Provide Support to Maintain and Develop Skills for Everyday Life

1.1
A skill is simply something someone can do. There are various different means and methods to maintain the skills depending on the individual and the lives they wish to live. If it is to keep their home clean different methods such as signs with instructions on what needs to be done in each room, a Rota, or maybe even just being shown how to do the task at hand. If they are having difficulty with bathing they may need someone supporting them to help them maintain their personal hygiene, aids such as hand rails, special access baths etc.

Giving an individual a walking aid to help them maintain their Independence with mobility, a scooter or possibly a guide dog. Approaches to skill development Should be based on factors such as type of skill, capacity, ability, living situation and there personal outcomes.

1.2
There are various reasons why support may be needed to regain or develop skills such as lack of ability or understanding of how to perform skill, lack of confidence, lack of opportunity to develop skills, physical disability, old age, social isolation, mental health, learning disability etc.

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1.3
Maintaining, regaining and developing skills can benefit individuals in various ways. It builds on self worth and self-esteem, ensures there are more opportunities and helps regain confidence and independence working towards an altogether better well being and quality of life.

2.1
Skills for life are actions or activate that enable people to live as independently as possible. These may include personal hygiene, eating, preparing meals, dressing and undressing, mobility and transfers i.

e. from bed to chair, taking and handling of medication, managing money, using technology, shopping for groceries or clothes. Working with others to identify skills for everyday life that the individual needs to be supported with will give you a better overall view on their needs. Speaking to family members, friends, colleges, doctors, mental health team, to get everyone input will help your understanding but mainly sourced from a person’s questionnaires and P.C.P tools. The importance of P.C.P planning is that it starts with what someone can do and then looks at where there are gaps where the person may need support. See P.C.P tools attached.

2.2, 2.3, 2.4,
P.C.P tools attached
3.1
To help someone maintain or develop skills through active participation is very important. This can help improve their self-esteem and give them more independence. If you have an individual who had a poor diet and cannot cook, giving them information about healthy choices and letting them pick which foods they would like. If someone has no culinary skills it is important you do not cook alone for them and get them involved so they pick up these skills. This could be by you showing them how to peel one potato and having them doing the rest and then showing them how to cook them, the individual could write down these steps so they can be used in the future.in the case of the client I key work we have supported him in learning how to complete a balanced diet shopping list by presenting options suggested to him by his nutritionist in a list then using that list whilst shopping enabling him to have healthier options whilst maintaining his choice and control

Unit 311
Provide support to maintain and develop skills for everyday life

3.2
I always give positive and constructive feedback to help encourage the individual and so they can progress in their new skill. If they want to cook a new meal they haven't done before you could remind them that they have cooked the ingredients before but in a different recipes and reassure them how well they did. If they were to cook a piece of steak that got slightly burnt and overcooked your constructive criticism could be in future to keep it at a lower heat but it was a great first try. I also do regular case studies, reviews and 1-1’s to help show evidence on what affects this has had on the individual, how they feel and to enable us to promote active participation in a reflective/positive way.

3.3
The actions to take if an individual becomes distressed and unable to continue are to offer reassurance that the person will not come to harm, communicate that you understand their distress, say how well the individual is doing with the everyday skill, seek advice or assistance from a senior colleague, make sure the individual remains safe, suggest stopping the activity. Stopping the activity should normally be an option after other options have been tried. The distress the individual experienced should be recorded, reported so the care plan and if necessary reviewed.

4.1
You need to decide with the individual and others involved in the plan what criteria and process is for evaluating the support. If this individual has aims they needed to reach such as: the individual needs to gain culinary skills and they need to have support bathing. When it comes to the evaluation you need to see if these aims have been met.

 Has the goal been achieved?

If not, how much progress has been made?
How effective is the care to date?
Are different forms of care needed?
How will this care be provided?

4.2
When i have my agreed role of the goal that needs to be reached i need to evaluate it and decide if anything needs to be changed. If i was to support someone with a physical difficulty and their skill that needed developing was keeping their home clean and it was agreed you would go their twice a week to motivate and support them. When it comes to evaluating the outcome to see if my role is working and i decided that the individual is struggling keeping on top of their housework and i decide this method isn't working. I need to work with others to decide what can be put in place to make it easier from the individual.

4.3

When i evaluate and discover that a part of the plan isn’t working i revise this. If they were struggling with pushing the hoover and heavy duty chores around the house it could be agreed they could have home help in three times a week to do the chores that are more psychically demanding and they could do easier tasks such as washing dishes, general tidy. This would help them reach their goal and still be acclivity participating.