Pearson BTEC Level 3 Certificate in Induction into Adult ... · ... Understand how to handle...

Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF)

Specification

BTEC Specialist qualification

First teaching August 2014

Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our qualification websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus.

Pearson: helping people progress, everywhere.

Pearson is the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries in 100 languages we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your learners at: www.pearson.com/uk

References to third party material made in this specification are made in good faith. Pearson 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 Amy Weaver

ISBN 978 1 446 91073 3

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson BTEC Specialist qualifications 3

What are Pearson BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF qualification number and qualification title 5

Objective of the qualification 5

Apprenticeships 5

Relationship with previous qualifications 5

Progression opportunities through Pearson qualifications 5

Industry support and recognition 5

Relationship with National Occupational Standards 5

3 Qualification structure 6

Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) 6

4 Assessment 8

5 Recognising prior learning and achievement 9

Recognition of Prior Learning 9

Credit transfer 9

6 Centre resource requirements 10

7 Centre recognition and approval centre recognition 11

Approvals agreement 11

8 Quality assurance of centres 12

9 Programme delivery 13

10 Access and recruitment 14

11 Access to qualifications for learners with disabilities or specific needs 15

12 Units 16

Unit title 16

Unit reference number 16

QCF level 16

Credit value 16

Guided learning hours 16

Unit aim 16

Essential resources 16

Learning outcomes 16

Assessment criteria 17

Unit amplification 17

Information for tutors 17

Unit 1: Principles of communication in adult social care settings 18

Unit 2: Principles of personal development in adult social care settings 25

Unit 3: Principles of diversity, equality and inclusion in adult social care settings 31

Unit 4: Principles of safeguarding and protection in health and social care 38

Unit 5: Principles for implementing duty of care in health, social care or children’s and young people’s settings 48

Unit 6: Understand the role of the social care worker 53

Unit 7: Understand person-centred approaches in adult social care settings 60

Unit 8: Understand health and safety in social care settings 72

Unit 9: Understand how to handle information in social care settings 94

Unit 10: Understand how to safeguard the welfare of children and young people 100

Unit 11: Understand employment responsibilities and rights in health, social care or children and young people’s settings 106

13 Further information and useful publications 116

14 Professional development and training 117

Annexe A 119

Mapping with National Occupational Standards 119

Annexe B 121

Skills for Care and Development QCF Assessment Principles 121

Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) – Specification – Issue 1 – April 2014 © Pearson Education Limited 2014

1

Purpose of this specification

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

the qualification’s objective

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

any prior knowledge, skills or understanding that 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 that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that 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 the learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.


2


3

1 Introducing Pearson BTEC Specialist qualifications

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

What are Pearson BTEC Specialist qualifications?

Pearson 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 Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of Pearson 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 specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

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.


4

2 Qualification summary and key information

Qualification title Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF)

QCF Qualification Number (QN) 601/0115/5

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 03/07/2013

Operational start date 01/08/2014

Approved age ranges 16-18

19+

Credit value 24

Assessment Centre-devised assessment (internal assessment) and Pearson-devised assessment (onscreen testing).

Guided learning hours 218-219

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 10 Access and recruitment).


5

QCF qualification number and qualification title

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, unit titles 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. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF) is for learners who work in, or want to work in, a social care setting.

It gives learners the opportunity to:

develop knowledge related to Adult Social Care in Northern Ireland

learn about communication, equality, diversity and inclusion, personal development, the role of the social care worker, handling information, health and safety, safeguarding, duty of care and person centred approaches

achieve a nationally-recognised Level 2 qualification.

Apprenticeships

Skills for Care and Development approve the Pearson BTEC Level 3 Certificate in Induction into Adult Social Care (QCF) as a knowledge component for the Level 3 Apprenticeship in Health and Social Care.

Relationship with previous qualifications

This qualification is a replacement for the EDI Level 3 Certificate in Induction into Adult Social Care in Northern Ireland.

Progression opportunities through Pearson qualifications

Learners who have achieved the Certificate can progress to Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF).

Industry support and recognition

This qualification is supported by Skills for Care and Development, the SSC for people providing social work, social care and children’s services to people of the UK.

Relationship with National Occupational Standards

This qualification relates 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.


6

3 Qualification structure

Pearson BTEC Level 3 Certificate in Induction into Adult Social Care in Northern Ireland (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 24

Minimum number of credits that must be achieved at level 3 or above 17

Number of mandatory credits that must be achieved 21

Number of optional credits that must be achieved 3

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 R/602/2906 Principles of communication in adult social care settings

3 2 17

2 R/602/3036 Principles of personal development in adult social care settings

3 2 19

3 M/602/3044 Principles of diversity, equality and inclusion in adult social care settings

3 2 19

4 A/601/8574 Principles of safeguarding and protection in health and social care

2 3 26

5 R/601/1436 Principles for implementing duty of care in health, social care or children’s and young people’s settings

3 1 5

6 A/602/3113 Understand the role of the social care worker

2 1 9

7 R/602/3182 Understand person-centred approaches in adult social care settings

3 4 37

8 L/602/3178 Understand health and safety in social care settings

3 5 49

9 D/602/3119 Understand how to handle information in social care settings

3 1 9


7

Unit Unit reference number

Optional units Level Credit Guided learning hours

10 J/601/4527 Understand how to safeguard the welfare of children and young people

2 3 25

11 R/602/2954 Understand employment responsibilities and rights in health, social care or children and young people’s settings

2 3 24


8

4 Assessment

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

Units Assessment method

Units 1, 2, 3, 4, 5, 6, 7, 8, 9

Pearson-devised assessment: onscreen test

Units 10, 11 Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all of the unit’s learning outcomes. 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 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 meet any additional requirements given in the Information for tutors section of each unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example performance observation, 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 give learners realistic scenarios and to 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. For details please see Section 13 Further information and useful publications.

Pearson-devised assessment (external assessment)

To pass an externally assessed unit, learners must pass an onscreen test. Pearson sets and marks 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 this qualification.


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5 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.

Pearson 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 and Process, which is on our website, www.edexcel.com.

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


10

6 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 qualification.

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

There must be systems in place to ensure continuing professional development for staff delivering the qualification.

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. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office


11

7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.

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. Pearson 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.


12

8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson 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 Pearson 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 a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

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


13

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 taught is up to date.


14

10 Access and recruitment

Pearson’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 Pearson 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.


15

11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’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.

Further information regarding Access Arrangements can be found in the Joint Council for Qualification (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

These documents are available 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.

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 Pearson to offer the qualification.

Learning outcomes

The 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.


17

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.


18

Unit 1: Principles of communication in adult social care settings

Unit reference number: R/602/2906

QCF level: 3

Credit value: 2

Guided learning hours: 17

Unit aim

The unit develops knowledge of 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.

Essential resources

There are no special resources needed for this unit.

Assessment Requirements

This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.

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–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

lan

guag

e;

dia

lect

; use

of

jarg

on;

use

of

sect

or-

spec

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 a

ids,

(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,

Act

ion o

n H

earing L

oss

, N

atio

nal

Autist

ic S

oci

ety;

RN

IB N

ort

her

n I

rela

nd;

SEN

SE S

troke

Ass

oci

atio

n;

atte

ndin

g s

pec

ific

tr

ainin

g

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

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 “

confiden

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 d

ay

com

munic

atio

n.

□

Pap

er-b

ased

— u

se o

f se

cure

sto

rage

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

leav

ing 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

tial

ity

and 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 fro

m o

ther

s, f

rom

them

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

tial

ity.

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


23


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.

Outline learning plan

The outline learning plan has been included in this unit as guidance.

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

Topic and suggested assignments/activities

Introduction to unit.

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.

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 Hawking 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.

Taught session on communication styles. Learners taking notes.


24


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.

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.

Review of unit.

Assessment

This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated Unit amplification.

Suggested resources

Textbook

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

Websites

www.britishsignlanguage.com British Sign Language

www.disabilitynow.org.uk Disability Now

www.makaton.org The Makaton Charity – for people with learning or communication difficulties


25

Unit 2: 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 which 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.

Essential resources


Assessment Requirements


Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

26

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

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

that

hav

e occ

urr

ed in t

he

sett

ing,

reas

ons

for

them

, ef

fect

s of

them

, co

nse

quen

ces

of

them

.

1.2

Exp

lain

the

import

ance

of

reflec

tive

pra

ctic

e in

co

ntinuousl

y im

pro

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

om

plia

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

ow

ards

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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.

2.2

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

elop

men

t pla

ns;

to iden

tify

are

as f

or

dev

elopm

ent

in o

rder

to im

pro

ve p

ract

ice;

to iden

tify

tra

inin

g n

eeds;

to

lear

n f

rom

exp

erie

nce

s.

2

Under

stan

d t

he

import

ance

of

feed

bac

k in

im

pro

ving o

wn

pra

ctic

e

2.3

Exp

lain

the

import

ance

of

usi

ng f

eedbac

k in

im

pro

ving

ow

n p

ract

ice

□

To im

pro

ve o

wn p

erfo

rman

ce in lin

e w

ith s

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

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

sourc

es o

f su

pport

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

pport

; in

volv

emen

t 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

.


29


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.

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.

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.

Review of unit.


30

Assessment


Suggested resources

Textbook

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

Magazines

Care Magazine-Skills for Care

Quality and Compliance

Social Work Today

Websites

www.communitycare.co.uk Community Care online magazine

www.delni.gov.uk Department for Employment and Learning

www.niscc.info Northern Ireland Social Care Council

www.scie.org.uk Social Care Institute for Excellence

www.skillsforhealth.org.uk Sector Skills Council for Health


31

Unit 3: 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.

