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QCF Level 2 Health and Social Care Diploma Group A: Mandatory Units Knowledge Workbook

Categories: HealthHealth Care

Determine the different reasons individuals communicate.

Individuals interact to reveal requirements, sensations, concepts, ask questions, share experiences

Explain how efficient interaction affects all aspects of own work

Effective communication assists to comprehend customer’s requirements

Explain why it is essential to observe an individual’s reactions when communicating with them

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” > explain the components of an individual advancement strategy Due to the fact that I can know from the responses how the individual feels( pleased, pain), if the individual comprehend what I am trying to say, if the person has an interest in discussion

Introduction to personal development in health, social care or kids’s and youths’s settings

Understand what is required for skills in own work role (1.


Determine requirements that influence the way the function is performed.

This standarts are consisting of in health and security act 1974, Moving and Hnadling Guidelines, Hasawa, Riddor, Coshh.

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Explain methods to ensure that individual mindsets or beliefs do not obstruct the quality of work.

Deal with everybody equaly) no difference in sex, religious beliefs, race …).

Have the ability to assess own work activities (2.1 ).

Describe why showing on practice is an important method to develop knowledge, skills and practice.

Showing on practise assists me to see what I am doing good, where( in which areas) I need recommendations or more training.

Be able to agree an individual advancement strategy (3.1, 3.2).

Identify sources of assistance for own knowing and advancement.

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– Selfeducation (internet, books).
– Meetings with manager and more training.

Explain the process for concurring an individual advancement plan and who need to be included.
In personal development plan should be involved suprvisor and I. For this plan I have to know what I want to learn,what my targets are and update with supervisor to see how big progress I’ve done and what needs to be changed

Professional discussion with Assessor on SHC022

Candidate signature Assessor signature SHC023
Introduction to equality and inclusion in health, social care or children’s and young people’s settings

Understand the importance of equality and inclusion (1.1,1.2,1.3)

Explain what is meant by:

a) diversity
=diference(that everyone is unique and different)

b) equality
=treat the people on same way(and treating people in way appropriate to their needs)

c) inclusion
=including(inclusion is about giving a fair chance to be included without discrimination)

d) discrimination
=wrong judgement based on sex,religion,rase,disability…
(leave someone out of the team because of judgement)

Describe ways in which discrimination may deliberately or inadvertently occur in the work setting.

For example:
-bus driver won’t let wheelchair user and carer into the bus because he doesn’t want to make ready the ramp for wheelchair

-carer and clien’t will be different religion and client will celebrate own festive days(of religion) but won’t allow carer do celebrate hers/his religion festive days

Explain how practices that support equality and inclusion reduce the likelihood of discrimination.

Be example-to show the public right attidude towards discrimination (for
example support wheelchair user who’s discriminated by refusing enter into bus)

Be able to work in an inclusive way (2.1, 2.3)

Identify legislation, codes of practice and organisational polices and procedures (where these exist) relating to equality, diversity, discrimination and rights in own role.

-Disability Discrimination Act
-Human Rights Act 1998
-Employment equality regulations 2003
-Special education need and disability act 2000
-The sex discrimination Act 1975

Describe how to challenge discrimination in a way that promotes change.

action=do something when I see discrimination and not to ignore it question it=ask why and discus it

Be able to access information, advice and support about diversity, equality and inclusion (3.1)

Describe situations in which additional information, advice and support about diversity, equality and inclusion may be needed.

There’s different methods of obtaining information on diversity,equality and inclusion. -goverment web site (list of all current legislations to protect the rights of individuals -age UK group (can supply materials to hand out to client )

I may need this informations to help client who is seeking advise on particular subject or if I am trying to obtain information in order to support client

Introduction to duty of care in health, social care or children’s and young people’s settings.

Understand the meaning of duty of care (1.1, 1.2)

Define the term ‘duty of care’

Duty of care is responsibility towards the person I look after(in meaning to keep the person safe and away from harm)

Describe how the duty of care affects own work.

Duty of care means it is my part of my job to keep me and my client safe so I am following all security rules to keep everything safe and if there’s any new changes ,training or update I follow the new rules

Understand support available for addressing dilemmas that may arise about duty of care (2.1, 2.2)

Describe dilemmas that may arise between the duty of care and an individual’s rights.

The client knows what she/he is doing.It’s client’s right to decide about own life even if I disagree with client’s choise and I have to respect that (for example what is healthy to eat,what activities client wants to do…) Explain where to get additional support and advice about how to resolve such dilemmas.

