...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...
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...Unit 022. Sarah Enston. Understanding Child and Young Person Development. 3.1. Explain how to monitor children and young people’s development using different methods. • Assessment Frameworks. There are frameworks in place to asses a child’s development, especially their academic performance. • Observation. Observations can be made at any time to record what a child is doing. The observer can either participate or not. • Standard measurements. Standard measurements are used by many different professionals. They include reasoning tests, Cognitive Aptitude Tests, auditory assessments and health assessments. • Information from carers and colleagues....
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....1 Explain each of the terms: • Speech- Verbal communication; the act of speaking; the articulation of words to express thoughts, feelings or ideas. • Language- a recognised, structured system of gestures, signs and symbols used to communicate. • Communication- the transmission of thoughts, feelings or information via body language, signals, speech or writing. • speech, language and communication needs- are additional or special needs that affect a person’s ability to communicate and interact effectively with others. 1.2 Explain how speech, language and communication skills support each of the following areas in children's development: Learning: • Babies use sounds and facial expressions to communicate needs and express themselves. • Toddlers...
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...EDPHOD8 Moksha Bridglall: 43903738 Assignment 01 Contents Topic: Page: Question 1: 1.1 Effects of the trauma resulting from the mother marrying John’s father. 02 1.2 Child abuse 1.3.1 Effects of child abuse 03 1.3.2 Effects of emotional abuse 03 1.3 Maslow’s Hierarchy of needs 04 Question 2: 2.1 Guidance for Tina 05 2.2 Child trauma 05 2.3 Parental counselling 06 2.4 Learning intervention for Tina 07 Question 1 1.1 Effects of the trauma resulting from the mother marrying John’s father. * Already Tina was traumatised by her own father leaving them when she was only three years old, at that age not understanding what had happened and still her mother blamed her, resulting in Tina being confused, upset and mostly all alone with no one to comfort her in her father’s absence. Dealing with accusation and bitterness throughout her childhood and adolescence. * Tina does not have anyone whom she can trust as her mother treats her differently since her own father abandoned them. She was afraid to tell her mother about John’s advances as her mother will blame her yet again for the family breaking up or growing apart. She experiences emotional turmoil, confusion, helplessness, sadness with no one to confide in or anyone to believe her. * Home was supposed to be a sanctuary a place where Tina was supposed to feel safe and secure not threatened and victimised...
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...Unit 204 Principles of safeguarding and protection in health and social care Learning outcomes and assessment criteria Outcome how to recognise signs of abuse Define the following types of abuse: Physical abuse is an act of another party involving contact intended to cause feelings of physical pain, injury, or other physical suffering or bodily harm including hitting, slapping, pushing, kicking, or inappropriate sanctions Sexual abuse is a statutory offense that provides that it is a crime to knowingly cause another person to engage in an unwanted sexual act by force or threat. Including encouraging relevant individuals to look at pornography, harassing them by making sexual suggestions or comments, or sexual acts where the individual has not consented, or could not consent or was pressured into consenting. Emotional/psychological abuse is subjecting an individual to bullying tactics such as threats. These bullies can take away the self-confidence of their victim and sometimes render them brain washed into believing they will never make a go of it on their own or they are ugly; fat; the opposite sex wouldn’t want them; they are stupid because they may have not got high enough marks in school; or, in the elderly threatening to put the elderly person in a home if they do not conform to the abuser’s wishes. Mental and emotional abuse can be between couples in a relation; siblings; elderly abuse or abusing one’s peers. Including emotional abuse as well as threats of...
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...Safeguarding & Child Protection Policy Version Effective Date Review Date Lead Agreed by 2.2 01/08/2015 01/08/2016 Director of Student Services SLT and Governors 1 Contents Introduction 1. Policy Statement 2. Keeping Children Safe 3. Adults Working with Children and Vulnerable adults 4. Monitoring and Reviewing our Policy and Practice Page 3 Page 4 Page 5 Page 9 Page 11 Appendices Appendix A – Guidance for good practice when working with young people Appendix B – Types of abuse and specific safeguarding issues Appendix C – Recognising abuse and indicators of abuse Appendix D – Responding to disclosure Page 14 Page 15 Page 17 Page 18 Appendix E – Guidance on Radicalisation and Extremism Page 19 2 Introduction All schools and colleges are required to have a Safeguarding & Child Protection Policy that guides the procedures and practices of staff when safeguarding and promoting the welfare of children, young people and vulnerable adults (henceforth referred to as students). NewVIc takes very seriously its duty towards all its students who have been entrusted to our care and seeks to provide a college environment where all students are safe, secure, valued, respected, and listened to. NewVIc understands that our work in safeguarding and protecting children and vulnerable adults must always have regard for the national guidance issued by the Secretary of State and should be in line with local guidance and procedures...
