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HSC024- Principles of safeguarding and protection in health and social care
OUTCOME 5.1 Describe unsafe practices that may affect the well-being of individuals
This could include:
Staff shortages
- Staff are too tired to do their job correctly ·
- Staff “cutcorners” due to lack of time ·
- Agency staff not knowing service users correct needs
Lack of training
- Inexperienced staff “acting up” in a senior role·
- Staff not trained in their role correctly
Lack of correct equipment
- No PPEavailable ·
- Equipment broken or unavailable
- No care plans available
- Policies and procedures inexcessible
- Risk assessments not regularly updated
HSC037 – Promote and implement health and safety in health and social care
OUTCOME 5.1 Move and handle equipment and other objects safely.
- Ensure you attend manual handling training on a regular basis
- Check the equipment is in a clean, safe working condition before use
- Checkthe environment for obstructions, trip hazards
- Avoid manual handling operations where reasonably practical
- Always use equipment that is provided
- Wearappropriate footwear and clothing
- Checkthe individuals care plan and risk assessment
- Communicate with the individual and other staff how the move will take place
- Gain consent
- Report any changes to the individuals mobility for risk assessment reassessment
SHC33 – Promote equality and inclusion in health social care or children’s and young people’s settings
OUTCOME 1.2 Describe the potential effects of discrimination
Discrimination is the act of recognizing, seeing, and distinguishing differences and choosing to show prejudice and bias. It is the restrictive treatment of a person or group based on prejudiced assumptions of group characteristics, rather than on individual judgment. It is the denial of justice prompted by prejudice. Discrimination can be in the form of repeated mistreatment, verbal abuse, threats, humiliation, or intimidating behaviour or conduct. The effects of discrimination can be different to different people. These effects can be physical, emotional or both. In the short term it can cause an individual to become withdrawn, lose interest in their appearance, loss of confidence, feel depressed or hopeless, guilty, fearful, angry, low self-esteem, feeling isolated, unwanted, insecurity, increased behaviour problems, anxiety, stressed and unable to cope. Physical effects could be headaches, difficulty communicating, poor appetite, a change in eating habits, sleeplessness, loss/gain of weight, deterioration of health, lack of personal hygiene, lack of energy. In the long term it can lead to reduced individual rights, restricted opportunities, limited access to services, mental illness caused by stress, lack of achievements, poor job prospects, lack of skills, loss of motivation, lack of interest in anything.
SHC34 – PRINCIPLES FOR IMPLEMENTING DUTY OF CARE
OUTCOME 2.1 Describe potential conflicts and dilemmas that may arise between the duty of care and the individuals rights
Sometimes individuals may want to do something which could be a risk to their Health and safety. As a carer you have a duty of care to that person and you must do all that you can to keep them safe but you also have a duty to respect the individuals rights and choice, so you have a dilemma. It could be that the individual no longer wishes to use her walking frame, but her care plan states that she needs it to move from place to place and you are to ensure you encourage it’s use. In this scenario you could carry out a risk assessment to ensure that it is managed as safely as possible. You would need to explain the risks involved to the individual and make sure they understand. You could come to a compromise, to use a stick for a while instead, to see how they managed, then monitor the situation. All this should be documented including any risk assessment carried out. If the individual still insists on walking unaided you should get them to sign to say they are aware of the risks involved. Another scenario could be that an individual refuses their medication. Remind them of why they take the medication and it’s benefits and again advise them of the risks involved in not taking their medication. If they still refuse ensure this is noted on their Medication administration record and reported in their communication notes and discussed at handover, so others aware if a problem occurs. If the individual insists on doing something which is unsafe or risky that is their choice and you must respect their right, but you have a duty of care and must do all you can to keep them safe
CARE CERTIFICATE – ACTIVITY 1.1A
Using your job description to help you, fill in the box below to describe your main duties and responsibilities:
My main duties are to provide care and support for individuals. I do this by assisting them with their personal care, choosing their meals, assisting and supporting them to take part in activities etc. I do this in a person centred way by following the individuals care plan which has been written with the individual being involved and will contain all their needs and wishes and any necessary risk assessments. I ensure good communication with the individual in order to build a relationship with them so that they feel comfortable and also trust me when I am assisting them with their care. This ensures they are happy to complain to me if they feel it is necessary and also confide in me if they have any issues. I also ensure I promote the individuals equality and diversity at all times by offering them choices such as what they wish to eat, what they wish to wear, what they wish to do etc. I make sure I treat everyone as an individual.
