...forced to perform sex acts) and indirect (being forced to watch sexual activity). c) Emotional/psychological abuse, any action that damages an individuals’ mental health such as bullying which can result in distress. d) Financial abuse is the theft or misuse of an individual’s money or personal possessions. e) Institutional abuse is the mistreatment of an individual by the authorities or people within an institution. f) Self-neglect is when an individual fails to care for themselves and meet their basic needs for food, medical care and personal care. g) Neglect by others means failure to meet an individual’s needs for personal care, food, medical care, cultural or religious needs. 1.2 Physical abuse; multiple or minor bruising on the body, oddly shaped burns and scalds on skin, marks on skin from being slapped or bitten, broken bones of unexplained falls and misuse of medication. Sexual abuse; touching someone in a sexual manner without consent (contact), non-contact sexual abuse includes sexual talk, forcing a person to watch pornography without a person’s consent. The person may feel coerced because the abuser is in a position of trust. Emotional/Psychological abuse is difficult to identify as it usually hidden, any action that damages an individual’s mental health such as threats, humiliation, bullying and swearing can result in sadness, depression, uncontrollable crying, low self-esteem, and lack of self-confidence. Financial abuse;...
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...Kennet Way. L2 Unit 201 – Safeguarding and Protection in Care Settings. 1.1 Explain the term safeguarding. Safeguarding refers to a series of measures and actions aimed at enhancing the well-being of vulnerable individuals such as children, young adults, and those at risk. The objective is to protect them from abuse, neglect, and harm by ensuring a secure environment and taking all essential steps to prevent maltreatment. 1.2 Explain your role and responsibilities in safeguarding individuals. As a diligent care worker, my responsibility in safeguarding entails keenly observing and promptly reporting any indications of mistreatment or disregard, upholding the safeguarding protocols and procedures...
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...Jessica Precious 30020625 Unit 3 Health, Safety and Security in Health and Social Care Legislation, Policies and Procedures in Health and Social Care Settings Jessica Precious 30020625 Unit 3 Health, Safety and Security in Health and Social Care Legislation, Policies and Procedures in Health and Social Care Settings Health and Safety at Work Act 1974 The Health and Safety at Work Act provides security of the health, safety and welfare of people at work, with the protection against risks to health or safety of an individual in connection with work activities. It sets out employers’ duties to staff where more than 5 staff are employed, and to the community, in addition to the duties of employees towards themselves and others. Health and Social Care Setting: Preschool The Health and Safety at Work Act aims to protect staff in relation to their health, safety and security in the workplace. It provides awareness in the workplace, so children and adults are aware of the health and safety issues. Within the preschool, the employer has a duty of providing induction training to staff which involves a clear and understandable explanation of health and safety concerns so that all adults are able to adhere to the policy and procedures as they understand their shared responsibility. The induction covers employees’ wellbeing, including safe lifting, and storage of hazardous substances. This also involves regular discussion of health and safety at staff meetings...
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...Safeguarding children and young people and young vulnerable adults policy |Ofsted aims to assure the safe and secure provision for children, young people and learners across all remits through effective | |inspection and regulation. Therefore, safeguarding the welfare of children, young people and some vulnerable adult learners is part of | |our core business and all staff must be aware of their responsibilities in this regard. | Age group: 0-18+ Published: February 2015 Reference no: 150004 Contents Purpose 4 The definition of safeguarding – children and young people 5 Aims and objectives 6 Ofsted’s responsibilities 7 Safeguarding vulnerable adults 9 Ofsted’s responsibilities 10 Ofsted Safeguarding Group 10 Annex A: Assessment of risk in settings, where children attend, because individuals reside on the premises or have access to children and young people 12 Purpose 1. This document outlines Ofsted’s policy on identifying and responding to concerns regarding the safeguarding and protection of children and young people, with a specific section on protection of vulnerable adults. This policy, with the associated procedures, provides guidance for all staff who may come across concerns of this nature within the context of their work for Ofsted. These include: ■ all members of Ofsted’s workforce, both inspectors and office-based staff ■ additional inspectors ■...
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...Unit 10: Caring for Children and Young People | 10D - Strategies used to safeguard children and young people from abusive and exploitative behavior | Abbie Williams | 02/01/2015 | P4: Explain appropriate responses when child maltreatment or abuse is suspected – There are a variety of different responses of which would be considered appropriate when you believe that a child or young person is being abused or facing maltreatment. You can observe the child over a period of time. Any and all information collected should be written or logged and should be considered carefully, for example listening to the child when he/she is at play. You can also observe the child’s relationship with their parents, carers or guardians and look out for any poor interaction between them. Things that may be said by the child: Mummy hit me Daddy touched me Daddy did this to me last night, but he told me not to tell anyone or he will hurt me again My aunt pulled my hair If you suspect that the child is receiving abuse or is being maltreated, (depending on whether the child is of developmental stage), speak to the child along with their parents/guardians in order to seek out some form of explanation. If you are going to speak to the child, make sure that he/she is comfortable. By feeling uncomfortable this may stop the child from disclosing any further information. By setting up various games for the child to play with, you will therefore be able to interact...
