...Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management) Level 5...
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...|Title |Introduction to personal development in health, social care or children’s and young | | |people’s settings | |Unit ref |SHC 22 | |Level |TWO | |Credit value |3 | |Learning Outcomes |Assessment Criteria | |The learner will |The learner can | |1 Understand what is required for |1.1 Describe the duties and responsibilities of own role | |competence in own work role |1.2 Identify standards that influence the way the role is | | |carried out | | |1.3 Describe ways to ensure that personal attitudes or beliefs | | ...
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...Unit 4 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings 1. Understand how duty of care contributes to safe practice 1.1 Explain what it means to have a duty of care in own work role. Ensuring accountability for e.g. exercising authority, managing the risk of all clients and situations, working safely, safeguarding children and young people, monitoring own behaviour and conduct through supervisions and appraisals, maintaining confidentiality, storing personal information appropriately, reporting concerns and allegations, making professional judgements, maintaining professional boundaries, avoiding favouritism, maintaining high standards of conduct outside the professional role. 1.2 Explain how duty of care contributes to the safeguarding or protection of individuals. Duty of care contributes to the safeguarding or protection of individuals by protecting them from sexual, physical or emotional harm, allowing the respect and dignity, creating trust. It ensures safety in the environment, safe use of resources and equipment, prevents intimidation or humiliation. It also protects the workforce by ensuring against risk of allegations of misconduct or abuse, avoiding risk of accusations of malpractice. 2. Know how to address conflicts or dilemmas that may arise between and individual’s rights and the duty of care 2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s...
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...health, social care of children’s and young people’s setting 1.1 Identify different reason why people communicate. Communication is about connecting with others and being understood. Exchanging this type of information can be done either verbally via words or in written form, non-verbally including body language and eye contact and tone of voice. There are many reasons why people communicate including: • Provide and seek information from others • Encourage or discourage behaviour being negatively or positively reinforced • Developing healthy relationship with children and young people as well as their families, colleagues and other professionals in the work place. • Allow ideas to be conveyed clearly and effectively • Express emotion such as:...
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...help me with? In Psychology, students are often asked to show evidence of “critical evaluation” in their work. Many students find this difficult, and even those who are told they do it well, often do not understand what it is they are doing! This article is designed to teach you a little about how to evaluate critically, and what it really means! It is only an introduction––with practice, you will learn to develop this important skill for yourself, and you should find that your ability to evaluate critically improves throughout your undergraduate years. 1.2 What is critical evaluation? Critical evaluation is a process of assessing the relative merit of a piece of work, which may have been presented as a journal article, in a text book, on the internet, in a radio or television article, or in just about any other format (for academic purposes, this will usually be written, but could include seminar presentations). You are being asked to decide and discuss what is good, and what is bad, about the arguments being presented to you. Critical evaluation is not about picking fault, it is about deciding how useful and worthwhile the work, methodology and the arguments presented are; deciding how much the work has contributed to your understanding, or the world’s understanding, of a topic. The crucial word is “evaluate”––to measure the value of something. You will find it extremely useful to be able to critically evaluate your own work, or to work together with a peer to do so for each...
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... In Psychology, students are often asked to show evidence of “critical evaluation” in their work. Many students find this difficult, and even those who are told they do it well, often do not understand what it is they are doing! This handout is designed to teach you a little about how to evaluate critically, and what it really means! It is only an introduction – with practice, you will learn to develop this important skill for yourself, and you should find that your ability to evaluate critically improves throughout your undergraduate years. 1.2 What is critical evaluation? Critical evaluation is a process of assessing the relative merit of a piece of work, which may have been presented as a journal article, in a text book, on the internet, in a radio or television article, or in just about any other format (for academic purposes, this will usually be written, but could include seminar presentations). You are being asked to decide and discuss what is good, and what is bad, about the arguments being presented to you. Critical evaluation is not about picking fault, it is about deciding how useful and worthwhile the work, methodology and the arguments presented are; deciding how much the work has contributed to your understanding, or the world’s understanding, of a topic. The crucial word is “evaluate” – to measure the value of something. You will find it extremely useful to be able to critically evaluate your own work, or to work together with a peer to do so for...
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...QCF LEVEL 2 DIPLOMA IN CYPWF Unit Title: Understand employment responsibilities and rights in health, social care or children and young people’s settings Unit number: 201 Unit reference: R/602/2954 Produce an employee document/handbook that has information on Employee Rights And Responsibilities. Your document should consist the pointers outlined below. 1 statutory responsibilities and rights of employees and employers Rights at work Your rights at work will depend on:- Your contract of employment cannot take away rights you have by law. So if, for example, you have a contract which states you are only entitled to two weeks' paid holiday per year when, by law, all full-time employees are entitled to 28 days' paid holiday per year, this part of your contract is void and does not apply. The right you have under law (to 28 days' holiday in this case) applies instead. If your contract gives you greater rights than you have under law, for example, your contract gives you six weeks' paid holiday per year, then your contract applies. There are special rules about the employment of children and young people. Statutory rights Statutory rights are legal rights based on laws passed by Parliament. Nearly all workers, regardless of the number of hours per week they work, have certain legal rights. There are some workers who are not entitled to certain statutory rights Sometimes...
