Equality Diversion And Inclusion

Topics: Individual rights, Individualism, Individual Pages: 8 (3372 words) Published: March 28, 2015
Julie Tooze SHC53 Champion Equality, Diversity and Inclusion

Equality is about creating a fairer society where every individual has the opportunity to fulfil their potential. Diversity is about recognising and valuing difference in its broadest sense. Inclusion is about an individuals experience within our Care Home and in wider society and the extent to which they feel valued and included. 1.1 Explain models of practice that underpin equality, diversity and inclusion in your own area of responsibility In our care home we specialise in care of the elderly with Dementia and End of Life Care. It is important that I ensure, through correct training of my staff and through good management that all our service users are well respected and that although they all share a common element in that they all have a diagnosis of a Dementia, they each have unique needs and preferences. They have individual personal experiences, attributes, characteristics, preferences, values, attitudes and beliefs. This means that they require different levels of care and support. To do this, it is important that staff and indeed family members of the service user are aware of the person-centred approach to care, where care is delivered and centred on the individual and their needs and preferences. Before a person comes into our home a care plan is submitted to us by a social worker and one of my trained staff will assess the individual and their needs. This document is very important as it usually contains in depth medical history of the individual. Once they come to live with us we have robust procedures in place, including a "This is Me Form" which from the Alzheimer's Society. Families are also encouraged to bring in photographs and memorabilia from the indivduals past and this can be studied by staff. This gives staff an excellent insight into how the person was before they developed their Dementia but also gives the family members or all parties concerned inclusion into the care given to their loved one. Meeting are then held with the family members for advance care planning to include DNAR wishes etc. During induction staff, along with many mandatory training sessions are guided to watch DVD's aimed at making them see the person with Dementia as an individual, one of which is entitled "What do you See" by Amanda Waring. This extensive induction and training program is not just limited to Care Staff but also our Domestic Team, Maintenance Team, Activities and Kitchen Staff. It is also important to lead by example and to support the equality, diversity and inclusion of people for whom I am responsible for the care they receive aswell as the staff who delivery that care. Furthermore it is my responsibility to identify members of the team that may need additional support to develop their practice and implement any further training they may require. This can sometimes be as simple as just talking to staff members if I feel their behaviour does not support the unique needs and preferences of the service user. Knowing a persons strengths, needs, preferences and difficulties enables us to provide support specifically tailoured to their needs. It is extremely important that we recognise this simple concept. If we achieve this successfully the person living with a Dementia, who often feel very vulnerable, will see their carers as people they can rely on. Staff are initially trained in Dementia care even if they have experience in that field, it is important that they do not have negative attitudes towards people with Dementia which could lead to stigma, patronising behaviour, stereotyping or prejudice. Such negative attitudes could lead to the service user feeling undervalued, excluded, isolated and having low self esteem which in turn could make them express negative emotions through their behaviour. The training includes ensuring that staff are aware that its not just old people that are afflicted by Dementia, it is not a...
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