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...(AC 1.2) The ambulance team is usually the first to reach the scene and assess the scene to report back to the hospitals. The ambulance service consists of paramedics and an ambulance incident officer (AIO) who is the senior crew member in charge of the scene until a more senior officer is present. The paramedics report to the scene, assess the situation and report back to the control and deliver a co-ordinated response to the individuals involved and communicate with the senior officer. The responsibilities of the AIO include declaring a major incident and giving a situation report whilst liaising with hospitals, communicate with health service personnel, plan the entry and exit routes for the ambulances located on the scene, decide where to locate the ambulance parking point, the casualty clearing station and the control point, report back to the ambulance control and liaise with the senior crew members for additional support. The Medical Incident Officer (MIO) is the most senior crew member on the scene who provides support and guidance to the emergency services. The MIO works closely with the AIO to ensure the immediate care staff are safe and take clinical decisions to appropriately distribute the casualties to hospitals. The MIO works alongside the AIO to allocate tasks and roles and keep the ambulance control informed of the situation on the scene. If there are deaths on the scene, the MIO needs to provide a doctor to confirm the deaths once the casualties have been...
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...1.1 Explain current legislation sector skill standard influence on organizational policies and practices for promoting and maximizing the rights of users of social health and social care service. 1.2 Analysis the factors affect achievement the promoting and maximizing the rights of users of social health and social care service. 1.3 Analysis how commutation between individual and health care worker contribute to promoting and maximizing the rights of users of social health and social care service. 2.1 Explain the factor they may contribute the loss the independence non participation and social exclusion for vulnerable people. 2.2 Analysis how organizational systems and processes are managed to promote participation and independence of the users of health and social care service. 2.3 Analysis the tension that arise when balancing the right of individual to independence and choice against the care provider’s duty to protect. 3.1 use a case study from a health or social care setting to identify the extent to which individual are at risk of harm. 3.2 Explain the role peoples play in a team and how can work together to achieve the shared goal. 3.3 Analysis the effectiveness of policies, procedures and managerial approach within a health or social care setting for promoting the management risk, review current legislation, codes of practices and policies that applies in handling of medication. 3.4 Suggest alternative ways to complete task...
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...POVERTY ON YOUNG WOMEN: A CASE STUDY OF EPWORTH BY MASARA WIRIRANAI. B. (R121680Y) FACULTY OF SOCIAL STUDIES DEPARTMENT OF SOCIOLOGY 2015 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF BACHELOR OF SCIENCE HONOURS DEGREE IN SOCIOLOGY (SUPERVISOR Ms CHOGUYA) 1 Dedication I dedicate this research work to my late mother. You influenced every aspect of carrying out this study. It’s sad though that you are not around to witness who I have become. You may be gone but you are never over! 2 ACRONYMS ADB Asian Development Bank CSO Central Statistics Office DESA Department of Economic and Social Affairs Statistics Division ESAP Economic Structural Adjustment Programme FPL Food Poverty Line HDL Human Development Index MPSLSW Ministry of Public Service, Labour and Social Welfare NGO Non-Governmental Organizations PASS Poverty Assessment Study Survey PDL Poverty Datum Line PICES Poverty and Income Expenditures Survey PRD Parliament Research Department PRFT Poverty Reduction Forum Trust TCPL Total Consumption Poverty Line UNDP United Nations Development Programme UNICEF United Nations Children’s Fund UNESASD United Nations Economic and Social Affairs Statistic Department UN-Habitat United Nations Human Settlement Programme USA United States of America Zimstat Zimbabwe National Statistics Agency 3 Abstract The study focused on identifying, measuring and assessing the nature and extent of impacts of urban absolute poverty on young women in...
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...this publication is available from the British Library. Printed in Great Britain 2004. Authors: Simonetta Manfredi Co-Director, The Centre for Diversity Policy Research, Oxford Brookes University Michelle Holliday Equal Opportunities & Diversity Co-Ordinator, Oxford Brookes University Work-Life Balance: An audit of staff experience at Oxford Brookes University Page no. Contents 1 Acknowledgements 2 Executive Summary 2 1 5 Introduction: 1.1 Purpose of the report 1.2 What is work-life balance? 1.3 Why does work-life balance matter to employers? 1.4 Why is work-life balance important to Oxford Brookes University? 9 2 6 Section two: 13 2.1 The Audit 13 2.2 Results of the Questionnaires 15 2.3 Results of the Focus Groups 33 3 46 Section three: 3.1 Conclusions 3.2...
