Diploma in Leadership for Health and Social Care and Children and Young People Services – Level 5 SHC 51: Use and develop systems that promote communications 1. Be able to address the range of communication requirements in own role 1.1. Review the range of groups and individuals whose communication needs must be addressed in own job role. There are a wide range of individuals whose communication needs must be addressed within own job role. It is important within my job role
Premium Communication Nonverbal communication Writing
R/601/1436 – SHC34 Principles for implementing duty of care in Health‚ social care or children’s and young people setting 1. Understand how duty of care contributes to safe practise 1.1Explain what it means to have duty of care in own work role I would say I work in a therapeutic child residential home‚ and my duties are to care for young girls who have been placed into the care system and I will be given the role of link worker to one of those young girls placed at Cornerways. To promote to the
Premium Social work International Federation of Social Workers Childhood
SH32: ENGAGE IN PERSONAL DEVELOPMENT 1.1 Describe the duties and responsibilities of own work role. As a Teaching Assistant my main responsibility is to create a safe‚ happy‚ positive‚ stimulating and multicultural learning environment in which children can be cared for. My main duties are listed below: To work as an integral member of the team‚ creating a safe‚ constructive and stimulating environment for the children. To meet the children’s individual needs‚ appropriate to their stage and level
Premium Learning
1.1 Identify the different reasons people communicate. There are 5 main reasons why we communicate these are: 1. To change behaviour 2. To get action 3. To ensure understanding 4. To persuade 5. To get and give information All these could be to share experiences‚ to make choices‚ to express wishes and choices… 1.2 Explain how communication affects relationships in the work setting. Effective communication in the work place is essential to make sure that information is passed on‚ to make
Premium Communication
Evidence Recording Sheet Unit: SHC34 Evidence Ref:……………………………… Candidate Name: Assessor Name Observed by your assessor (O) Personal Statement (EPS) Product Evidence (EP) Professional Discussion (PD) Seen by Witness (EWT) Case History (ECH) Questioning (QC) APEL/RPL | |
Premium Complaint Pleading Plaintiff
specific heat capacity and the change in temperature. Once I got the results of the voltage‚ current‚ time‚ mass‚ change in temperature I could re-arrange the equation to get the SHC value. Reminder we are assuming that thermal energy will not me lost since we are using an insulator‚ however if the final answer is not close the SHC then we could say that there was heat loss. 421513027876500230124016446500Materials: Brass Aluminium Thermometer Chronometer Cables (Red & Black) Voltmeter Ammeter
Premium Thermodynamics Heat Energy
Unit 022 Outcome 1 1. The sequence and rate of each aspect of development from birth to 19 are the following: Babies at birth – most are born at 40 week and premature babies more often need a little more time to reach the same level of development as babies born in and after the 40th week. Most are born with just reflexes for survival at first. These would be swallowing‚ sucking reflexes to help feed. Rooting reflex baby will move its head if the cheek is touched to find a nipple or teat. Grasp
Premium Developmental psychology Childhood Puberty
1 Introduction to communication in health‚ social care or children’s and young people’s settings (SHC 21) AC 1.1 1.2 1.3 CHAPTER 1 What you need to know Identify the different reasons people communicate Explain how effective communication affects all aspects of your work Explain why it is important to observe an individual’s reactions when communicating with them AC What you need to do 2.1 2.2 Show how to find out an individual’s communication and language needs‚ wishes and preferences
Premium Communication Writing Nonviolent Communication
Unit SHC 33 1.Equality is about treating people fairly regardless of their differences‚ by ensuring that they have access to the same life opportunities as everyone else‚ ie that they have equal opportunities. Diversity means variety‚ for example age‚ sex‚ sexual orientation‚ physical characteristics such as height‚ weight and skin colour‚ ability‚ personal experiences and personal attributes‚ such as beliefs‚ values and preferences. Inclusion is about accepting everyone regardless of difference
Free Discrimination
SHC 33 1.1 Diversity: The respect and knowledge of differences between each individual and groups of people within society. These differences arrive from social‚ cultural or religious backgrounds‚ ethnicity‚ disability‚ gender‚ sexuality‚ appearance and both family structure or background. Equality: This is when everyone has equal opportunities to participate within a setting. All settings are required to have an Equal Opportunities policy‚ which you must work in line with. When taking the same
Premium Discrimination Affirmative action Family