Name: Unit Title: Introduction to communication in health‚ social care or children’s and young people’s settings Unit sector reference: SHC 21 Level: 2 Credit value: 3 Guided learning hours: 23 Unit accreditation number: F/601/5465 Unit purpose and 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. The unit introduces the central importance of communication in such settings‚ and ways to overcome
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SCH 32: Engage in personal development in health‚ social care or children’s and young people are setting. 1.1: describe the duties and responsibilities of own work role. As part of my role as a early years practitioner I have to; 1. To work as an integral member of the team‚ creating a safe‚ constructive and stimulating environment for the children. 2. To meet the children’s individual needs‚ appropriate to their stage and level of development for example; planning activities to
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Vocabulary Week 32 Days 1 and 2. Profound Definition: (of a state‚ quality‚ or emotion) very great or intense Original Sentence: The greatest joke in the world‚ had profound social changes since last year. Part of Speech: Adjective Illustration: Alleviate Definition: make (suffering‚ deficiency‚ or a problem) less severe Original Sentence: The worst illness in the USA‚ people couldn’t prevent pain‚ but only alleviate it. Part of Speech: Verb Illustration: Prodigious Definition:
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Chapter 32 Essay: 1. Compare the presidential leadership of Harding Coolidge and Hoover. What did they have in common‚ and how did they differ? How did their personal qualitities affect their political success in the 1920s? 2. Describe the relationship among American tariff policy‚ war debts and reparations‚ and the Great Depression. Explain why the federal government adopted the tariff and debt-repayment policies it did. Assess the wisdom of these policies. 3. Outline the causes of the great
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Evidence Record Purpose: to record learner evidence against a range of assessment methods Learner Name | Corin Frame | CACHE PIN | | | | Assessor Name | | Assessment Method Direct Observation | | | Learner’s Plans / Records | | Professional Discussion | | | Recognition of Prior Learning | | Reflection on own practice | | | Other (please state) | | Expert witness evidence | | | | | | | | | | | Recording of Evidence | Unit | AssessmentCriteria |
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SHC 31 Promote communication in health‚ social care or children’s and young peoples settings. Outcome 1. 1) People communicate for many different reasons in many different ways. Communication can be both verbal and non verbal. Non verbal communication is usually communicated through the process of sending and receiving workless (mostly visual) cues. Examples of non verbal communication are: • Posture • Appearance • Hand movements • Eye movements • Facial expressions • Gestures
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HSC 027 - CONTRIBUTE TO HEALTH AND SAFETY IN HEALTH AND SOCIAL CARE LEVEL 2 DIPLOMA Outcome 1 – Understand own responsibilities and the responsibilities of others relating to health and safety in the work setting 1 Identify legislation relating to general health and safety in a health or social care environment Legislation relating to general health and safety: relevant‚ up-to-date legislation from the Health and Safety Commission and Executive (HSC/E)‚ including local‚ national and European
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Created on 31/07/2012 18:14:00 PRESENTED BY MONICA BELALCAZAR COMMUNICATION IN CHILDREN’S INTRODUCTION TO & YOUNG PEOPLE’S SETTINGS SHC21 1.1 IDENTIFY THE DIFFERENT REASONS WHY PEOPLE COMMUNICATE In order to contribute to positive relationships‚ you will need to demonstrate and model effective communications skills in your dealing with others. This means that you should consider both how you approach other people and how you respond to them. We are more likely to
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1.1 Explain how a working relationship is different from a personal relationship: Working relations: Working relations are based on formal policies and procedures and also by contract of employment. I have to work to care standards on daily basis and support everyday living of my residents‚ for example dressing‚ eating ‚ bathing‚ activities and personal hygiene. All residents have different needs and I work to meet their needs. Personal relationship: Personal relationship are outside the work place
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32: the nature of public interest (Yartey‚ 2014) 32:References to the so-called public interest appear with great frequency in contemporary political discourse. The principa question here is who decides what is in the public’s interest and who defines the public’s interest? Whose standards and what principles are used to determine the so-called public interest? Whose interests are we referring to when we talk about the public interest‚ the rulin political party’s interests. Or the interests of
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