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...Global Economics January 2012 The World in 2050 From the Top 30 to the Top 100 A new economic world order is emerging at extraordinary speed. This publication broadens our list of the world’s top 30 economies to the top 100. The underlying theme is that the economies we currently call “emerging” are going to power global growth over the next four decades. Our update tells the story of the emergence of parts of Africa, the rise of some of the central Asian republics, as well as some startling advances for countries such as the Philippines and Peru. By Karen Ward Disclosures and Disclaimer This report must be read with the disclosures and analyst certifications in the Disclosure appendix, and with the Disclaimer, which forms part of it Economics Global 11 January 2012 abc From the Top 30 to the Top 100 Attention will increasingly turn to the ‘new emergers’ as the world economy undergoes a seismic shift Demographics to play a crucial role, helping parts of Africa finally emerge from economic obscurity When we published ‘The World in 2050’ a year ago (4 January 2011), we gave a projection for the Top 30 economies by size in 2050 from a pool of the largest 40 economies today. This update casts a wider net and seeks to identify the Top 100 economies by size. A larger universe increases competition for the Top 30 and allows us to consider the ‘new emergers’ in the coming decades. Our ranking is based on an economy’s current level of development and...
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...CHAPTER I THE PROBLEM Introduction Health is a right of every human being. Healthy people are a pre-requisite to national development. The department of health uses the life span approach to design programs and assist in the delivery of health services to specific age groups. It views health care of individuals within the context of the family. The term family is defines as the basic unit of the community. All members of the family are empowered to maintain their health status. The health of the family is considered as a whole and not individually. (Cuevas, 2009) In the Philippines, three million pregnancies occur every year, half are unintended, one third of which end in abortions. An estimated eleven mothers die of pregnancy related causes everyday, most of these deaths could have been avoided in a properly functioning health care delivery system. Among the leading direct causes of maternal deaths in the country are: post partum hemorrhage, hypertensive disorders of pregnancy, abortion related complications and obstructed labor. Beyond the glaring data of mortality lies a huge toll of ill health and disability due to pregnancy related complications and infant and child deaths and deepening poverty in families where a mother has died. It is estimated that for every maternal death there is at least twenty to thirty other women who suffer from serious complications, some of which are life long. Maternal health conditions are the leading causes of burden of disease among women...
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...The educator in a pastoral role Registration period: Semester 2, 2015 Student surname │ number: Mennell │ 50918818 TABLE OF CONTENTS PAGE ASSIGNMENT RUBRIC 1 1 SECTION 1: BACKGROUND 2 2 SECTION 2: GUIDANCE FOR MARY 5 2.1 Concepts 5 2.2 Phenomenon of child trauma, and the effects of trauma on Mary’s life 6 2.2.1 Phenomenon of child trauma 6 2.2.2 Effects of trauma on Mary’s life 7 2.3 Parental involvement and parental counselling 8 2.4 An individual and learning intervention program for Mary 9 2.4.1 Important guidelines to take into account 9 2.4.2 Reference to the problems in terms of Mary’s subjects 9 2.4.3 Reporting the abuse, involving support services, and involving Mary’s mother 9 SOURCES CONSULTED 11 ASSIGNMENT RUBRIC According to Best, Lang, Lodge and Watkins (1995:63), one of the most important roles of an educator in a school is to assist learners pastorally. (See your study guide, p. 2) Read the following scenario: “I felt like nothing made sense… .” I am Mary. When I was 11 years old, my mum’s new boyfriend moved in with us. I thought it would be good for mum cos she had a drinking problem and was depressed, and I thought it would make her feel better having him there. At first he was ok and bought me presents, but then mostly he ignored me. Then after a few months he started doing things that made me nervous, like when I was ...
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...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 of the individual's...
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...of words: Business Strategy Prepared for: Mr. Pham Quoc Khanh (Lecturer) Banking Academy, Hanoi BTEC HND in Business (Finance) Prepared by: Pham Ho Viet – Vizo – F05C Submission Date: Number of words: Table of Contents ACKNOWLEDGEMENT 2 1. 1 Explain strategic contexts and terminology 3 a. Nestle vision statement: 3 b. Nestle mission statement: 3 c. Objective: 4 d. Strategic intent 5 e. Core competencies: 5 f. Role of strategy for the company 5 g. How does the company create and implement strategy 5 Summary: 5 1. 2 Review the issues involved in strategic planning 6 a. The report chose the Objective 2 6 b. Set the target 6 c. Impact on managers: 7 1.3 Explain different planning techniques 7 A. BCG growth-share matrix 7 2.1 Produce an organisational audit for a given organisation 14 a. Limiting factors 14 b. Distinctive competencies 14 c. Product positions 15 d. Value-chain analysis 18 e. Organisation structure 19 f. MARKET AUDIT MATRIX 20 g. CUSTOMER AUDIT MATRIX 21 g. Strength and Weakness summary 23 2.2. Carry out an environmental audit for a given organisation 24 Micheal Porter’s five forces 27 Opportunities and threat summary 30 2.3. Explain the significance of stakeholder analysis 31 2.3.1: Identifying 31 2.3.2 ANALYZING (Stakeholder grid) 32 2.3.3: MAPPING: 34 Conclusion 36 ACKNOWLEDGEMENT I would like to express the deepest appreciation to our lecturer, Mr. Pham Quoc Khanh, who has the attitude and...
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