Essential resources


Assessment requirements

Unit must be assessed in line with the Skills for Care and Development QCF assessment principles.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

32

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

is

mea

nt

by:

D

iver

sity

Equal

ity

In

clusi

on

D

iscr

imin

atio

n

□

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 s

ervi

ces

in w

ays

whic

h m

ean t

hat

som

e in

div

idual

s ar

e not

enab

led t

o f

ully

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

self-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

work

ers;

leg

al c

onse

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

33

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

(Ref

orm

) Act

(N

I) 2

009;

Saf

eguar

din

g V

uln

erab

le G

roups

(Nort

her

n I

rela

nd)

Ord

er 2

007;

Dis

abili

ty D

iscr

imin

atio

n A

ct 1

995 (

as a

men

ded

); D

isab

ility

D

iscr

imin

atio

n (

Nort

her

n I

rela

nd)

Ord

er 2

006;

The

Dep

riva

tion o

f Li

ber

ty S

afeg

uar

ds;

The

Equal

ity

Act

(Sex

ual

Orien

tation)

Reg

ula

tions

(Nort

her

n I

rela

nd)

2006;

Nort

her

n I

rela

nd S

oci

al C

are

Counci

l Codes

of

Prac

tice

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

serv

ices

, fa

mili

es;

legal

act

ion b

y peo

ple

who u

se s

ervi

ces;

loss

of

emplo

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

ow

ards

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 f

or

colle

agues

and

man

ager

s; a

ttitude

to t

imek

eepin

g,

punct

ual

ity;

under

stan

din

g

and a

dap

ting o

wn b

elie

fs a

nd a

ttitudes

to c

are

sett

ing.

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

colle

agues

, use

rs o

f th

e se

rvic

e an

d o

ther

adults

within

the

sett

ing;

use

of

incl

usi

ve lan

guag

e; u

se o

f in

div

idual

s’ p

refe

rred

nam

es a

nd t

itle

s; s

how

ing r

espec

t fo

r per

sonal

spac

e; s

pea

king

direc

tly

to indiv

idual

s ra

ther

than

car

ers,

fam

ily;

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

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

34

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

fam

ily o

r ca

rers

; in

volv

ing 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

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

35

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 c

hal

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.


36


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 hearing guest speakers from statutory and voluntary sectors who have the experience of promoting inclusive practice in social care. Training DVDs are also of benefit.


The outline learning plan has been included in this unit as guidance. It demonstrates one way of planning the delivery of this unit.



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.

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.


37

Topic and suggested assignments/activities and/assessment

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.

Review of unit.

Assessment


Suggested resources

Books

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

Nolan, Y et al – Level 3 Health and Social Care (Adults) Diploma: Candidate Book (Level 3 Work Based Learning Health and Social Care) (Heinemann, 2011) ISBN 978-0435031978

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

Websites

www.dementiarights.org The rights of individuals with dementia

www.equalityhumanrights.com Equality and Human Rights Commission

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


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


38

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. It introduces the important area of safeguarding individuals from abuse.

The unit looks at different types of abuse and the signs and symptoms that might indicate abuse is occurring. Learners will consider when individuals might be particularly vulnerable to abuse and what learner they must do if abuse is suspected or alleged.

Essential resources



This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

:

Ph

ysic

al a

buse

Sex

ual

abuse

Em

otional

/psy

cholo

gic

al

abuse

Fi

nan

cial

abuse

In

stitutional

abuse

Sel

f-neg

lect

N

egle

ct b

y 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

otional

/psy

cholo

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 f

eelin

gs

of

wort

hle

ssnes

s.

□

Typ

es o

f finan

cial

abuse

: th

eft

of

money

and p

roper

ty;

forg

ing

signat

ure

s; f

orc

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

ithout

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

med

icat

ion;

phys

ical

re

stra

int;

ver

bal

abuse

; dis

crim

inat

ion;

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

, in

cludin

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Typ

es o

f neg

lect

by

oth

ers:

not

caring f

or

the

bas

ic n

eeds

of

oth

ers,

in

cludin

g n

egle

ctfu

l pra

ctic

e in

fee

din

g a

nd n

ot

mee

ting indiv

idual

per

sonal

nee

ds.

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

wounds,

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 f

orm

re

lationsh

ips.

□

Sig

ns

and s

ympto

ms

of

emotional

/psy

cholo

gic

al a

buse

: bei

ng u

pse

t;

agitat

ed;

withdra

wn;

non-c

om

munic

ativ

e; lac

k of

self-

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 f

ood in t

he

house

.

□

Sig

ns

and s

ympto

ms

of

inst

itutional

abuse

: 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

self-n

egle

ct o

r neg

lect

by

oth

ers:

unusu

al

wei

ght

loss

; deh

ydra

tion;

signs

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

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

impai

rmen

t);

cognitiv

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

42

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

work

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

lines

of

com

munic

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

por

tance

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

writt

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

ords;

confiden

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

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

polic

ies;

‘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;

‘lo

cal sy

stem

s, t

he

scope

of

resp

onsi

bili

ty o

f lo

cal ad

ult s

afeg

uar

din

g p

artn

ersh

ips;

pro

tect

ion

com

mitte

es;

Reg

ula

tion a

nd Q

ual

ity

Impro

vem

ent

Auth

ority

Min

imum

Sta

ndar

ds.

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 f

rom

sta

tuto

ry a

gen

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; D

iscl

osu

re a

nd B

arring S

ervi

ce;

Acc

ess

NI

Chec

ks.

3.3

Id

entify

rep

ort

s in

to s

erio

us

failu

res

to p

rote

ct indiv

idual

s fr

om

abuse

□

Reg

ula

tion a

nd Q

ual

ity

Impro

vem

ent

Auth

ority

(RQ

IA)

report

s; R

QIA

In

dep

enden

t Rev

iew

of Saf

eguar

din

g A

rran

gem

ents

for

Ral

phs

Clo

se

Res

iden

tial

Car

e H

om

e; R

QIA

’s R

egula

tion o

f In

dep

enden

t H

ealth C

are

Ser

vice

s; R

QIA

Ove

rvie

w o

f Saf

eguar

din

g A

rran

gem

ents

for

Child

ren

and V

uln

erab

le A

dults

in M

enta

l H

ealth a

nd L

earn

ing D

isab

ility

Hosp

ital

s,

Febru

ary

2013 (

updat

ed 1

4 F

ebru

ary

2013).

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

3.4

Id

entify

sourc

es o

f in

form

atio

n a

nd a

dvi

ce

about

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

work

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 D

iscl

osu

re a

nd B

arring S

ervi

ce;

Soc

ial Car

e In

stitute

for

Exc

elle

nce

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

Enco

ura

gin

g a

ctiv

e par

tici

pat

ion

Pr

om

oting 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,

choic

e, r

ights

and f

ulfilm

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.

□

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

Under

stan

d w

ays

to r

educe

the

likel

ihood o

f ab

use

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

work

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).

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

45

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

unsa

fe p

ract

ices

th

at m

ay a

ffec

t th

e w

ell-

bei

ng 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

ow

ledge

on s

afeg

uar

din

g iss

ues

; unsa

fe r

ecru

itm

ent

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’.

5

Know

how

to

reco

gnis

e an

d

report

unsa

fe

pra

ctic

es

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,

the

Reg

ula

tion a

nd Q

ual

ity

Impro

vem

ent

Auth

ority

or

the

polic

e; a

nyo

ne

can r

eport

a s

usp

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

repor

ting 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

on t

hem

; re

assu

rance

of

pro

tect

ion f

rom

poss

ible

rep

risa

ls a

nd

vict

imis

atio

n f

ollo

win

g r

eport

ing.


46


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.

The unit content includes references to high-profile cases, this content could be delivered in the context of class discussion rather than through active teaching. Learners will benefit from input from guest speakers, who have expertise in dealing with the subject, from statutory and voluntary organisations.


The outline learning plan has been included in this unit as guidance. The outline learning plan demonstrates one way of planning the delivery of this unit.



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.

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.

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.


47


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.

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.

Review of unit.

Assessment


Suggested resources

Books

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.nidirect.go.vuk Access NI

www.nidirect.gov.uk/accessni Access NI: criminal record checks


48

Unit 5: 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 or with children or young people in a wide range of settings. Learners will consider 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.

Essential resources




Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

49

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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;

mon

itoring 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 f

avouritism

; 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

care

co

ntr

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

pote

ntial

conflic

ts

or

dile

mm

as t

hat

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

‘men

tal ca

pac

ity’

; rights

of

the

adult t

o m

ake

dec

isio

ns

about

ow

n 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

the

indiv

idual

or

public

saf

ety.

2.2

D

escr

ibe

how

to m

anag

e 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 t

hat

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

oci

al C

are

pro

fess

ional

s, p

rofe

ssio

nal

bodie

s,

char

itie

s, (

Age

NI,

Alz

hei

mer

’s S

oci

ety

NI,

Nat

ional

Autist

ic S

oci

ety

Nort

her

n I

rela

nd,

Men

cap N

ort

her

n I

rela

nd)

Reg

ula

tion a

nd Q

ual

ity

Impro

vem

ent

Auth

ority

; pro

fess

ional

bodie

s; S

ecto

r Ski

lls C

ounci

ls,

Ski

lls f

or

Car

e an

d D

evel

opm

ent;

Ski

lls f

or

Hea

lth N

I; N

ort

her

n I

rela

nd

Soci

al C

are

Counci

l; M

indW

ise

NI.

3.1

D

escr

ibe

how

to r

espond t

o

com

pla

ints

□

Fo

llow

the

polic

ies

and p

roce

dure

s of

serv

ice/

sett

ing;

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 lin

e m

anag

er/c

om

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

om

pla

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 s

pea

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.


51


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.





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.

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.

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.

Review of unit.


52

Assessment

This unit will be assessed through an onscreen test. Pearson will set and mark this test. The test uses the individual assessment criteria and the associated unit amplification.

Suggested resources

Books

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


Websites

www.dementiarights.org Dementia Rights

www.elderabuse.org.uk Action on Elder Abuse



53

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 gives learners the knowledge they need to be able to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others.

Essential resources




Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

54

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

work

colle

ague;

the

nat

ure

of

a pro

fess

ional

rel

atio

nsh

ip;

conce

pt

of

team

work

ing;

work

ing w

ithin

ag

reed

guid

elin

es;

work

ing t

ow

ards

com

mon g

oal

s w

ith a

shar

ed

purp

ose

; a

busi

nes

s re

lationsh

ip.