It is also important that as part of my job role I work as part of a team and support my colleagues at all times. I can do this by ensuring good communication amongst my colleagues, reporting any issues or problems and always keeping clear and accurate records for others to read. It is also part of my role to ensure I am constantly developing my skills in order to improve my work. This means regularly attending training, supervision, appraisal and team meetings where I can learn new skills and update old ones.
Confidentiality is very important in my role and I should ensure I never share any information about an individual without their permission or with their best interests in mind. It is important to respect the individual’s personal and private information and so any written paperwork should be stored safely and securely in the workplace at all times.
Health and safety needs to be met at all times. I can do this by following my workplace policies and procedures and also any risk assessments which are in place. By doing this it also helps to safeguard the individual.
I must always follow my workplace policies and procedures which will have been written in line with current legislations and regulations in relation to care.
TDA 3.1: Communication and professional relationships with children, young people and adults
2.1. Explain the skills needed to communicate with children and young people.
The school environment should be welcoming and friendly and just as importantly so should the people who work there. First impressions are very important to both parents, carers as well as the children. There are some important techniques you should learn when communicating with children, especially on that all important first meeting.
· Find out the child’s name or what they like to be called, how to correctly pronounce it and always use it when communicating with them
· Show them around and make sure they know where the toilet is
· Explain the daily routine at the school, break times etc
· Go over the emergency procedures with them such as fire drill
· Find out the child’s interests
· Explain what is expected of them regards behaviour in school
· Set clear boundaries
· Introduce them to the other children
· Observe them when they join in activities to ensure they are settling in ok
· Make good eye contact when you speak to them
· Bend down to their level
· Listen to what they have to say and look interested
· Avoid jargon and use language which is age appropriate
· Ask open questions to encourage conversation
· Remind them to listen to others when communicating together.
· Use correct terminology
· Respond honestly to questions
· Offer choices
· Listen to their problems or concerns
· Give them space
It can be helpful when giving a child instructions to ask them to repeat them back to you, so you know they have understood. You should be approachable so that the child will come to you if they have questions.
Remember there is non-verbal communication as well. Your facial expression or body language can also communicate things to the child. They can show, interests, annoyance, surprise, boredom, sadness, happiness, anxiety etc.
RCC 3.6: Assessment and planning with children and young people in residential childcare
1.1. Describe the purpose of assessment and planning with children and young people in residential childcare.
Assessment must be part of a cycle. The assessment must inform planning, the plan must then be implemented, the implementation must then be reviewed, which may lead to further assessment. Assessment on its own – for its own sake – will not achieve effective change and support for children, young people and their families.
The purpose of assessment
Assessment may take place in a wide range of situations and for a variety of purposes, for example:
· A teacher’s assessment of a child’s educational attainment at key stages of the national curriculum, to determine future learning plans
· A paediatric assessment to ensure that a child has reached the appropriate developmental milestones and to monitor progress.
· A Connexions personal adviser’s assessment of a young person’s strengths and barriers to participation in learning to provide feedback and motivation.
· An educational psychologist’s assessment of a child or young person’s special educational needs to identify their educational strengths and needs.
· A social worker’s assessment of a child’s home situation, to determine if they are at risk of harm.
The purpose of effective assessment is:
· To gather information
· To identify strengths
· To identify needs
· To inform action
The purpose of planning:
Is to plan for the next steps in children’s development and learning. Much of this needs to be done on the basis of what you have found out from your assessments. There are three types of planning which are Long-term planning; medium-term planning; and short-term planning. Long term planning provides a structure with goals and aims. It also helps you to focus on the medium term planning. Medium term planning usually outlines in some detail the overall programme for anything from two to six weeks at a time. Medium-term planning informs or helps you focus on short-term planning. Short-term planning involves setting out what is to be included on a day-to-day basis (depending on the needs of the child) based on your observations from the previous day. This enables much more focus on what specific needs the child has, and how these will be met.