SOCIAL CARE THEORY FOR PRACTICE (OUTCOME 1) ASSESSMENT 1 (1500 words approx.) (12th October 2012) Coco J Hendry Page 1 Introduction Page 2 – 5 Assessment Page 6 Conclusion Page 7 Reference/Bibliography 1 The following essay will demonstrate my understanding of the importance and relevance of values to social care by explaining how social care values and principles influence practice. I will then explain what relationship my value base has with social care values
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SHC31: Promote communication in health‚ social care or children’s and young people’s setting. 1.1 Identify the different reasons people communicate. Effective and consistent communication with a setting is vital; it ensures the needs of all parties within the organisation may be catered for according to their unique and individual sets of requirements. For instance if we were to adopt the ‘catch all’ philosophy it is evitable that may children would be sidelined and their particular set of needs
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Social care values and principles and their influence in practice INTRODUCTION In this essay I will explain the importance and relevance of values to social care‚ while describing how they impact on care practice. I will also offer my interpretations of ‘Social Justice’ and ‘Individual Worth’‚ considering the influence of psychology and sociology on these social care values. IMPORTANCE AND RELEVANCE OF VALUES In social care‚ ‘values’ can be regarded as particular types of beliefs that people
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1. A contract of agency can be expressed or implied from certain circumstances and conduct of the parties. State the ways in which an agency may arise and explain all of them. Agency can created in many ways: (a)By express appointment by the principal (actual express authority) (b)By implied appointment by the principal (actual implied authority) (c)By the agent occupying a position which would normally carry with it authority to do an act of the kind in question (usual authority) (d)By the
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P1/M1 Explain how individual rights should be respected in a supportive relationship Every individual have rights and for them to have the best care they should be able to practice their rights as long as it doesn’t affect others around them or put themselves in danger. To have a supportive relationship with someone you would have to respect and value them and allow them to exercise their rights. One of the key principles in caring for a people is to develop a supportive relationship by helping
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Occupational hazard is a danger that’s inherent in a particular work requirement or environment. It is a job which entails a greater risk than that to the population at large‚ such as a risk of illness from exposure to toxic materials‚ mining disters‚ etc. Occupational hazards are regulated by the Occupational Health and Safety Administration (OSHA). OSHA defines an occupational illness as‚ "any abnormal condition or disorder‚ other than one resulting from an occupational injury‚ caused by exposure
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Qualification and Credit Framework (QCF) units and will support you to work towards the Diploma in Health and Social Care at level 2 or 3. This document provides you with information about how the feature links to specific QCF units‚ and offers an activity which you could use to help demonstrate your learning. A general explanation about the QCF can be found at the end. Linking to Health and Social Care Diplomas at Level 2 and 3 The learning in the feature http://www.scie.org.uk/publications/dementia/dementia-friendlyenvironments/environment/noise
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properly. Hazard Communication ‘Goals’ Right to Know chemical hazards PPE‚ first aid‚ spills/leaks Labels‚ Material Safety Data sheets Right to Know OSHA created the Hazard Communication Standard to help ensure your safety when working with hazardous chemicals. You have a RIGHT TO KNOW about the hazardous chemicals you use on the job and how to work safely with those chemicals. Hazard Communication Standard Chemical manufacturers must: Determine a chemical’s hazards Provide labels
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CU1531 Engage in Personal Development In Health‚ Social Care Or Children’s and Young People’s Setting Aims 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 considers personal development and reflective practice‚ which are both fundamental to such roles‚ and ways to implement these. Credit 3 Level 3 Learning outcomes Assessment criteria The learner will: The learner can: 1. 1.1 Understand what is
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might have the wrong impression of you. • You also have to make the person you are talking to and yourself comfortable and try not to give too much information. • Also make sure that the other person has got their freedom in other words you must give each other space and make sure that both of you are relaxed and do not feel embarrassed. • After both of you have the kind of trust feeling then you go straight to the point‚ and when you are leaving make sure you leave someone with the right emotions
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