□

Per

sonal

rel

atio

nsh

ips:

a r

elat

ionsh

ip w

ith a

frien

d,

fam

ily m

ember

or

within

a s

oci

al g

roup;

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

ork

er a

nd 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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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 an

d 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.

2.2

O

utlin

e w

hat

is

mea

nt

by

agre

ed w

ays

of

work

ing

□

Know

ledge

of

rele

vant

curr

ent

legis

lation,

acce

ss t

o f

ull

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.

2

Under

stan

d t

he

import

ance

of

work

ing in w

ays

that

are

agre

ed

with t

he

emplo

yer

2.3

Exp

lain

the

import

ance

of

full

and u

p-t

o-d

ate

det

ails

of

agre

ed w

ays

of

work

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 a

nd s

afet

y pro

cedure

s ar

e bei

ng f

ollo

wed

; hav

e re

leva

nt

info

rmat

ion o

n s

ervi

ce u

sers

; w

ork

as

a te

am;

offer

a p

erso

nal

ised

se

rvic

e; e

ffec

tive

multi-

dis

ciplin

ary

work

ing;

to e

nsu

re a

gre

ed w

ays

of

work

ing a

re f

ollo

wed

to p

reve

nt

spre

ad o

f dis

ease

, m

ainta

in infe

ctio

n

contr

ol, m

ainta

in h

ealth a

nd s

afet

y; d

eal ef

fect

ivel

y w

ith e

mer

gen

cies

; m

ainta

in d

uty

of

care

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

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

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

shar

ing a

nd e

mpow

erm

ent;

nat

ure

of

pro

fess

ional

res

pec

t;

under

stan

din

g d

iffe

rent

role

s an

d r

esponsi

bili

ties

; m

eet

diffe

rent

pro

fess

ional

exp

ecta

tions;

multi-

agen

cy a

nd inte

gra

ted w

ork

ing.

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

- an

d 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

spoke

n w

ord

s of

oth

ers;

bei

ng a

war

e of

and r

espec

tful of

diffe

rence

s; d

evel

opin

g a

rea

din

ess

to f

org

ive

and

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

57

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:

p

artn

ersh

ip w

ork

ing

r

esolv

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

tial

ity,

confu

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

to a

cces

s su

pport

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.


58


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 give learners 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.

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.

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).


59

Topic and suggested assignments/activities and/assessment

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.

Review of unit.

Assessment


Suggested resources

Book


Websites


www.puttingpeoplefirst.org.uk Putting People First


60

Unit 7: Understand person-centred approaches in adult social care settings


QCF level: 3

Credit value: 4


Unit aim

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

Essential resources




Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

61

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

how

fin

din

g o

ut

the

his

tory

, pre

fere

nce

s, w

ishes

an

d n

eeds

of

an 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.

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

tial

ity,

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

trea

tmen

t an

d 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

ow

ards

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

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

2.4

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

fact

ors

that

in

fluen

ce t

he

capac

ity

of

an

indiv

idual

to e

xpre

ss

conse

nt

□

Eff

ects

of

men

tal 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

pai

rmen

t, v

isual

im

pai

rmen

t; p

revi

ous

exper

ience

of

serv

ices

by

indiv

idual

s.

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

consu

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

Under

stan

d t

he

import

ance

of

esta

blis

hin

g

conse

nt

when

pro

vidin

g c

are

or

support

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

the

indiv

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

legal

ly

resp

onsi

ble

; re

cord

info

rmat

ion.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

support

rat

her

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.

4.3

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).

4

Under

stan

d h

ow

to

imple

men

t an

d

pro

mote

act

ive

par

tici

pat

ion

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 f

amily

and f

rien

ds;

acc

essi

ng

com

munity

faci

litie

s an

d r

esourc

es;

incr

easi

ng s

taff

aw

aren

ess

and

trai

nin

g;

regula

r re

view

s.

5

Under

stan

d h

ow

to

support

an

indiv

idual

’s r

ight

to

mak

e ch

oic

es

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 a

n indiv

idual

’s

choic

es;

the

use

of

agre

ed r

isk

asse

ssm

ent

pro

cess

es t

o s

upport

in

div

idual

s in

mak

ing 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

aris

ing f

rom

choic

es m

ade

thro

ugh a

war

enes

s of

rele

vant

legis

lation a

nd

agre

ed w

ays

of

work

ing t

hat

influen

ce indiv

idual

rig

hts

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.2

D

escr

ibe

how

to s

upport

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

pro

cedure

s, r

elev

ant

legis

lation a

nd a

gre

ed w

ays

of

work

ing;

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.

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

; m

ay b

e 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 lac

k of

self-e

stee

m,

impac

t on s

elf-

confiden

ce.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

66

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 im

age

and 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

relig

ion –

fee

lings

of

self-

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

maj

or

life

even

ts o

n s

oci

al iden

tity

, pee

r pre

ssure

to c

onfo

rm;

polit

ical

, ef

fect

s of

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

l-bei

ng

of

an 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

an p

rom

ote

in

div

idual

’s w

ell-

bei

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 im

age

and 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 f

eel good a

bout

them

selv

es;

acce

pta

nce

of

self,

acce

pta

nce

of

oth

ers,

posi

tive

sel

f-im

age

pro

moting c

onfiden

ce a

nd

empow

erm

ent.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

67

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

ell-

bei

ng.

□

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

osi

tive

rel

atio

nsh

ips;

enco

ura

gin

g o

pen

com

munic

atio

n;

support

ing a

gre

ed w

ays

of

work

ing t

hat

contr

ibute

to t

he

wel

lbei

ng o

f in

div

idual

s.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

use

rs.

7.2

Exp

lain

how

ris

k as

sess

men

t re

late

s to

rig

hts

and

resp

onsi

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

hoic

e; m

ainta

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

actu

al a

nd 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 b

e re

gula

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

choic

e

□

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

agre

emen

t.


69


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 management 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 plan uses in a person-centred approach. Groups working to apply the person-centred approach to case studies and feedback. Class discussion.

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.

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.


70


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.

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.

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

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.

Review of unit.


71

Assessment


Suggested resources

Books

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


Magazines

Care Magazine - Skills for Care

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

Quality and Compliance

Social Work Today

Websites

www.communitycare.co.uk Community Care online magazine

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

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

www.scie.org.uk Social Care Institute for Excellence


72

Unit 8: Understand health and safety in social care settings

Unit reference number: L/602/3178

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 learner’s knowledge and understanding of areas of health and safety required to working in a social care setting.

Essential resources




Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

73

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

Under

stan

d t

he

diffe

rent

resp

onsi

bili

ties

re

lating t

o h

ealth

and s

afet

y in

soci

al

care

set

tings

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 up-t

o-d

ate

legis

lation f

rom

the

Hea

lth a

nd S

afet

y Exe

cutive

for

Nort

her

n I

rela

nd;

The

Hea

lth a

nd S

afet

y at

Work

(N

ort

her

n I

rela

nd)

Ord

er 1

978;

Man

agem

ent

of

Hea

lth a

nd S

afet

y at

Work

Reg

ula

tions

(NI)

2000;

Man

ual

Han

dlin

g O

per

atio

ns

Reg

ula

tions

(NI)

1992;

Hea

lth a

nd

Saf

ety

(First

-Aid

) Reg

ula

tions

1982;

Rep

ort

ing o

f In

juries

, D

isea

ses

and

Dan

ger

ous

Occ

urr

ence

s Reg

ula

tions

(RID

DO

R)

(Nort

her

n I

rela

nd)

1997,

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth R

egula

tions

(Nort

her

n

Irel

and)

2003 (

CO

SH

H (

NI)

).

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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 su

ch a

s m

echan

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

food 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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

Com

par

e th

e diffe

rence

s in

th

e m

ain h

ealth a

nd s

afet

y re

sponsi

bili

ties

of:

The

soci

al c

are

work

er

The

emplo

yer

or

man

ager

O

ther

s in

the

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

work

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

ordan

ce w

ith 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

to 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

while

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

esponsi

bili

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.

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

ainin

g (

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).

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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,

HSEN

I, B

ritish

Saf

ety

Counci

l, E

uro

pea

n

Com

mis

sion,

The

Dep

artm

ent

of

Hea

lth,

Soci

al S

ervi

ces

and P

ublic

Saf

ety,

the

Reg

ula

tion a

nd Q

ual

ity

Impro

vem

ent

Auth

ority

, Euro

pea

n

Agen

cy f

or

Saf

ety

and H

ealth a

t W

ork

– O

ccupat

ional

Saf

ety

and H

ealth

at W

ork

(O

SH

A);

Ski

lls f

or

Car

e an

d D

evel

opm

ent.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

ord

ing

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

; co

ntr

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

care

; ev

iden

ce o

f 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

rela

tion t

o h

ealth

and 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 notice

s; c

lear

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

78

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

should

occ

ur

□

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

should

occ

ur;

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 a

dm

inis

ter

bas

ic f

irst

aid

if n

eces

sary

and if

trai

ned

to d

o s

o;

under

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

to

com

ple

te a

full

writt

en r

eport

and

rele

vant

docu

men

tation,

(acc

iden

t re

port

, in

ciden

t re

port

);

under

stan

din

g t

he

polic

ies,

pro

cedure

s an

d a

gre

ed w

ays

of

work

ing f

or

the

work

set

ting.

