’s quality assurance systems and requirements for this qualification.


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If a centre wishes to make an application to include other qualifications that they feel qualifies an individual to make assessment decisions, they should contact the Edexcel Business Manager in writing, giving full details of the qualification. The centre’s application will be considered in consultation with other awarding organisations and CWDC Skills for Care and Development to ensure a consistency of approach. Edexcel will maintain an up-to-date list of suitable qualifications on our website, www.edexcel.com

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