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Record Book for evidence for

Unit 45 Independent Learning in Health & Social Care

Name:

1. Dewy Decimal System

Useful classification numbers

300-399 – Social sciences

300 Social sciences, sociology &

anthropology

300 Social sciences

301 Sociology & anthropology

302 Social interaction

303 Social processes

304 Factors affecting social

behaviour

305 Social groups

306 Culture & institutions

307 Communities

360 Social services; association

361 General social problems

362 Social welfare problems &

services

363 Other social problems &

services

364 Criminology

365 Penal & related institutions

366 Association

367 General clubs

368 Insurance

369 Miscellaneous kinds of

associations

370 Education

371 School management; special

education

372 Elementary education

373 Secondary education

374 Adult education

375 Curriculums

376 No longer used—formerly

Education of women

377 No longer used—formerly Ethical

education

378 Higher education

379 Government regulation, control,

support

610 Medical sciences; Medicine

611 Human

anatomy, cytology, histology

612 Human physiology

613 Promotion of health

614 Incidence & prevention of disease

615 Pharmacology and therapeutics

616 Diseases

617 Surgery & related medical

specialties

618 Gynaecology & other medical

specialties

619 Experimental medicine

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Where would you find the Dewy Decimal System?

Describe how the system works?

Describe how you found the following book: (fill in from name on the slip given in class)

Give the correct reference for this book as you would for in a bibliography

2. The LRC

Describe what resources (apart from computers) you might find in the LRC

Name 3 journals useful to health & social care that are stocked in the LRC

3. Private Health Care websites

Find a website for a either a private health company or a private social care company.

Name of company:

What information is on the website?

How accurate do you think that information is?

How can you check the accuracy?

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Google

Go back to the website and use the information to describe how the setting provides for the

individual needs of service users

You are now going to write a step by step guide for someone who wants to find out about the NHS

from its website.

You need to start from google and end with a page from the NHS which explains about Primary Care

Trusts

(Add more boxes if necessary)

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Job Roles in Health & Social Care

Where can you find information about the different jobs in health or social care?

Choosing information about jobs

Read the four articles in the appendix and answer the following questions:

1. Who is the target audience for each article?

Extract 1

Extract 2

Extract 3

Extract 4

2. How useful is each article for giving information about the relevant jobs? Explain.

Extract 1

Extract 2

Extract 3

Extract 4

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3. How accurate and valid is each extract

Extract 1

Extract 2

Extract 3

Extract 4

4. Which is the most useful for finding out about a job?

Create a reference for each article

Extract 1

Extract 2

Extract 3

Extract 4

Look at http://www.prospects.ac.uk/ click on Health & social care under Your Sector,then click

on either Health or social. Then explain how useful this site is and why.

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For the assignment you will need to choose 3 jobs to research. The third job is to give you evidence

for Unit 6 (P7 describe the roles, responsibilities and career pathways of three health or social care

workers).

As you complete your research you need to keep a log of all the

sources you have used.

It may help for you to list these below. If you have problems trying to reference look at the

bibliography in your text book, from the book search at the start of this unit or on the specification

on Moodle. http://referencing.port.ac.uk/apa/index.html is a great help too!

Books Alphabetical order by author

Author

Year of Publication

Title Publisher Place of Publication

Websites

Web address Date retrieved

Articles Alphabetical order by author

Author Date Title of article Title of newspaper or journal

Page number

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REPORTS

Why write a report?

To inform, explain or persuade. To transmit ideas or information, facts or

findings

To research or define a problem and draw conclusions about it

To make recommendations about ways of doing things, making

improvements or changes

To record information for other people to refer to

What you should do before you start.

Think about the audience that will read the report, and write clearly in a

way they will understand and which demonstrates your knowledge

Use key vocabulary and technical terms

Be precise

Write a plan detailing the information headings you need to include

As you collect your information, note where it came from - author, title,

date, publisher, place of publication

Do not write in the first person, and use the past tense to describe your

findings -

e.g. 'It was found that'

BBC.co.uk

Famous reports:

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How to Write a Report

Report format:

Title page - subject of the report, author, date

Terms of reference - who ordered the report, when and why, any conditions

Contents page - all section numbers and titles, using exactly the same wording as in the report

Abstract - brief summary of report - task, summary of conclusions and recommendations

Introduction - background information

Main body of report - findings, description, facts, opinions, etc. This must be well structured

Conclusion - summary of results

Recommendations - usually in the form of a list

Appendices (not always necessary) - additional details, tables, graphs, detailed analysis. These

must be numbered and cross referenced in the text

References

How do reports differ from essays and presentations?