3.3

Exp

lain

why

it is

import

ant

for

emer

gen

cy f

irst

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 for

safe

ty o

f pat

ient;

pre

vention

of

risk

of

furt

her

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

care

; in

vest

igat

ions

regar

din

g s

afet

y of

work

pla

ce p

ract

ices

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

79

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

Under

stan

d h

ow

to

reduce

the

spre

ad

of

infe

ctio

n

4.2

Exp

lain

the

follo

win

g

pre

vention m

ethods:

H

and w

ashin

g

O

wn p

erso

nal

hyg

iene

Enco

ura

gin

g t

he

indiv

idual

’s p

erso

nal

hyg

iene

□

Rec

om

men

ded

met

hod f

or

han

dw

ashin

g f

ollo

win

g t

he

World H

ealth

Org

anis

atio

n (

WH

O)

Guid

elin

es o

n H

and H

ygie

ne

in H

ealth C

are

reco

mm

ended

pro

cedure

:

Han

d h

ygie

ne

tech

niq

ue

with s

oap

and w

ater

:

0 –

Wet

han

ds

with w

ater

1 –

Apply

enough s

oap

to c

ove

r al

l han

d s

urf

aces

2 –

Rub h

ands

pal

m t

o p

alm

3 –

Rig

ht

pal

m o

ver

left

dors

um

with inte

rlac

ed f

inger

s an

d v

ice

vers

a

4 –

Pal

m t

o p

alm

with f

inger

s in

terlac

ed

5 –

Bac

ks o

f finger

s to

opposi

ng p

alm

s w

ith f

inger

s in

terlock

ed

6 –

Rota

tional

rubbin

g o

f le

ft t

hum

b c

lasp

ed in r

ight

pal

m a

nd v

ice

vers

a

7 –

Rota

tional

rubbin

g,

bac

kwar

ds

and forw

ards

with c

lasp

ed f

inger

s of

right

han

d in lef

t pal

m a

nd v

ice

vers

a

8 –

Rin

se h

ands

with w

ater

9 –

Dry

han

ds

thoro

ughly

with a

sin

gle

use

tow

el

10 –

Use

tow

el t

o t

urn

off t

ap

11 –

Your

han

ds

are

now

saf

e.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

80

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

Han

d h

ygie

ne

tech

niq

ue

with a

lcohol-

bas

ed f

orm

ula

tion:

1 –

Apply

a p

alm

ful of

the

pro

duct

in a

cupped

han

d,

cove

ring a

ll su

rfac

es

2 –

Rub h

ands

pal

m t

o p

alm

3 –

Rig

ht

pal

m o

ver

left

dors

um

with inte

rlac

ed f

inger

s an

d v

ice

vers

a

4 –

Pal

m t

o p

alm

with f

inger

s in

terlac

ed

5 –

Bac

ks o

f finger

s to

opposi

ng p

alm

s w

ith f

inger

s in

terlock

ed

6 –

Rota

tional

rubbin

g o

f le

ft t

hum

b c

lasp

ed in r

ight

pal

m a

nd v

ice

vers

a

7 –

Rota

tional

rubbin

g,

bac

kwar

ds

and forw

ards

with c

lasp

ed f

inger

s of

right

han

d in lef

t pal

m a

nd v

ice

vers

a

8 –

Once

dry

, yo

ur

han

ds

are

safe

.

□

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

equip

men

t; c

om

par

e ef

fect

iven

ess,

m

eans

of

dis

posa

l, a

vaila

bili

ty,

cost

s.

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

work

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

trai

nin

g a

nd u

pdat

ing;

ensu

ring f

acili

ties

and e

quip

men

t ar

e pro

vided

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

the

mai

n p

oin

ts o

f le

gis

lation t

hat

rel

ates

to

movi

ng a

nd h

andlin

g

□

Hea

lth a

nd S

afet

y at

Work

(N

I) O

rder

1978;

The

Man

ual

Han

dlin

g

Oper

atio

ns

Reg

ula

tions

(NI)

1992;

The

Man

agem

ent

of

Hea

lth a

nd

Saf

ety

at W

ork

Reg

ula

tions

(Nort

her

n I

rela

nd)

2000;

HSEN

I m

anual

han

dlin

g a

sses

smen

t ch

arts

; in

cludin

g s

ubse

quen

t am

endm

ents

to

legis

lation.

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

follo

win

g 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

haz

ardous

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

inju

ry f

rom

haz

ardous

man

ual

han

dlin

g;

the

impor

tance

of

asse

ssm

ent;

know

ing

the

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

inju

ry;

the

import

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 c

om

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; f

ragile

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 h

andle

eq

uip

men

t an

d

oth

er o

bje

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

pro

cedure

s.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

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

□

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 f

ully

engag

e; p

urp

ose

s of

care

pla

n;

mee

t le

gal

re

quirem

ents

; duty

of

care

; re

asons

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 a

n

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

care

; ef

fect

s on

rela

tionsh

ips.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

□

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth R

egula

tions

(Nort

her

n

Irel

and)

2003,

incl

udin

g s

ubst

ance

s th

at a

re c

orr

osi

ve,

irrita

nt,

toxi

c,

hig

hly

fla

mm

able

, dan

ger

ous

to t

he

envi

ronm

ent,

clin

ical

was

te;

ger

ms

that

cau

se d

isea

ses;

mat

eria

ls t

hat

are

har

mfu

l; p

ote

ntial

ly infe

ctio

us;

body

fluid

s.

7.2

Exp

lain

saf

e pra

ctic

es f

or:

Sto

ring h

azar

dous

subst

ance

s

U

sing h

azar

dous

subst

ance

s

D

isposi

ng o

f haz

ardous

subst

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

ardous

subst

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.

□

Usa

ge:

under

stan

d a

nd b

e ab

le t

o follo

w a

gre

ed w

ays

of

work

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

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

); 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 follo

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

Under

stan

d h

ow

to

han

dle

haz

ardous

subst

ance

s

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 t

he

Reg

ula

tion a

nd Q

ual

ity

Impro

vem

ent

Auth

ority

(R

QIA

) Reg

istr

atio

n r

egula

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

toxi

c fu

mes

, sp

read

of

infe

ctio

n,

pois

onin

g.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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 p

reve

nt:

Fi

re

G

as lea

k

Fl

oods

In

trudin

g

Sec

urity

bre

ach

□

Fire

pre

vention:

ded

icat

ed s

taff

with 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

Off

icer

.

□

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:

turn

ing 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.

□

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 d

oors

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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:

Fi

re

G

as lea

k

Fl

oods

In

trudin

g

Sec

urity

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

retu

rnin

g t

o t

he

build

ing u

ntil it is

safe

to d

o

so.

□

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

serv

ices

; 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

intr

usi

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 se

curity

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

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

87

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 f

amily

pro

ble

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

ecognis

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.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

88

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

□

The

Res

iden

tial

Car

e H

om

es R

egula

tions

(Nort

her

n I

rela

nd)

2005;

The

Nurs

ing H

om

es R

egula

tions

(Nort

her

n I

rela

nd)

2005;

Man

agin

g

Med

icin

es in C

are

Hom

es N

ICE g

ood p

ract

ice

guid

ance

; H

andlin

g

Med

icin

es 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 p

oin

ts f

or

han

dlin

g m

edic

atio

n;

contr

olle

d

dru

gs;

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

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

dosa

ge

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.

10

Under

stan

d

pro

cedure

s re

gar

din

g

han

dlin

g

med

icat

ion

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

reco

rd

keep

ing;

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-c

om

plia

nce

with

Reg

ula

tion a

nd Q

ual

ity

Impro

vem

ent

Auth

ority

(RQ

IA)

min

imum

st

andar

ds.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

89

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

tandar

ds

Act

1999;

Food S

afet

y (N

ort

her

n I

rela

nd)

Ord

er 1

991;

Food H

ygie

ne

Reg

ula

tions

(Nort

her

n I

rela

nd)

2006;F

ood S

afet

y (T

emper

ature

Contr

ol)

1995;

the

Gen

eral

Food R

egula

tions

(Nort

her

n

Irel

and)

2004;

Foods

Sta

ndar

ds

Agen

cy in N

ort

her

n I

rela

nd

public

atio

ns,

polic

ies,

advi

ce a

nd u

pdat

es,

incl

udin

g s

ubse

quen

t am

endm

ents

to leg

isla

tion.

11.2

Exp

lain

how

to:

Sto

re f

ood

M

axim

ize

hyg

iene

when

han

dlin

g f

ood

D

ispose

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

ooke

d m

eats

to

get

her

; ch

ecki

ng e

xpiry

dat

es;

separ

atio

n o

f m

eat,

poultry

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,

cove

ring 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

food;

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

food:

use

of

close

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.


90


Delivery

This unit should be delivered by a well-qualified and experienced tutor.

Learners will benefit from input from professionals who have knowledge of the various areas of health and safety, for example environmental safety, infection prevention and control, food safety. Where possible, practical demonstrations, such as handwashing and similar procedures, should be included in class sessions.





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.

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.

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.

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


91


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.

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.

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.

Learning outcome 7: Understand how to handle hazardous substances

Taught session on hazardous substances and materials, Control of Substances Hazardous to Health Regulations (Northern Ireland) 2003. Class discussion (session 1).

Taught session on hazardous substances and materials, Control of Substances Hazardous to Health Regulations (Northern Ireland) 2003. 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.

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


92


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.

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.

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.

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.

Review of unit.


93

Assessment


Suggested resources

Books

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.eho.int World Health Organisation

www.food.gov.uk Food Standards Agency

www.food.gov.uk/northern-ireland Food Standards Agency Northern Ireland

www.healthandsafetyworksni.gov.uk Health and Safety Works NI

www.hseni.gov.uk The Health and Safety Executive for Northern Ireland


94

Unit 9: 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 is aimed at those who are interested in, or who are new to working in, social care settings. The unit develops the knowledge and understanding needed to implement and promote good practice in recording, sharing, storing and accessing information in social care settings.

Essential resources




Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

95

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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 a

nd

codes

of

pra

ctic

e th

at r

elat

e to

han

dlin

g info

rmat

ion in

soci

al c

are

sett

ings

□

Rel

evan

t up-t

o-d

ate

legis

lation c

odes

of

pra

ctic

e re

lating 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,

Hea

lth a

nd

Soci

al C

are

(Ref

orm

) Act

(N

ort

her

n I

rela

nd)

2009,

Hum

an R

ights

Act

Sec

tion 6

(Art

icle

8)

1998,

Dat

a Pr

ote

ctio

n A

ct (

Sec

tions:

1,

7,

10,

29,

35)

Dat

a Pr

ote

ctio

n P

rinci

ple

s (S

ched

ule

1)

1998,

DH

SSPS

NI

Code

of

Prac

tice

on P

rote

ctin

g t

he

Confiden

tial

ity

of

Ser

vice

Use

r In

form

atio

n

2009.

