unit 2 individual rights in health and social care - pearson schools

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Unit 2 Individual Rights in Health and Social Care BTEC Level 2 Health and Social CareAssessment Resource Pack

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Sample learner work for A3 Letters to the editor

Workers responsibilities: At the Rebecca Rose residence we take our responsibilities seriously as we realise that everyone must work together to provide ethical support for the residents and also for each other as members of the team. If one of use fails to meet our responsibilities then the whole team could fail and our residents would suffer because of this.We provide active support for our residents by holding regular meetings where residents can tell everyone their views on things are run at Rebecca Rose. We also support people in completing questionnaires to give us feedback on the service we provide. We do not tell residents what to wear or what time to go to bed or even when they should use the toilet. This allows them to be treated in a dignified way, with respect. All of the staff are able to use British sign language and several speak different languages which mean residents can communicate their needs and also have ordinary conversations in the home. Some of our residents use electronic speaker boards and we have all had training so that we can make sure that everything is working. These allow residents to communicate in a way which meets their needs and doesn’t force them into using ways that they would have difficulty with. These methods also allows individuals to express their choices so that we can think about them when we are organising the day. We always knock and get permission before entering a residents room and we never join in private conversations between residents or residents and visitors unless we are invited too. We believe in allowing privacy and showing respect to our young adults. We treat them equally which means that they receive different treatment in order to meet all of their needs.We ensure that all equipment is working correctly the maintenance man checks this everyday and we take all precautions to protect our residents from danger and harm. All staff have CRB checks and are monitored on a regular basis to make sure that they know what to do and not putting the residents in danger through poor practice. All staff and visitors sign in and out and entrance to the residence is by entering a code into the door system. Anyone who doesn’t have the code must ring the bell. By having these stepss we are protecting the residents from danger and harm but does not stop them from taking part in daily life.We also make sure that all records are accurate and are stored safely in a locked cupboard. We never leave confidential information where it could be seen and we never share information about one resident with another. This shows respect for the residents and their privacy. We also use a password when storing records on the computer, and change this regularly for security. We do not leave a screen full of information for anyone to read. In other words, we keep to the rules laid down by the Data Protection Act 1998. We follow the rules in the Freedom of Information act 2005 by allowing residents to read information about themselves and provide these in a format which they can understand. I hope that you can see from my letter that we deliver ethical support at the Rebecca Rose Residence.Yours sincerely,

Sara LevinsonSara Levinson

Assessor’s comment: This is evidence towards D1 of Unit 2, an assessment of how principles and values relate to individual rights.

Assessor’s comment: This is evidence towards M1 of Unit 2, a discussion of how principles and values can lead to equal treatment.

Assessor’s comment: This is evidence towards M1 of Unit 2 partially met; you have begun to discuss the importance of ethical

Assessor’s comment: This is evidence towards D1, an assessment of how the principles and values promote individual rights.

Assessor’s comment: This is evidence towards M1 for Unit 2, discussion of the underpinning principles and

Comment: A good effort, Sara. P3, M1 and D1 have been met in full for Unit 2. You have applied the scenario to the assessment and grading criteria; please see my comments on the feedback sheet.

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Task 2Mr J KayThe Weekly News223-225 Great Hampton StreetLondonS3 W14

23rd October, 2010

Dear Mr Kay

You have asked me to write about the cultural diversity in the residence and how we make sure that everyone is treated equally. As I did in my last letter I will answer your queries section by section as you may find this easier to turn into articles for your newspaper. I am going to write about the factors which could influence equality for our residents, the ways in which we avoid discriminating residents and also the possible effects of discrimination on resident’s health.

Social, cultural and political factors and discriminatory practice:Our residents come from a variety of different backgrounds and some have cultural requirements which are connected to their ethnicity and/ or religious beliefs. We make sure that we understand the dietary requirements of everyone, our chefs are trained and we buy our food from places which ensure that animals are killed in ways which support the religious and cultural beliefs of our residents. This makes sure that everyone is able to enjoy their food and feel well. Not providing appropriate food would mean that we were discriminating against some people and stopping their right to a healthy diet which meets their needs and preferences. We take time to find out about each resident so that we do not make assumptions or stereotype them from our experience of one person from that group or from people we have seen on the television or read about in newspapers.

We recognise that some requirements are specific to genderand therefore care is always delivered by a member of staff of the same gender to save embarassment for the individual and to make sure that they receive the care needed. We respect the family structure of all our residents, the family is important and helps to define identity. Families are always involved in planning support for each resident as they are part of the team.