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...Chapter 1: CONSUMERS RULE CHAPTER OBJECTIVES When students finish this chapter they should understand that: • Consumers use products to help them define their identities in different settings. • Consumer behavior is a process. • Marketers need to understand the wants and needs of different consumer segments. • The Web is changing consumer behavior. • Consumer behavior is related to other issues in our lives. • Consumer activities can be harmful to individuals and to society. • A wide range of specialists study consumer behavior. • There are two major perspectives on understanding and studying consumer behavior. CHAPTER SUMMARY After reading this chapter, students should understand that: Consumers use products to help them define their identities in different settings. A consumer may purchase, use, and dispose of a product, but different people may perform these functions. In addition, we can think of consumers as role players who need different products to help them play their various parts. Consumer behavior is a process. Consumer behavior is the study of the processes involved when individuals or groups select, purchase, use, or dispose of products, services, ideas, or experiences to satisfy needs and desires. Marketers need to understand the wants and needs of different consumer segments. Market segmentation is an important aspect of consumer behavior. Consumers can be segmented according to many dimensions, including product usage...
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...A STUDY OF FACTORS INFLUENCING CHILDREN ENROLMENT IN PRE-SCHOOL EDUCATION IN MOLO DISTRICT, ELBUGON DIVISION KENYA DECLARATION This Research is my original work and has not been submitted to any other university or college for the award of a degree or any other assessment in part or whole. DEDICATION This research work is dedicated first to the Almighty God who gave me the life, strength, patience and whose word has been a booster to my ego. ACKNOWLEDGEMENTS TABLE OF CONTENTS ………………………………………………. PAGE Declaration ……………………………………………………………………….ii Dedication ………………………………………………………………………. iii Acknowledgements ……………………………………………………………... iv Table of contents ……………………………………………………………..….. v Abstract ………………………………………………...………………………...vi Acronyms………………………………………………………….…………… vii CHAPTER ONE - INTRODUCTION 1.1 Background of the Study..…………………………………………………….1 1.2 Statement of the problem.………………………………………….………….5 1.3 Purpose of the study…….…………………………………….……………….6 1.4 Objectives of the study………………………………………………………...6 1.5 Research Questions…….……………………………………………………...7 1.6 Significance of the study.…………………………………………………..….7 1.7 Scope of the study….……………………………………………………..…...8 1.8 Limitations of the study..……………………………………………………...8 1.9 Definition of Terms ……………………………………………….……….....9 1.10 Organization of the study ……………………………….……………….…10 vi CHAPTER TWO – LITERATURE REVIEW 2.1 Historical Development of Early Childhood Care & Education in Kenya……………………………………………………………………...17 2.2 Importance...
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...Chapter 1 The Problem and its Background Introduction Fraternity is one of the most influential groups that students may encounter during his/her college days. When we hear fraternity, commonly it belongs to men but as the years passed, even women are also being engaged with fraternities or the so called sorority. As an individual, we have this feeling that we need to belong. It is very essential for man to find fulfillment and to have a feeling of acceptance simply because man by nature is a social being. Adolescents were the ones who are always involve in fraternities. Adolescents, as said by many psychologists or theorists, it is the critical stage of life. It is accompanied by many changes that bring crisis and difficulties, and these changes include physical, mental, emotional and social. Physical changes were very visible and very observable thing that takes place during adolescence. But the social aspect of adolescents also changes. It is the time when an individual searches and identifies himself through socialization. The prior environment of every individual is the family. But as we continue to grow, it broadens extending to friends and peers in school. Adolescents begin to search for new friends and start to form or join any group that makes them think of joining one of these. Adjustment in the society is one of the most difficult aspects and includes the members of the opposite sex and adult outside family members and also the school environment. Being...
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...Lucinda Rossouw P.O. Box 66037 Riebeeckstad 9469 Student number: 42515270 Module code: EDPHOD8 Assignment 01 TABLE OF CONTENTS PAGE 1. EVALUATION AND PLANNING 2 1.1. The effects of a traumatic experience 2 1.2. Observation of effects 3 1.2.1. Effects of a poor stepparent relationship and/or signs of abuse 3 1.2.2. Possible signs of racism 3 1.3. Possible effects of Maslow's hierarchy of needs on James's behaviour 4 2. COUNSELLING FOR JAMES 5 2.1. Counselling and support for learning problems 5 2.2. Psychological development, contribution of stage to behaviour and 6 developmental goal 2.3. Parent involvement/parent counselling 7 2.4. Guidelines for an individual assistance programme 7 1. EVALUATION AND PLANNING 1.1. The effects of a traumatic experience During trauma, normal functioning disintegrates in people. When a person perceives a threat, the initial stages of a complex, total-body response will begin. The brain orchestrates, directs, and controls this response. The more threatened an individual feels, the further their brain and body will be shifted along an arousal continuum in an attempt to ensure appropriate mental and physical responses to the challenges of the threat. The cognitive (thinking), emotional, and behavioural functioning of the individual will all reflect this shift along the arousal continuum. During the traumatic event, all aspects...