1

Under

stan

d

requirem

ents

for

han

dlin

g

info

rmat

ion in

soci

al c

are

sett

ings

1.2

Exp

lain

how

leg

al

requirem

ents

and c

odes

of

pra

ctic

e in

form

pra

ctic

e in

han

dlin

g info

rmat

ion

□

The

com

mon law

duty

of

confiden

ce,

legis

lation e

nfo

rces

duty

of

org

anis

atio

n t

o c

reat

e co

des

of

pra

ctic

e; leg

isla

tion p

rovi

des

red

ress

and

enfo

rces

nec

essa

ry s

afeg

uar

ds

and a

ppro

priat

e use

s of

per

sonal

in

form

atio

n;

issu

es r

elat

ing t

o h

um

an r

ights

, th

e duty

of

confiden

tial

ity

as p

art

of

the

duty

of

care

, ac

cura

cy,

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

elec

tronic

rec

ord

ing,

confiden

tial

ity

of

info

rmat

ion;

issu

es

rela

ting t

o s

ecure

sto

rage

of

info

rmat

ion;

secu

rity

of

store

d e

lect

ronic

dat

a, s

afet

y of

store

d m

anual

info

rmat

ion,

acce

ss t

o s

ecure

info

rmat

ion;

tim

e lim

its

for

storing info

rmat

ion iss

ues

rel

atin

g t

o s

har

ing info

rmat

ion;

free

dom

of

info

rmat

ion,

princi

ple

s of

confiden

tial

ity,

support

agre

ed

way

s of

inte

r-ag

ency

and m

ulti-

agen

cy/i

nte

gra

ted w

ork

ing.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

how

to m

ainta

in

reco

rds

that

are

up t

o d

ate,

co

mple

te,

accu

rate

and

legib

le

□

Under

stan

din

g t

he

feat

ure

s of

both

man

ual

and e

lect

ronic

info

rmat

ion

stora

ge

syst

ems

to e

nsu

re s

ecurity

; en

cryp

tion,

secu

re p

assw

ord

s,

elec

tronic

audit t

rails

, se

cure

d I

T n

etw

ork

s, iden

tity

chec

ks,

secu

rity

pas

ses;

nec

essi

ty t

o k

eep r

ecord

s up-t

o-d

ate;

acc

ura

cy o

f re

cord

ke

epin

g.

2.2

D

escr

ibe

pra

ctic

es t

hat

en

sure

sec

urity

when

sto

ring

and a

cces

sing info

rmat

ion

□

Follo

win

g info

rmat

ion g

ove

rnan

ce p

roce

dure

s, e

nsu

ring c

onfiden

tial

in

form

atio

n is

not

dis

close

d w

ithout

conse

nt,

pre

venting a

ccid

enta

l dis

closu

re o

f in

form

atio

n,

pra

ctic

ing s

tric

t se

curity

mea

sure

s; s

hre

ddin

g

pap

er-b

ased

info

rmat

ion;

ensu

re t

he

secu

rity

of

acce

ss t

o r

ecord

s an

d

report

s ac

cord

ing t

o leg

al a

nd o

rgan

isat

ional

pro

cedure

s; e

thic

al c

odes

or

pro

fess

ional

sta

ndar

ds;

the

import

ance

of

keep

ing leg

ible

, ac

cura

te,

com

ple

te a

nd u

p-t

o-d

ate

reco

rds.

2

Under

stan

d g

ood

pra

ctic

e in

han

dlin

g

info

rmat

ion in

soci

al c

are

sett

ings

2.3

D

escr

ibe

feat

ure

s of

man

ual

an

d e

lect

ronic

info

rmat

ion

stora

ge

syst

ems

that

hel

p

ensu

re s

ecurity

□

Man

ual

sto

rage

syst

ems:

sig

ned

and d

ated

, ke

pt

in lock

ed s

tora

ge

area

s, s

har

ed o

n a

nee

d-t

o-k

now

bas

is.

□

Ele

ctro

nic

sto

rage

syst

ems:

lev

els

of

acce

ss a

nd a

uth

orisa

tion b

uilt

into

th

e sy

stem

, re

ader

only

options,

usi

ng s

ecure

pas

sword

s, loggin

g o

ut

of

elec

tronic

dat

a sy

stem

s, t

imed

loc

k-out

scre

ens,

oper

atin

g e

ffec

tive

in

ciden

t-re

port

ing p

roce

sses

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

97

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

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

□

Ensu

re t

hat

oth

ers

under

stan

d t

he

nee

d f

or

secu

re h

andlin

g o

f in

form

atio

n;

ensu

re t

hat

oth

ers

acce

ss r

elev

ant,

com

puls

ory

tra

inin

g in

info

rmat

ion g

ove

rnan

ce,

secu

re r

ecord

kee

pin

g;

pro

vide

acce

ssib

le

info

rmat

ion o

n g

uid

ance

and p

roce

dure

s on info

rmat

ion h

andlin

g,

up-t

o-

dat

e le

gis

lation;

ensu

re t

hat

oth

ers

are

fam

iliar

with p

roce

dure

s fo

r re

port

ing inci

den

ts r

elat

ing t

o a

ny

bre

ach o

f in

form

atio

n s

ecurity

; m

issi

ng,

lost

, dam

aged

or

stole

n info

rmat

ion o

r re

cord

s; t

he

import

ance

of

thoro

ugh a

nd r

elia

ble

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

ibute

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

nd s

uff

icie

nt

info

rmat

ion t

o t

he

appro

priat

e peo

ple

; sh

arin

g r

elev

ant

info

rmat

ion r

elat

ing t

o a

ny

chan

ges

in

an indiv

idual

’s p

erso

nal

det

ails

; co

nditio

n o

r ca

re n

eeds;

pro

vide

up-

to-d

ate

trai

nin

g,

pro

vide

trai

nin

g m

anual

s fo

r re

cord

kee

pin

g.


98


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 on 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.

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.

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.

Review of unit.

Assessment



99

Suggested resources

Book


Websites

http://www.ico.org.uk/about_us/our_organisation/northern_ireland

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


100

Unit 10: Understand how to safeguard the welfare of children and young people

Unit reference number: J/601/4527

QCF level: 2

Credit value: 3


Unit aim

This unit provides the knowledge and understanding required for safeguarding the welfare of children and young people.

Essential resources




Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

1

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

curr

ent

legis

lation,

guid

elin

es,

polic

ies

and p

roce

dure

s fo

r sa

feguar

din

g t

he

wel

fare

of

child

ren a

nd y

oung p

eople

in

cludin

g e

-saf

ety

□

Curr

ent

legis

lation,

guid

elin

es,

polic

ies

and p

roce

dure

s fo

r sa

feguar

din

g

the

wel

fare

of

child

ren a

nd y

oung p

eople

, in

cludin

g e

-saf

ety;

leg

isla

tion

applic

able

to t

he

hom

e nat

ion:

The

Child

ren (

Nort

her

n I

rela

nd)

Ord

er

1995,t

he

Educa

tion (

Nort

her

n I

rela

nd)

Ord

er 2

006;

Child

ren A

ct 2

004;

Guid

elin

es,

e.g.

Cooper

atin

g t

o Saf

eguar

d C

hild

ren (

NI)

2003,

Saf

eguar

din

g V

uln

erab

le G

roups

(Nort

her

n I

rela

nd)

Ord

er 2

007;

Saf

eguar

din

g B

oar

d A

ct (

Nort

her

n I

rela

nd)

2011 T

anya

Byr

on r

evie

w;

guid

elin

es,

polic

ies

and p

roce

dure

s of

sett

ing:

safe

guar

din

g a

nd

pro

tect

ing,

whis

tleb

low

ing,

com

pla

ints

, in

vest

igat

ion p

roce

dure

, re

cruitm

ent,

induct

ion,

staf

f dev

elopm

ent,

per

form

ance

man

agem

ent,

dis

ciplin

ary

pro

cedure

s, r

eport

ing a

nd r

ecord

ing,

e-sa

fety

, bully

ing a

nd

cyber

-bully

ing.

1

Know

about

the

legis

lation,

guid

elin

es,

polic

ies

and p

roce

dure

s fo

r sa

feguar

din

g t

he

wel

fare

of

child

ren

and y

oung p

eople

in

cludin

g e

-saf

ety

1.2

D

escr

ibe

the

role

s of

diffe

rent

agen

cies

invo

lved

in

saf

eguar

din

g t

he

wel

fare

of

child

ren a

nd y

oung

peo

ple

in t

he

conte

xt o

f ow

n

work

set

ting

□

The

role

s of

diffe

rent

agen

cies

for

safe

guar

din

g c

hild

ren a

nd y

oung

peo

ple

: ch

ildre

n’s

soci

al s

ervi

ces;

pol

ice

child

pro

tect

ion u

nits;

hea

lth

pro

fess

ional

s, g

ener

al p

ract

itio

ner

s, d

oct

ors

in e

mer

gen

cy d

epar

tmen

ts,

hea

lth v

isitors

; org

anis

atio

ns

in h

om

e co

untr

y w

ith r

esponsi

bili

ty f

or

safe

guar

din

g:

Saf

eguar

din

g B

oar

d for

Nort

her

n I

rela

nd (

SBN

I);