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Assess Usually a merit task

Give careful consideration to all the factors or events that apply and choose which are the most

important or relevant From BTEC

Assess the importance of the “nothing below the elbow” guidance in health care

Ideas – any order

Then!

Comment on each point and conclude about the importance of the principal statement. i.e. why is the most important point so important

Evaluation Usually a distinction task

Definition: judge, criticise in terms of impact/significance, and investigate the implications

Example: An evaluation of capital punishment would involve a discussion of the practice, and then an assessment of whether it is effective (in deterring would be criminals, in meting out

justice, in making wise use of public resources), or whether it is moral, or whether it is

constitutional, or some combination of these and others.

Evaluate the value of BTEC Extended Diploma in Health & Social Care

And come to a conclusion!

Ideas – in order of importance

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Reflection

What is reflective writing?

Reflective writing is evidence of reflective thinking. In an academic context, reflective thinking

usually involves:

1 Looking back at something (often an event, i.e. something that happened, but it could also be an

idea or object).

2 Analysing the event or idea (thinking in depth and from different perspectives, and trying to

explain, often with reference to a model or theory from your subject).

3 Thinking carefully about what the event or idea means for you and your ongoing progress as a

learner and/or practising professional.

Reflective writing is thus more personal than other kinds of academic writing. We all think

reflectively in everyday life, of course, but perhaps not to the same depth as that expected in good

reflective writing at university level.

Hampton, M,

http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/f

iletodownload,73259,en.pdf assessed 10/020/12

Assess the importance of reflection for your progress on the course

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Appendix 1

http://www.teachingexpertise.com/articles/day-life-child-and-family-support-worker-school-5636

Extract 1

Child and family support worker

As a child and family support worker at Kingfisher Primary School in Smiths Wood, Solihull, Debbie Todd explains what her role involves

Background Kingfisher School serves an area of high deprivation within the borough of Solihull. There are high levels of financial hardship, domestic violence, drug and alcohol abuse, gang crime, and the area is in the midst of regeneration… need I go on?

I was originally employed in Kingfisher five years ago as the first learning mentor in a primary school in Solihull. While supporting children, it became evident that a lot of the barriers affecting children’s ability to fully engage in learning were often linked to their family and home environment. Consequently, my role evolved to involve closer work with parents and families and I became a child and family support worker four years ago.

A typical day in my working life

8.00am: Switch work mobile on: three messages from parents:

Message 1: Parent saying her daughter will not be in today, she has head lice and can I get her the lotion and arrange for a food parcel to be sent out as she has no money until she gets her benefits Tuesday.

Message 2: Parent asking me to collect her son from home as she is not having a good morning. This mum has alcohol/drug issues and it has taken a long time for her to get to this stage. Previously she kept him at home and disengaged with all support agencies.

Message 3: Mum wanted an appointment to see me urgently as her ex-partner had gone to the house last night ‘kicking off’.

8.45am - After collecting the child and responding to other texts I arrive at school to find two parents waiting to see me.

Parent 1: A Dad who has been unemployed for four years, has suffered with severe depression since losing his 14-month-old-son four years ago. I have been seeing him and his wife regularly for two years with different issues. He wanted to tell me that he was now ready to have a chat with a counsellor if I could arrange it. I was overjoyed; hopefully his wife will now seek the support she too needs. Fingers crossed!!

Parent 2: Wanted to know if I could recommend a wig specialist for her daughter, as she ‘was sick to death of her having nits’ and wanted to ‘shave her hair off’. Without going into every detail, we had a long chat on other options that were available and not so extreme and that will have less of a serious impact on her nine-year-old daughter’s emotional wellbeing! The

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mother was adamant that she was going to do this, but agreed to speak to our school nurse if I could arrange it today. Phew!!!!

10.15am - Organised food parcel from local church, collected headlice lotion from chemist and dropped off to the mum.

10.45am - Appointment with parent following this morning’s text message about the domestic violence incident. Referral made to Women’s Aid, and a call to housing with regard to the Sanctuary Project (they change locks and attend to other safety issues).