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...3) in Health and Social Care UNIT 11 ASSIGNMENT – Safeguarding Adults and Promoting Independence Student Name: Teacher: Ms Tumoe | Date assignment issued: 10th March 2014 Final Completion Date: 29th June 2014 | Welcome to the first of two Units as first year students that deals with the sensitive issues surrounding the need to safeguard adults, whilst understanding ensuring how the rights, independence and the wellbeing of adults are promoted through a person-centred multi-agency approach. In order to make sure that you complete the unit on time and meet all your deadlines, you will find that the assignment is broken down into key tasks. Each task will start with the part of the grading criteria that the task relates to, example P1, P2. It will finish with a deadline for the task to be completed. Introduction This unit looks at ways in which adults are supported and protected within the health and social care sector by practitioner’s whose main job role is working with adults. The unit covers sensitive subjects including physical, psychological, sexual and financial abuse. It aims to develop your understanding of the differing needs of people who use health and social care services. You will gain understanding of how to develop supportive relationships that respect individual rights, and also an understanding of how such relationships can be abused within health and social...
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...provide Support, Time and Recovery to an allocated number of service users in order to promote their Recovery and maintain them in their community environment helping them to build their own social support network/s. Job Summary * To work as a member of the Insight Early Intervention for Psychosis (EIP) team , who provide supportive and creative mental health services which focus on the direct needs of service users, working across boundaries of care, organisation and role co-ordinated through the Care Programme Approach. * To support service users to identify their needs and to assist care co-ordinators to plan, implement and evaluate care plans. * To have the individual service user's needs at the fore at all times, working to the Recovery Model to support Service Users to work towards their identified personal goals. To use agreed values and skills to underpin their day to day work.Key Duties and ResponsibilitiesClinical * To demonstrate an empathic understanding of mental health problems and issues. * To initiate and maintain therapeutic relationships with service users and their carers. * To actively engage with service users and carers in the provision of holistic, needs-led care which takes account of their strengths and of the physical, psychological, emotional, social and spiritual needs of individuals and groups. * To respond to the needs of people in an honest, non-judgemental and open manner,...
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...Unit 10: Safeguarding in Health and Social Care Student Name: Student I.D: Submission date: 09/12/2015 CONTENTS PAGE Task | Page number | Task 1: Induction Pack on Abuse factors and contexts (1.1, 1.2, 1.3) | 4-12 | Task 2: Essay on the law in contexts (2.1, 2.2) | 12-19 | Task 3: Power point presentation on working practices and strategies (3.1, 3.2, 3.3) | 20-28 | References | 29-30 | TASK 1: Abuse (factors and contexts) Introduction Abuse of vulnerable people in most parts of the world needs to be stopped because it falls under the protection of human rights as It is fundamental right for all people to living a life that is free from harm, abuse and discrimination. This right is protected by Human Right Act 1998. Abuse is the violation of an individual’s human and civil rights by any other persons which results in significant harm. During the course of this induction guide I'll explore various types of abuse in health and social care sector that include; emotional/ psychological abuse, sexual, physical abuse, financial abuse, and neglect. there are other abuse like domestic violence, discrimination. I"ll also identify the sign and indicators of abuse and also explore social and cultural factors which are responsible for abuse. Safeguarding Adults A person over age of 18 years is vulnerable adult if by reason of old age, infirmity, injury, illness, mental...
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...The specialist skills of the Health Visitor are crucially important in safeguarding children (HM Government, 2010). In the past decade there has been significant change in nursing and healthcare that has led to a much wider remit for those involved in working with children and subsequently child protection (Hall and Elliman, 2006; Department of Health, 2004); indeed Health Visitors are responding to a national drive to further enhance their contribution to public health (Department of Health, 2009). It is against this backdrop that the critical need to develop the leadership role of the Specialist Community Public Health nurse within the process of recognising and referring child maltreatment emerges. This requires Team Managers to support staff to safeguard children, which highlights the need for effective clinical supervision, improved interagency working, and a change in organisational culture. Using a Case Study presented in Appendix One, consideration will be given to the significance of the role of the Specialist Community Public Health nurse in the recognition and referral of a child in need of protection. Consideration will also be given to the complexities of the recognition of abuse, and the barriers which may hinder the safeguarding process. For the purposes of this assignment the terms Specialist Community Public Health Nurse and Health Visitor will be used interchangeably. Elizabeth is clearly a ‘child in need’ as defined by Section 17(10)...