The

Nat

ional

Soci

ety

for

the

Prev

ention o

f Cru

elty

to C

hild

ren N

ort

her

n

Irel

and D

ivis

ion (

NSPCC);

role

of

UK C

ounci

l fo

r Child

inte

rnet

Saf

ety

(UKCCIS

); d

esig

nat

ed s

afeg

uar

din

g o

ffic

er w

ithin

set

ting.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

how

pra

ctitio

ner

s ca

n t

ake

step

s to

pro

tect

th

emse

lves

fro

m a

llegat

ions

and c

om

pla

ints

within

thei

r ev

eryd

ay p

ract

ice

in a

work

se

ttin

g

□

Prac

titioner

s ca

n t

ake

step

s to

pro

tect

them

selv

es f

rom

alle

gat

ions

and

com

pla

ints

within

eve

ryday

pra

ctic

e by

dev

elopin

g a

ppro

priat

e pro

fess

ional

rel

atio

nsh

ips;

follo

win

g g

uid

elin

es,

polic

ies

and p

roce

dure

s of

sett

ing;

follo

win

g r

ule

s ab

out

com

fort

ing/t

ouch

ing c

hild

ren,

not

bei

ng

left

alo

ne

with a

n indiv

idual

child

or

young p

erso

n;

bei

ng s

ensi

tive

to t

he

culture

and r

elig

ion o

f in

div

idual

child

ren;

under

taki

ng t

rain

ing if

ther

e is

a

likel

ihood t

hat

phys

ical

res

trai

nt

is r

equired

with c

hild

ren;

under

taki

ng

trai

nin

g t

o c

arry

out

per

sonal

car

e; o

bse

rvin

g s

ensi

tivi

ty a

nd d

ignity

when

att

endin

g t

o a

child

’s p

erso

nal

nee

ds;

bei

ng a

lert

to a

nd r

ecord

ing

and r

eport

ing iss

ues

or

conce

rns

imm

edia

tely

; th

e right

to p

rote

ctio

n o

f th

ose

subje

ct t

o u

npro

ven a

llegat

ions.

2.2

Id

entify

way

s in

whic

h

conce

rns

about

poor

pra

ctic

e ca

n b

e re

port

ed w

hils

t en

suring t

hat

whis

tleb

low

ers

and t

hose

whose

pra

ctic

e or

beh

avio

ur

is b

eing

ques

tioned

are

pro

tect

ed

□

Way

s in

whic

h c

once

rns

about

poor

pra

ctic

e ca

n b

e re

port

ed:

under

stan

din

g t

he

princi

ple

s of

good p

ract

ice;

conce

pt

of

inst

itutional

ab

use

; fo

llow

whis

tle-

blo

win

g p

roce

dure

s; r

eport

to lin

e m

anag

er,

or

per

son w

ith s

afeg

uar

din

g r

esponsi

bili

ty,

hea

d t

each

er:

role

of

insp

ecto

rate

for

hom

e co

untr

y: D

epar

tmen

t of

Educa

tion (

Nort

her

n

Irel

and);

the

Educa

tion a

nd T

rain

ing I

nsp

ecto

rate

; right

to p

rote

ctio

n f

or

those

mak

ing t

he

alle

gat

ions/

whis

tle-

blo

wer

s.

2

Under

stan

d h

ow

to

safe

guar

d c

hild

ren,

young p

eople

and

pra

ctitio

ner

s in

a

work

set

ting

2.3

Id

entify

wher

e to

acc

ess

sourc

es o

f su

pport

wher

e co

nce

rns

hav

e not

bee

n

addre

ssed

□

Way

s to

acc

ess

sourc

es o

f su

pport

wher

e co

nce

rns

are

not

addre

ssed

: under

stan

din

g h

ow

to s

har

e in

form

atio

n a

bout

conce

rns;

lin

e m

anag

er;

report

ing d

irec

tly

to s

ervi

ces;

child

ren’s

soci

al s

ervi

ces,

Nat

ional

Soci

ety

for

the

Prev

ention o

f Cru

elty

to C

hild

ren N

ort

her

n I

rela

nd D

ivis

ion

(NSPCC).

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

the

char

acte

rist

ics

of

diffe

rent

types

of

child

ab

use

□

The

char

acte

rist

ics

of

diffe

rent

types

of

child

abuse

: ca

tegories

of

abuse

(p

hys

ical

, se

xual

, em

otional

, neg

lect

); b

ully

ing;

cyber

-bully

ing;

signs

and s

ympto

ms;

phys

ical

sig

ns,

unex

pla

ined

inju

ries

and t

hose

in

unusu

al p

lace

s; b

ehav

ioura

l si

gns

of

abuse

: w

ithdra

wal

, poor

conce

ntr

atio

n,

atte

ntion s

eeki

ng b

ehav

iour;

sig

ns

of

self h

arm

, cu

ts a

nd

slas

hes

; hai

r pulle

d o

ut;

eat

ing d

isord

er;

burn

s; b

ruis

ing.

3.2

D

escr

ibe

actions

to t

ake

in

resp

onse

to e

viden

ce

(incl

udin

g a

llegat

ions)

or

conce

rns

that

a c

hild

or

young p

erso

n h

as b

een

abuse

d,

har

med

(in

cludin

g

self h

arm

), o

r bulli

ed,

or

may

be

at r

isk

of

har

m,

abuse

or

bully

ing

□

Act

ions

to t

ake

in r

esponse

to e

viden

ce (

incl

udin

g a

llegat

ions)

that

a

child

has

bee

n a

buse

d,

har

med

or

bulli

ed o

r is

at

risk

of

bei

ng a

buse

d,

har

med

or

bulli

ed,

role

and r

esponsi

bili

ty t

o r

eport

conce

rns;

how

to

follo

w p

roce

dure

s of

sett

ing o

r org

anis

atio

n f

or

report

ing a

nd r

ecord

ing

susp

ecte

d a

buse

, har

m o

r bully

ing;

reco

rdin

g a

nd r

eport

ing c

once

rns

to

des

ignat

ed p

erso

n;

pro

cedure

for

dis

closu

re incl

udin

g r

equirem

ent

to

take

child

or

young p

erso

n’s

alle

gat

ions

seriousl

y; n

ot

pro

mis

ing t

o k

eep

info

rmat

ion s

ecre

t.

3

Know

how

to

resp

ond t

o

evid

ence

or

conce

rns

that

a

child

or

young

per

son h

as b

een

abuse

d,

har

med

or

bulli

ed

3.3

D

escr

ibe

the

princi

ple

s an

d

boundar

ies

of

confiden

tial

ity

and w

hen

to s

har

e in

form

atio

n

□

Eig

ht

princi

ple

s of

the

Dat

a Pr

ote

ctio

n A

ct 1

998;

know

ing t

he

circ

um

stan

ces

when

info

rmat

ion m

ay b

e pas

sed o

n;

conce

pt

of

‘nee

d t

o

know

’; p

erso

nal

info

rmat

ion a

bout

child

or

young p

erso

n:

age,

hea

lth

det

ails

, sp

ecia

l ed

uca

tional

nee

ds;

pro

cedure

s of

the

sett

ing o

r org

anis

atio

ns

for

shar

ing info

rmat

ion a

bout

conce

rns;

enab

ling e

arly

id

entifica

tion a

nd a

ctio

n t

o b

e ta

ken.


104



Delivery

This unit should be delivered by an appropriately qualified member of staff, preferably with experience of the children and young people’s sector. Input from visiting speakers who are currently involved in this sector would enhance the learning experience.

Some taught input would be beneficial, but learners should be given opportunities for discussion and reflection in order to examine currently-held views and values relating to safeguarding within a work safe environment. The use of case studies obtained from professional journals and magazines will be of benefit and learners should be encouraged to use these resources for personal study. Tutors could utilise video clips from the internet, for example the BBC Learning Zone class clips on relevant topics. Training material, electronic and paper based, from relevant organisations will also be of use.






Learning outcome 1: Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety

Tutor-led discussion on legislation, guidelines, policies and procedures and duties and responsibilities/organisational roles and practices. Learners to take notes; groups to work with case study/exemplar material to discuss what would be good practice when carrying out the roles to ensure safeguarding is effective.

Guest speaker on safeguarding in children and young people’s settings. Question and answer session; learners to take notes.

Taught session on policies and procedures, codes of practice.

Learning outcome 2: Understand how to safeguard children, young people and practitioners in a work setting

Tutor explanation of the importance of practitioners protecting themselves from allegations and how this can be carried out. Learner to work in buzz groups to generate examples of how this can be done.

Taught session on the process of whistleblowing and how whistleblowers can be protected. To include input on the reporting of poor practice and methods for it Use of examples from the media to support input.


105


Taught session on where to access sources of support where concerns have not been addressed in the work setting. Use of examples from the previous session to demonstrate appropriate sources of support.

Learning outcome 3: Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied

Taught session on types of abuse, harm and bullying, to include cyber bullying.

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

Group work session on confidentiality and when it must and must not be maintained.

Review of unit.

Assessment


Suggested resources

Books

Dryden L – Essential Early Years (Hodder Arnold, 2005) ISBN 0340888776

Lindon J – Safeguarding and Child Protection: 0-8 Years: Linking Theory and Practice (Hodder Education, 2012) ISBN -13: 978-1444145489

Minett P – Child Care and Development (Hodder Arnold, 2005) ISBN 0340889152

Magazines

Childcare in Practice

Nursery World

Practical Pre-School

Websites

www.familysupportni.gov.uk Family Support NI

www.nspcc.org.uk/inform/ policyandpublicaffairs/

northernireland/guidance/ guidance_wda61700.html

Child protection guidance and legislation for Northern Ireland

www.niccy.org The Northern Ireland Commissioner for Children and Young People

www.safeguardingni.org The Safeguarding Board for Northern Ireland (SBNI)


106

Unit 11: Understand employment responsibilities and rights in health, social care or children and young people’s settings


QCF level: 2

Credit value: 3


Unit aim

This unit is aimed at those working in a wide range of settings in the health, social care or children and young people’s sector.

It covers:

statutory responsibilities and rights of employees and employers

awareness of own occupational role and how it fits within the sector

agreed ways of working with employer

career pathways

issues of public concern and how they may influence changes in the sector.