I am seeking support and advice from my supervisor or from office. Way how to avoid conflicts because of this dilemmas is to make sure individual is aware of the consequences

Know how to respond to complaints (3.1, 3.2)

Describe how to respond to complaints

-respond the complaining asap
-acknowledge mistake
-speak about different views on what happened
-explaining situation for both sides and appology

Identify the main points of agreed procedures for handling complaints

-recorded and documented procedure
-complaint is listened to and respected
-procedure is clear
-it may have formal and informal options

Principles of safeguarding and protection in health and social care

Know how to recognise signs of abuse ( 1.1, 1.2, 1.3)

Define the following types of abuse:

a) Physical abuse

-if someone physicaly harm other person

b) Sexual abuse

-forcing into unwanted sex contact

c) Emotional/psychological abuse

-”doing harm with words”
-if someone behave on way that emotionally attack other person

d) Financial abuse

-using person’s money,property or other valuable things without this persnon’s knowing(unauthorised,illegal use)

e) Institutional abuse

-abuse happening in care homes,hospitals…can be any or combination of these:discriminatory abuse,financial,neglect,physical,emotional,sexual abuse

f) Self neglect

-when person neglect ownself(basic needs,personal hygiene)

g) Neglect by others

-passive for of abuse(for example carer should provide care for client but carer doesn’t give client an adequate care…do not change dirty linen,catheters) Identify the signs and /symptoms associated with each type of abuse.

-physical:brurses,scratches,change behavior
-sexual:brurses,scratches in genital area,change behaviour
-emotinal:changing behaviour
-financial:the affected person doesn’t know where are the money dissapearing -neglect:affected person will shown lacl of personal hygiene,health problems,dirthy cloths

Describe factors that may contribute to an individual being more vulnerable to abuse.

-if the individual has comunication difficulties,is socialy isolated,is depended on other person’s help

Know how to respond to suspected or alleged abuse (2.1, 2.2, 2.3)

Explain the actions to take if there are suspicions that an individual is being abused.

I have professional duty to report any wetnessed or suspected abuse to my supervisor or to the office.this information is refered to social services and it musst be assessed

Explain the actions to take if an individual alleges that they are being abused.

-let the person speak
-ask open questions(those where is no possible to answer yes or no) -don’t ask leading questions
-take every allegattion seriously
-contact and inform supervisor and office

Identify ways to ensure that evidence of abuse is preserved.

-make a written record of conversation(date,time on it)
-ensure written records are kept in safe place(bills,letters,medication records,bank statements) -record any physical signs of abuse on body(bruising,cuts)
-not tidy anything up(wait for police)

Understand the national and local context of safeguarding and protection from abuse (3.1, 3.2, 3.3, 3.4,)

Identify national polices and local systems that relate to safeguarding and protection from abuse.

-human rights act 1998
-equality act 2000
-social services

Explain the roles of different agencies in safeguarding and protecting
individuals from abuse.

-work together to prevent and protect adults from risk of abuse -support people to make their own choises
-investigated actual or suspected abuse and neglect

Identify reports into serious failures to protect individuals from abuse.

For example:
-if I am witness of abuse and I wont report it
-if agency will get report of abuse from carer and won’t take an adequate acction -if I as a witness of active abuse call police and the police won’t show up

Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse.

Supervisor-safe guarding courses
local safe guarding team-social services
independent safeguarding authority

Understand ways to reduce the likelihood of abuse (4.1, 4.2)

Explain how the likelihood of abuse may be reduced by:

a) working with person centred values

-encourage in contact with community,support to build up self confidence

b) encouraging active participation

-coopretaion with organization for disabled people(be part of disabled comunity)

c) promoting choice and rights

-by supporting with choises(places where to go for trips),accept the individual’s right for own decision but supporting to make sure client is safe

Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse.

Know how to recognise and report unsafe practices ( 5.1, 5.2, 5.3)

Describe unsafe practices that may affect the well-being of individuals

-not safe practise during moving and handling
-incorect use of equipment
-not disposing of waste properly

Explain the actions to take id unsure practices have been identified.

-inform supervisor
-write records of what is wrong + guidence

Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response.

Keep reporting in case of abuse(report to supervisor,office again) call police(as nothing has been done foe change and the situaton may cause harm of client)

Cite this page

QCF Level 2 Health and Social Care Diploma Group A: Mandatory Units Knowledge Workbook. (2016, Mar 02). Retrieved from

QCF Level 2 Health and Social Care Diploma Group A: Mandatory Units Knowledge Workbook

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