12.30pm - Year 4 child came to see me to tell me that following a meeting we had yesterday with her mum, things were much better at home last night. She was overjoyed that mum had played a game with her when her siblings had gone to bed.

1.00pm - Social worker came to see me asking if I could do a home visit with her to see a parent whose brother was currently in prison for paedophilia. Charges against the parent had been withdrawn but he still posed a risk. The social worker was having problems engaging the parent and, as I knew the family, she felt this may help.

1.30pm - There was no answer at the home I visited with the social worker, so I return to school and catch up on missed calls and messages.

2.00pm - Core group meeting for a family whose children had recently been placed on the child protection plan, following a disclosure at school. We attend these meetings between case conferences.

3.00pm - A very long meeting with the school nurse and Parent 2 from this morning. The school nurse made an emergency appointment with the dermatology nurse as mum informed us that her daughter also has psoriasis and it was very inflamed.

4.15pm - I took the child and her mum to see the dermatology nurse, cream was given and the mum advised to go back in five days’ time. She reluctantly said this was the last thing she would try.

5.00pm - Back at school, answer messages, return calls and write up notes.

6.00pm - Time to go home

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From The Daily Express

Extract

'TICK-BOX' SOCIAL WORK CRITICISED Tuesday February 1,2011

Social workers should spend less time filling in forms and more time talking to children, the head of an independent review into child protection in England has said.

Professor Eileen Munro also wants to strip Ofsted of the power to evaluate reports into the deaths of abused or neglected children. And the regulator should scrap making pre-planned checks on children's services in favour of unannounced visits, the review found. Prof Munro's report also stresses the importance of having a management and inspection process that monitors whether children are getting the help they need, rather than being a "tick-box exercise". She said: "Everyone in the profession can think of meetings and forms that don't actually make a child safer. Whilst some regulation is needed, we need to reduce it to a small, manageable size. "Professionals should be spending more time with children, asking how they feel, whether they understand why the social worker is involved in their family, and finding out what they want to happen. Placing a timescale on completing a form puts pressure on professionals which can distract from making decent quality judgments." Her second interim report found that experienced social workers should be kept on the front line to supervise more junior staff. It also stressed the importance of giving health, police and family support professionals easier access to social work advice when they have concerns about abuse and neglect. The Munro Review of Child Protection was created following a number of high-profile cases in recent years that have highlighted failings in the protection of young people. An Ofsted spokesman said: "Ofsted welcomes the report and the proposals both for the children's social work field and for the inspection of these services. We endorse the importance placed on prevention and early intervention, as well as services focused on those children identified as being at risk. "While we believe that Ofsted's work in the evaluation of serious case reviews (SCRs) has had a positive impact in improving their quality, we agree that these should now end and have been suggesting this ourselves for some time. Ofsted supports the review's proposals for how SCRs are likely to be approached in the future to maximise learning and improve practice."

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Extract 3

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Extract 4

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Appendix 2:1

Complete this when you have handed in your first assignment

The most useful part of learning for this assignment was

I am now confident in using

The most important aspect to me as a learner is

This study skill will be useful

What new study skills did you learn?

What study skills do you now have more confidence in?

What study skills do you think you need to practice?

As a next step, I need to

Complete this when you have received your first assignment back

Did you expect the comments, grade that you got?

Explain in approx. 100 words:

What can you do to improve your work? (about 100 words)

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Appendix 2:2

Complete this when you have handed in your second assignment

The most useful part of learning for this assignment was

I am now confident in using

The most important aspect to me as a learner is

This study skill will be useful

What new study skills did you learn?

What study skills do you now have more confidence in?

What study skills do you think you need to practice?

As a next step, I need to

Complete this when you have received your second assignment back

Did you expect the comments, grade that you got?

Explain in approx. 100 words:

What can you do to improve your work? (about 100 words)

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Appendix 2:3

Complete this when you have handed in your third assignment

The most useful part of learning for this assignment was

I am now confident in using

The most important aspect to me as a learner is

This study skill will be useful

What new study skills did you learn?

What study skills do you now have more confidence in?

What study skills do you think you need to practice?

As a next step, I need to

Complete this when you have received your third assignment back

Did you expect the comments, grade that you got?

Explain in approx. 100 words:

What can you do to improve your work? (about 100 words)