Essential resources




Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

7

Learn

ing

ou

tco

mes,

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

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

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

Li

st t

he

aspec

ts o

f em

plo

ymen

t co

vere

d b

y la

w □

Role

s in

hea

lth,

soci

al c

are

or

child

ren a

nd y

oung p

eople

’s s

ettings,

rights

and r

esponsi

bili

ties

; cu

rren

t em

plo

ymen

t le

gis

lation;

curr

ent

anti-

dis

crim

inat

ion leg

isla

tion,

gen

der

, ra

ce,

relig

ion,

dis

abili

ty,

age;

work

ing

hours

and h

olid

ay e

ntitlem

ent;

dat

a pro

tect

ion;

safe

guar

din

g,

whis

tleb

low

ing,

continuin

g p

erso

nal

or

pro

fess

ional

dev

elopm

ent.

1.2

Li

st t

he

mai

n f

eatu

res

of

curr

ent

emplo

ymen

t le

gis

lation

□

Em

plo

ymen

t co

ntr

acts

, m

inim

um

wag

e, h

ealth a

nd s

afet

y, a

nti-

dis

crim

inat

ion r

ule

s, p

ay,

dis

mis

sal;

red

undan

cy,

unfa

ir w

ork

ing

conditio

ns,

sic

k pay

, holid

ay e

ntitlem

ents

, tr

ainin

g,

dis

ciplin

ary

pro

cedure

s.

1.3

O

utlin

e w

hy

legis

lation

rela

ting t

o e

mplo

ymen

t ex

ists

□

Em

plo

yer

rights

and r

esponsi

bili

ties

: duty

of

care

to e

mplo

yees

, sa

fe

and h

ealthy

work

pla

ce,

public

lia

bili

ty insu

rance

; ap

pro

priat

e tr

ainin

g

and d

evel

opm

ent;

adher

e to

ter

ms

of

contr

act.

1

Know

the

stat

uto

ry

resp

onsi

bili

ties

and

rights

of

emplo

yees

and

emplo

yers

within

ow

n a

rea

of

work

1.4

Id

entify

sourc

es a

nd t

ypes

of

info

rmat

ion a

nd a

dvi

ce

avai

lable

in r

elat

ion t

o

emplo

ymen

t re

sponsi

bili

ties

an

d r

ights

□

Sourc

es a

nd t

ypes

of

info

rmat

ion o

n e

mplo

ymen

t is

sues

, H

R

dep

artm

ent;

lin

e m

anag

er;

Hea

lth a

nd S

afet

y Exe

cutive

for

Nort

her

n

Irel

and,

Equal

ity

Com

mis

sion f

or

Nort

her

n I

rela

nd,

trad

e unio

n

repre

senta

tive

; pro

fess

ional

body;

Citiz

ens

Advi

ce B

ure

au;

the

Nort

her

n

Irel

and L

egal

Ser

vice

s Com

mis

sion;

web

site

s: C

itiz

ens

Advi

ce B

ure

au,

NI

Direc

t, L

abour

Rel

atio

ns

Agen

cy,

Hea

lth a

nd S

afet

y Exe

cutive

for

Nort

her

n I

rela

nd,

Equal

ity

Com

mis

sion f

or

Nort

her

n I

rela

nd;

trad

e m

agaz

ines

and journ

als.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

the

term

s an

d

conditio

ns

of

ow

n c

ontr

act

of

emplo

ymen

t

□

Contr

act

of

emplo

ymen

t; t

erm

s an

d c

onditio

ns;

hours

; pay

rat

e; h

olid

ay

entitlem

ent;

form

at o

f co

ntr

act.

2.2

D

escr

ibe

the

info

rmat

ion

show

n o

n o

wn p

ay

stat

emen

t

□

Inte

rpre

t in

form

atio

n o

n p

aysl

ip,

gro

ss w

ages

; ded

uct

ions;

net

pay

; per

sonal

info

rmat

ion,

Nat

ional

Insu

rance

num

ber

, em

plo

yee

num

ber

.

2.3

D

escr

ibe

the

pro

cedure

s to

fo

llow

in e

vent

of

a griev

ance

□

Griev

ance

pro

cedure

, gro

unds

for

griev

ance

; in

form

al a

ppro

ach;

form

al

pro

cedure

within

the

work

pla

ce;

trad

e unio

n s

upport

; m

anag

emen

t su

pport

.

2.4

Id

entify

the

per

sonal

in

form

atio

n t

hat

must

be

kept

up t

o d

ate

with o

wn

emplo

yer

□

Typ

es o

f in

form

atio

n h

eld o

n p

erso

nnel

rec

ord

s, p

erso

nal

dat

a, n

ame,

ad

dre

ss,

tele

phone

num

ber

(s),

qual

ific

atio

ns,

Nat

ional

Insu

rance

num

ber

, ta

x co

de,

ban

k det

ails

, dis

abili

ties

, em

plo

ymen

t his

tory

, ab

sence

det

ails

, tr

ainin

g,

updat

ing info

rmat

ion h

eld o

n p

erso

nnel

re

cord

s: p

erso

nal

res

ponsi

bili

ty;

Dat

a Pr

ote

ctio

n A

ct 1

998

consi

der

atio

ns.

2

Under

stan

d a

gre

ed

way

s of

work

ing

that

pro

tect

ow

n

rela

tionsh

ip w

ith

emplo

yer

2.5

Exp

lain

agre

ed w

ays

of

work

ing w

ith e

mplo

yer

□

Way

s of

work

ing w

ith e

mplo

yer:

work

pla

ce p

roce

dure

s fo

r le

ave

entitlem

ent

(holid

ay,

mat

ernity,

pat

ernity,

com

pas

sionat

e);

pro

cedure

s to

dea

l w

ith b

ully

ing o

r dis

crim

inat

ion;

pro

cedure

s fo

r se

lf-c

ertifica

tion.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

10

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

how

ow

n r

ole

fits

within

the

del

iver

y of

the

serv

ice

pro

vided

□

Car

eer

pat

hw

ays;

pro

gre

ssio

n r

oute

s; im

port

ance

of

continuin

g

pro

fess

ional

dev

elopm

ent.

□

Sourc

es o

f in

form

atio

n:

line

man

ager

, Sec

tor

Ski

lls C

ounci

ls,

Job

Cen

tres

, re

leva

nt

web

site

s.

3.2

Exp

lain

the

effe

ct o

f ow

n

role

on s

ervi

ce p

rovi

sion

□

Role

in t

he

work

pla

ce,

job d

escr

iption,

org

anis

atio

n’s

aim

; co

ntr

ibution

of

obje

ctiv

es o

f jo

b r

ole

to o

rgan

isat

ion’s

key

aim

s; r

ole

in r

elat

ion t

o

wid

er s

ecto

r; r

elat

ionsh

ip w

ith N

atio

nal

Occ

upat

ional

Sta

ndar

ds.

□

Role

of

the

sect

or,

aim

s an

d o

bje

ctiv

es o

f th

e em

plo

ymen

t se

ctor.

□

Effec

ts o

f public

conce

rn,

intr

oduct

ion o

f le

gis

lation a

nd g

ood p

ract

ice,

risk

ass

essm

ent;

hea

lth a

nd s

afet

y le

gis

lation,

dis

abili

ties

and e

ffec

ts o

n

build

ing r

egula

tions,

saf

e w

ork

ing p

ract

ices

, ro

les

and r

esponsi

bili

ties

, tr

ainin

g,

qual

ific

atio

ns.

3.3

D

escr

ibe

how

ow

n r

ole

lin

ks

to t

he

wid

er s

ecto

r □

Eff

ect

of

role

on s

ervi

ce p

rovi

sion;

contr

ibution o

f obje

ctiv

es o

f jo

b r

ole

to

org

anis

atio

n’s

key

aim

s; r

ole

in r

elat

ion t

o w

ider

sec

tor;

rel

atio

nsh

ip

with N

atio

nal

Occ

upat

ional

Sta

ndar

ds

Rep

rese

nta

tive

bodie

s; t

rade

unio

ns;

pro

fess

ional

org

anis

atio

ns.

3

Under

stan

d h

ow

ow

n r

ole

fits

within

th

e w

ider

conte

xt

of

the

sect

or

3.4

D

escr

ibe

the

mai

n r

ole

s an

d

resp

onsi

bili

ties

of

repre

senta

tive

bodie

s th

at

influen

ce t

he

wid

er s

ecto

r

□

Mai

n r

ole

s an

d r

esponsi

bili

ties

of

repre

senta

tive

bodie

s, t

rade

unio

ns,

pro

fess

ional

bodie

s, H

ealth a

nd S

afet

y Exe

cutive

NI;

third s

ecto

r pro

visi

on.

□

Role

s an

d r

esponsi

bili

ties

, sa

feguar

din

g,

hea

lth a

nd s

afet

y, a

dvi

ce a

nd

guid

ance

, w

ork

ing p

ract

ice,

direc

tive

s, r

ights

and r

esponsi

bili

ties

.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4

Under

stan

d c

aree

r pat

hw

ays

avai

lable

w

ithin

ow

n a

nd

rela

ted s

ecto

rs

4.1

Exp

lore

diffe

rent

types

of

occ

upat

ional

opport

unitie

s □

H

ealth,

hea

lth-c

are

assi

stan

t, n

urs

e, o

ccupat

ional

ther

apis

t,

phys

ioth

erap

ist,

die

tici

an,

spee

ch a

nd lan

guag

e th

erap

ist,

spec

ialis

t sc

reen

ing p

ract

itio

ner

, sp

ecia

list

advi

ser,

hea

lth v

isitor.

□

Soci

al c

are,

support

work

er,

dom

icili

ary

care

work

er,

senio

r day

car

e w

ork

er,

fam

ily s

upport

work

er,

soci

al w

ork

ass

ista

nt,

soci

al w

ork

er,

support

work

er,

day

car

e w

ork

er.