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...Principles of safeguarding and protection in health and social care Define the following types of abuse: a Physical abuse Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Define the following types of abuse: b Sexual abuse Sexual abuse is when a person is forced or tricked into taking part in any kind of sexual activity. When sexual contact is non-consensual, it is an abuse. Define the following types of abuse: c Emotional/psychological abuse Emotional Abuse is where one person gains power and control over another through words and gestures which gradually undermine, the other’s self-respect. : Define the following types of abuse: d Financial abuse Financial abuse is stealing or defrauding someone of money, goods and/or property, allowing others to steal money or property, tricking or threatening individuals into giving away money or property, withholding money, refusing to allow individuals to manage their finances, etc. Define the following types of abuse: e Institutional abuse Institutional abuse happens when the lifestyles of clients are sacrificed in favour of the routines and/or restrictive practices of the home. Institutional abuse comprises neglect, physical abuse, sexual abuse, verbal abuse, discriminatory abuse, psychological, emotional abuse and financial abuse. Define the following types of abuse: Self neglect Self-neglect is when a person does not pay attention to their health and well-being...
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...QUALIFICATION HANDBOOK Level 5 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...
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...Independence of older people The older people’s health and wellbeing Framework reference group was established on 21 June 2010. It is a group of older people with experience as users and carers of health and social care services. Its guide is to provide comments and recommendations on a draft service framework document commissioned by the department of health, social services and public safety on the health and wellbeing of older people. For older people, independence is about choice and control. They value helping others as well as receiving help themselves. They also value good housing in safe, friendly neighbourhoods; getting out and about and keeping busy; an adequate income, good information and good access to healthcare. National policies already offer many opportunities to refocus local services in order to promote greater independence and well-being for older people, although better organisation is needed. Mr Ronald (age 81) was referred to the hospital social work team for older people following his admission to the acute psychiatric ward for older people; under section 2 of the Mental Health Act 1983 (an approved social worker from the adult mental health team undertook the assessment). The admission followed a worsening in Mr Wilson’s mental health and an incident in which he apparently threatened his home help with a knife. Mr Wilson had been diagnosed three years previously with Alzheimer’s and at that time the community-based social work team had arranged home help twice...
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...(linked together) In order for a vulnerable individual to feel confident and feel as if their needs are met, a supportive relationship is essential. A supportive relationship is a relation based on empathy and encouragement and based on the individuals supporting each other in different ways, in order to maintain happy and healthy, physically and mentally. Without a supportive relationship, individuals might not feel confident or they might feel withdrawn and neglected by the person who is taking care of them. Without a supportive relationship people might start feeling self-conscious or they might become depressed as they might feel as people do not want to be their friends or not even to communicate with them. Practitioners must build relationships and promote the rights of people using the services and they do this through a variety of different techniques and skills. There are core principles used that are vital throughout supportive relationships. The core principles of care are; •Dignity - This ensures that individuals are being respected and have control. •Equality - Encouraging equal opportunities and rights for everyone involved within supportive relationships. •Respect - Admiration towards abilities and qualities of individuals within supportive relationships. Without having respect for one another, they will have no foundation of trust to build up from. •Fairness - Being able to make judgements under no circumstances involve any discrimination...
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...Case Study This assignment will outline my Practice Learning Opportunity (PLO) setting including my role. It will then explore the social work process in reference to one service user which includes; preparation for contact, assessment, intervention, review, endings and an evaluation of my work. Within this, multi- disciplinary work will also be explored identifying its strengths and limitations. The assignment will outline legislation and policy that determine social work roles and responsibilities to service users such as The Human Rights Act (1998) and Transforming Your Care (2011). Furthermore the assignment will consider how knowledge, skills, values, anti-oppressive practice and professional codes of conduct such as the Northern Ireland Social Care Council (NISCC) influenced my practice. My (PLO) is a community eldercare team, which provides a service for elderly people over the age of 65. The eldercare team works with service users, their families and professionals within a framework of anti-discriminatory practice to promote each person’s individual value. The aim of the team is to develop personal, social, health and greater independence for service users to enhance their strengths. Referrals are made by a range of professionals, including Gp’s, Hospital Social Workers and Self/Family referral. The eldercare team is situated in large town with a population of 59,607 according to NINIS (2011). Almost 17% (10,133) of this population is aged over 65, which is...
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...that pledge. “Safe Hands” is reviewed and updated annually. Adopting and implementing “Safe Hands” remains a requirement of affiliation to the ECB, and the “Safe Hands” Safeguarding Programme continues to provide a core theme of the ECB club accreditation programme, ECB Clubmark. As the National Governing Body for cricket we take our responsibility for the well-being of the game extremely seriously. We want the millions of people throughout England and Wales who enjoy our national summer sport, across all ages and from a hugely diverse range of backgrounds, to have a positive experience, whatever their involvement. We also want to play our part in helping children achieve the best possible outcomes and we are confident of the important role sport can play in helping children be safe, healthy and involved in their communities. This Safeguarding Policy provides our sport with tools to ensure the whole game takes up the challenge of continuously improving the participation conditions for children. By participation, we mean not just playing the game, but being involved in their clubs, having their views listened to and being encouraged to take responsibility, with the help of the adults around them, for their own development as cricketers and as people. In addition, and of equally vital importance, “Safe Hands” helps us ensure the many thousands of volunteers integral to our game are supported. A vibrant and healthy club cricket infrastructure is important to...
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