Pia George NVQ Health and Social Care Unit 2: Engage in Personal Development in Health and Social Care Settings 1.1 & 1.2 My job requires that I am personally responsible to uphold the statement of values in all areas of my work. I have to provide emotional and educational support and demonstrate a caring attitude towards others which is based on respect dignity and equality. I plan organise and implement activities within my service‚ following risk assessments. I‚ as with any member of
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Loren Perfect 4229-204 – Principles of safeguarding and protection in health and social care. 1.1 Physical abuse is when someone hits you or hurts your body. Sexual abuse is when someone touches your body in a way you do not like‚ sexual abuse can also be when someone wants you to touch them or to wanting you to have sex with them when you don’t want to. Emotional abuse is when someone keeps saying hurtful things that upset you. Financial abuse is when someone takes your money or belongings from
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for doing the same job and hours. Part-time employees are refused the training offered to full-time employees. Indirect discrimination may include: Insisting all employees must do night shifts as this could exclude those who have children to care for. Advertising a job to a certain age group as this could exclude those below and above the age group. Not making reasonable adjustments at work could exclude those employees with a disability. 1.3 Often in our everyday life we think with
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Level 3 Diploma for the Children and Young People’s Workforce (QCF) Unit 53: Promote Positive Behaviour. Learning outcome 1: Understand how legislation‚ frameworks‚ codes of practice and policies relate to positive behaviour support. 1.1 Explain how legislation‚ frameworks‚ codes of practice and policies relating to positive behaviour support are applied to own working practice. Children Act 1989 The Children’s Act 1989 was brought into force in order to ensure that the welfare of every
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Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Promote communication in health‚ social care or children’s and young people’s settings SHC 31 3 3 10 J/601/1434 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 barriers to meet individual
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1 – Identify the different reasons people communicate People communicate for a number of reasons‚ for example‚ to express emotions (i.e. sadness‚ happiness and anger)‚ pain‚ personal opinions‚ to relay information with regards to an individual’s health‚ personal preferences such as religion‚ sexual or culture and also to obtain knowledge or information on any given subject; communication can also be viewed as a learning experience. Communication can be informal or formal depending on the circumstances
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Claradine Woodley 14th September 2012 Diploma in Health and Social Care Level 3 Case Study Unit 3: Promote Equality and inclusion in Health and Social Care Unit 3: Assessment Criteria 2.1. Give any relevant legislation and Codes of Practice relate to equality‚ diversity and Discrimination that applies to your own work role. As part of an employee of Milton Keynes Council‚ I am required to familiarise myself with its key policies and procedures. There are various pieces
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Health and Social Care NVQ LEVEL 2 Unit 201 Principles of personal development in 31.10.2014. adult social care settings . Outcome 1 1.1 People communicate to understand their needs‚ to have a conversation‚ to express feelings‚ needs‚ to build relationships and trust. They communicate to share information and opinions‚ to ask questions and get answers. 1.2 Communication between staff effects service provision‚ understanding each other‚ team work and dignity in care. If communication
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THE HIGHFIELD LEVEL 3 Health & Safety TRAINING PACK Lecture programme designed and written by Kirstie Trasler and Ian Fisher Disclaimer The information provided in this training package has been carefully compiled to ensure its relevance and accuracy. However‚ no liability or legal responsibility is accepted for the content or any errors or omissions. ©Highfield.co.uk Ltd Apart from any fair dealing for the purpose of private study or the purpose permitted under the UK Copyright‚ Designs
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