□

Child

ren a

nd y

oung p

eople

’s s

ettings:

nurs

ery

nurs

e, r

oom

lea

der

, fa

mily

support

work

er,

soci

al w

ork

er,

spec

ial ed

uca

tional

nee

ds

coord

inat

or,

tea

cher

, hosp

ital

pla

y sp

ecia

list,

lea

rnin

g s

upport

ass

ista

nt,

yo

uth

work

er,

spee

ch a

nd lan

guag

e th

erap

ist,

port

age

work

er,

com

munity

nurs

ery

nurs

e, p

lay

work

er,

child

min

der

.

□

Role

s in

the

hea

lth s

ecto

r, s

oci

al c

are

role

s; c

hild

ren a

nd y

oung p

eople

’s

sect

or;

third-s

ecto

r ro

les;

entr

y re

quirem

ents

, le

vel of

entr

y,

exper

ience

; occ

upat

ional

opport

unitie

s; im

port

ance

of

continuin

g

pro

fess

ional

dev

elopm

ent:

effic

iency

, cu

stom

er s

atis

fact

ion,

rete

ntion o

f st

aff,

motiva

tion o

f st

aff;

induct

ion;

trai

nin

g a

nd d

evel

opm

ent:

inte

rnal

tr

ainin

g,

exte

rnal

tra

inin

g,

gai

nin

g q

ual

ific

atio

ns,

work

exp

erie

nce

, se

condm

ents

, m

onitoring,

shad

ow

ing,

obse

rvat

ions;

car

eer

pro

gre

ssio

n

(opport

unitie

s, r

equirem

ents

); n

ext

step

s.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

Id

entify

sourc

es o

f in

form

atio

n r

elat

ed t

o a

ch

ose

n c

aree

r pat

hw

ay

□

Hea

lth,

Dep

artm

ent

of

Hea

lth,

Soci

al S

ervi

ces

and P

ublic

Saf

ety,

Hea

lth

and S

oci

al C

are

in N

ort

her

n I

rela

nd,

HSC R

ecru

itm

ent.

com

.

□

Soci

al c

are,

Dep

artm

ent

of H

ealth,

Soci

al S

ervi

ces

and P

ublic

Saf

ety,

NI

Direc

t, H

ealth a

nd S

ocia

l Car

e in

Nort

her

n I

rela

nd,

HSC

Rec

ruitm

ent.

com

, N

ort

her

n I

rela

nd S

oci

al C

are

Counci

l.

□

Child

ren a

nd y

oung p

eople

’s s

ettings,

Nort

her

n I

rela

nd H

ealth a

nd

Soci

al C

are

Fost

erin

g S

ervi

ce;

Nort

her

n I

rela

nd S

oci

al C

are

Counci

l.

□

Gen

eric

sourc

es:

HR d

epar

tmen

t; lin

e m

anag

er;

NI

Jobs,

Jobce

ntr

es,

Jobce

ntr

e onlin

e, A

CAS;

trad

e unio

ns;

Citiz

ens

Advi

ce B

ure

au;

the

Nort

her

n I

rela

nd L

egal

Ser

vice

s Com

mis

sion;

Dep

artm

ent

for

Em

plo

ymen

t an

d L

earn

ing (

DEL

NI)

, N

I D

irec

t; r

epre

senta

tive

bodie

s.

4.3

Id

entify

nex

t st

eps

in o

wn

care

er p

athw

ay

□

Asp

irat

ions;

dev

elopm

ent;

role

s an

d r

esponsi

bili

ties

; se

ctor

role

s;

opport

unitie

s; p

lannin

g.

5.1

Id

entify

occ

asio

ns

wher

e th

e public

hav

e ra

ised

conce

rns

regar

din

g iss

ues

within

the

sect

or

□

Child

-pro

tect

ion iss

ues

, st

arva

tion,

abuse

(phys

ical

); s

oci

al iss

ues

, ch

ild

pove

rty;

poor

pra

ctic

e, lac

k of

com

munic

atio

n,

lack

of

coord

inat

ion

acro

ss s

ervi

ces;

hig

h-p

rofile

cas

es:

Bab

y ‘P

’, V

icto

ria

Clim

bie

, M

id-

Sta

fford

shire

Hosp

ital

enquiry,

Win

terb

ourn

e Vie

w c

are

hom

e en

quiry,

Je

rsey

child

-abuse

enquiry.

□

Eff

ect

they

hav

e had

on p

ublic

vie

w o

f th

e se

ctor;

confiden

ce,

closu

re o

f se

rvic

es,

rece

nt

chan

ges

in s

ervi

ce.

5.2

O

utlin

e diffe

rent

view

poin

ts

around a

n iss

ue

of

public

co

nce

rn r

elev

ant

to t

he

sect

or

□

Conce

rn;

view

s in

rel

atio

n t

o s

taff

pra

ctic

e; s

taff

tra

inin

g;

support

av

aila

ble

; rights

; ro

les

and r

esponsi

bili

ties

; w

ithdra

wal

fro

m s

ervi

ce.

5

Under

stan

d h

ow

is

sues

of

public

co

nce

rn m

ay a

ffec

t th

e im

age

and

del

iver

y of

serv

ices

in

the

sect

or

5.3

D

escr

ibe

how

iss

ues

of

public

conce

rn h

ave

alte

red

public

vie

ws

of

the

sect

or

□

Impac

t on p

olic

y/pra

ctic

e; t

ransp

aren

cy;

monitoring,

insp

ection;

trai

nin

g;

fundin

g;

revi

ew o

f se

rvic

e pro

visi

on.

Pea

rson B

TEC L

evel

3 C

ertifica

te in I

nduct

ion into

Adult S

oci

al C

are

in N

ort

her

n I

rela

nd (

QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Apri

l 2014 ©

Pea

rson E

duca

tion L

imited

2014

11

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.4

D

escr

ibe

rece

nt

chan

ges

in

serv

ice

del

iver

y w

hic

h h

ave

affe

cted

ow

n a

rea

of

work

□

Tra

inin

g;

updat

es;

staf

fing r

atio

s; m

onitoring;

insp

ections;

rep

ort

ing;

reco

rdin

g;

recr

uitm

ent.


113


Delivery

This unit includes general topics and topics that apply specifically to the learner’s workplace. Input should be as varied as possible, making good use of internet resources and websites, group work, individual study, team activities, and more traditional tasks involving pen and paper. Learners should be encouraged to read around the subject to gain more understanding.

Visiting speakers from appropriate organisations would enliven the programme. All study should be related back to the workplace where possible.





Learning outcome 1: Know the statutory responsibilities and rights of employees and employers within own area of work

Taught session on employment law. Class discussion.

Taught session on why legislation relating to employment exists. Application of learning to case studies followed by plenary.

Taught session on sources and types of information and advice available in relation to employment responsibilities and rights. Class discussion.

Guest speaker on information and advice available. Question and answer session.

Learning outcome 2: Understand agreed ways of working that protect own relationship with employer

Taught session on terms and conditions of employment contracts.

Taught session on the information shown on pay statements; learners to take notes and discuss to clarify understanding.

Taught session on the procedures to follow in event of a grievance.

Class plenary on the personal information that must be kept up to date with an employer.

Taught session on agreed ways of working with employer.

Learners working in groups to explore agreed ways of working and their impact on work roles.


114


Learning outcome 3: Understand how own role fits within the wider context of the sector

Taught session on how their own role fits within the delivery of the service provided.

Taught session on the effect of own role on service provision. Class plenary.

Taught session on how own role links to the wider sector.

Internet research on the main roles and responsibilities of representative bodies that influence the sector. Group presentations of findings.

Learning outcome 4: Understand career pathways available within own and related sectors

Taught session on different types of occupational opportunities,

Taught session on sources of information related to a chosen career pathway. Class discussion.

Internet research session; next steps in own career pathway.

Learning outcome 5: Understand how issues of public concern may affect the image and delivery of services in the sector

Taught session on occasions where the public have raised concerns regarding issues within the sector. Class discussion.

Buzz groups working on different viewpoints around an issue of public concern relevant to the sector. Groups give feedback.

Taught session on how issues of public concern have altered public views of the sector.

Taught session about recent changes in service delivery that have affected own area of work.

Review of unit.

Assessment

The centre will devise and mark the assessment for this unit.

Learners must meet all assessment criteria to pass the unit.

Suggested resources

Books

Mitchell Sack S – The Employee Rights Handbook (Warner Books, 2000) ISBN 978-0446673266

Mitchell Sack S – The Employee Rights Handbook: Effective Legal Strategies to Protect Your Job from Interview to Pink Slip (Legal Strategies Inc, 2010) ISBN 978-0963630674


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Parker L – The Early Years Health and Safety Handbook (Routledge, 2011) ISBN 10: 0415675324

Rawlings A – Studying Early Years: A Guide to Work-Based Learning (Open University Press, 2008) ISBN-10: 0335219934

Journals

Child Education

Health Service Journal

Care and Health

Nursery World

Websites

www.communitycare.co.uk Community Care (Social care partner)

www.delni.gov.uk Department for Employment and Learning

www.hseni.gov.uk Health and Safety Executive Northern Ireland

www.hse.gov.uk Health and Safety Executive


www.skillsforhealth.org.uk Sector Skills Council for Health


116

13 Further information and useful publications

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

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson 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:

Pearson Equality Policy

Edexcel Information Manual (updated annually)

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications

Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units

Publications on the quality assurance of Pearson BTEC qualifications are available 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


117

14 Professional development and training

Pearson supports UK and international customers with training related to Pearson BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Pearson UK team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your Pearson 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 Pearson BTEC support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert via the ‘contact us’ page of the website.

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.


118

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121

Annexe B

Skills for Care and Development QCF Assessment Principles

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 (e.g. 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 Learning Outcomes 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 (e.g. those beginning with ‘know’ or ‘understand’) may take place in or outside of a real work environment.

2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor.

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.


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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 SSCs 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.

ma240413\LT\PD\Specialist quals\9781446910733_BTEC_Splt_L3_ASCNI\9781446910733_BTEC_Splt_L3_ASCNI.doc.1-127/0

April 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

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