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...CHAPTER ONE: INTRODUCTION OF THE STUDY 1.0 Introduction. This chapter presents the background of the study, statement of the problem, purpose of the study, objectives of the study, research questions to the study, justification of the study, scope of the study and significance of the study. 1.1 Background to the Study. Wobst (2013) noted that there are 1.2 billion young people in the world estimating that the youth make up 18 percent of the global population, 25 percent of the total the working age population, about 90 percent of the young people from developing countries where around half of the total population living in rural areas. Holden (2013) noted that young people aged between 18-25 years represent more than 60 percent of the continent’s total population account due to high fertility rate estimated about 133 million young people in Africa. Wobst (2013) noted that 25 percent the highest average annual population over the last ten years was registered in sub- Saharan Africa amongst the youth in rural areas. Ezewu and Ibukum (2012) noted that unemployment amongst the youth in Africa was caused mainly by illiteracy, inadequate skilled man powering the labour market thus exclusion from production, economic, social development in the continent. Holden (2013) also noted that Senegal, Uganda, Zimbabwe and Liberia are amongst the African countries most affected by youth unemployment. In East Africa, the youth in the region are also becoming better educated but less productivity...
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...and interpersonal interaction in health and social care Understand factors that influence communication and interpersonal interaction in health and social care environments Understand ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment 1 2 13 15 18 Unit 2 Equality, Diversity and Rights in Health and Social Care Understand concepts of equality, diversity and rights in relation to health and social care Know discriminatory practices in health and social care Understand how national initiatives promote anti-discriminatory practice Know how anti-discriminatory practice is promoted in health and social care settings 21 21 30 34 39 Unit 3 Health, Safety and Security in Health and Social Care Understand potential hazards in health and social care Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment Understand priorities and responses in dealing with incidents and emergencies 44 45 53 63 66 Unit 4 Development Through the Life Stages Know stages of growth and development through the human lifespan Understand potential effects of life factors and events on the development of the individual Understand physical and psychological changes of ageing 75 76 85 91 BTEC Level 3 National Health and Social Care uncorrected first proofs...
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... We therefore begin with an overview of how diverse social science and life science researchers (collectively known as developmentalists) approach the monumental task of studying humans over the course of the life span. Our discussion includes the goals of the scientific community, the recognized framework for studying the life span, what aspects of development warrant extensive examination, and what scientific methods are used to conduct research with humans. Chapter 2 discusses the main developmental theories over the past 100 years, when social scientists, biologists, and chemists focused on studying discrete aspects of human development. Earlier introspective methods about subconscious experience and contemporary measurable evidence about microscopic genetic codes, neurons, and hormones all contribute to our understanding of the human condition. Contemporary researchers are focusing on how to integrate scientific findings and theory from across cultures into a more meaningful whole about human development. CHAPTER 1 Introduction Critical Thinking Questions 1. Developmental change takes place in three fundamental domains: physical, cognitive, and emotional-social. Which domain has been most important for your becoming who you are? Will any one of the domains become more important as you get older? 2. Make a list of three aspects of yourself that have changed over the last 10 years and three that have remained constant. How do you feel about both the “dynamic” and...
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...1). Key aspects of legislation, regulatory requirements and codes of Practice. Safeguarding children is based on understanding the legislations and regulations. My position as a trainer is to ensure that each delegate develops knowledge and understanding to deliver ethical conduct. I teach relevant legislation and regulations which integrate into working practice to protect the rights of clients and individuals. Training aim is to create safe environments. By introducing knowledge and understand of law. (Health and Safety). Deliver Company objective to minimise the complications of legal court cases. The compliance to the codes of conduct in my opinion results in the commitment of quality assurance standards of each organisation. Delivering good practice by approved training to all staff members relevant to working practice. Research indicates why ethical codes are important. Values and principles evaluate through collaborative working to set bench marks for human rights and minimum risks. David B Resnik (May 1st 2011). * unit 510 [Document Subtitle] Yvonne Lake Lead and Manage a Team within a Health and Social Care or Children and Young People’s Setting 1.1 Explain the features of effective team performance Social Care requires carefully appointed staff. A professional group of people that work together are called a team. Main aim to offer care focused service for the individual and families. The manager/team leader implements the role by...
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