We do not make judgements as this could result in unequal treatment for the resident. We also recognise that our residents are young adults and we treat them with respect, valuing their opinions and not ignoring their opinions because they have not lived as long as some of the staff. We are encouraged to examine our attitudes towards different groups so that we do not discriminate by treating people differently because of any of the factors I have mentioned. Some of our residents have disruptive behaviour and we are careful not to label them as difficult or invent names for them attached to their behaviour. We recognise them as individuals who may challenge us but who are more than their behaviour, they are humans.

The effects of discrimination on an individual’s health/wellbeing Discrimination can affect people in all sorts of different ways, none of them good. For example, people may miss out on personal care if they feel that their needs are not met. Also, prejudice and poor attitudes can mean that staff do not notice when people are unwell until they are seriously ill and are at risk. We may think we know about a person’s physical abilities and assume that they can

Assessor’s comment: Nice introduction, Sara, setting the scene and giving reasons for the letter.

Assessor’s comment: This is evidence towards P3 for Unit 6, explanation of factors that may influence equality of opportunity.

Assessor’s comment: This is evidence towards M2 for Unit 6 – discussion of how discriminatory practice may be avoided.

Assessor’s comment: This is evidence towards P3 for Unit 6, reference to factors that may influence equality of opportunity.

Assessor’s comment: This is evidence towards M2 for Unit 6, reference to the avoidance of discriminatory practice.

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do less than they can when it is who are not offering the right opportunities. Poor communication can mean that someone is ill but stereotyping could make us think that the individual comes from a quiet group and not realise that they are ill. This can also be the case where someone is depressed and becoming withdrawn, there is a difference between being quiet and depression and we should not allow prejudice to confuse us. Whatever a person’s ability to learn, we should offer opportunities which match their needs or they may become bored and angrl. It is important to provide opportunities for residents to join in with social activities by providing ones which they are interested in and do not offend their religious beliefs and preferences. For example, a visit to the local pub might not fit someone with a very strong religion. But we should not assume that they do not like going out or they could become withdrawn and unhappy leading to depression.

The influences of staff, the organisation and work with users of the service/materials and the role of the media

Our organisation has a responsibility to work in a ant-discriminatory way by ensuring that all policies and procedures are designed in ways which make sure of this. One way is to make sure that they follow the guidelines set down by the General Social Care Council Codes of Practice and also laws about discrimination. The organisation does provide equipment to enable individuals to communicate and join in with everyday life such as electronic speaker boards, hearing aids and aids which allow independence such as electronic wheelchairs and special cutlery and crockery. We have a library which contains books which provide positive images of people from different ethnic groups and both genders, doing ordinary, everyday activities. There are stories which are relevant to our residents but do not patronise them or treat them as children. We also provide leaflets in large print, braille and several languages on information which is useful to our residents. We are aware of the influence of the media in leading individuals to stereotype groups, for example on television in newspapers and on the internet. Some magazines have stereotypical images of both men and women and we do not allow these. It is also the responsibility of each member of staff to ensure that the rules of the organisation are followed when providing support and care for our residents by making sure that they understand them and also by going to training sessions when it is offered. It is important to form professional relationships with individuals so that we don’t discriminate or treat them unequally without realising this. Sometimes poor practice comes from lack of knowledge rather than being deliberate but the results are the same. Working with individuals and showing a genuine interest in their wellbeing can help use to meet the needs of each of our residents and support their achievement of potential, we all do have potential.

I do hope that your newspaper does not discriminate by stereotyping, labelling on showing negative images of people who make up our diverse society Mr Kay. We at the Rebecca Rose Residence celebrate diversity and benefit from this I hope that you will too.

Yours sincerely

Sara Levinson Sara Levinson

Assessor’s comment: This is evidence for D1 for Unit 6, assessment of the possible effects of discrimination on an individual’s wellbeing.

Assessor’s comment: Well done, Sara. P3, M2 and D1 have been met in full for Unit 6, please see my feedback.

Assessor’s comment: This is evidence towards M2, avoidance of discriminatory practice seen here.

Assessor’s comment: Effects of positive practiceDRAFT



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Assessor’s comments

QualificationBTEC Level 2 Extended Certificate in Health and Social Care

Assessor name Ruth Clarke

Unit number and titles

Unit 2 Individual Rights in Health and Social CareUnit 6 Cultural Diversity in Health and Social Care

Learner name Sara Levinson

Assignment title A3 Letters to the editor

Unit Criteria To achieve the criteria the evidence must show that the learner is able to:

Achieved?

2 P3explain the principles and values which underpin the support for individuals who use services

Y

2 M1 discuss the principles and values which underpin support for individuals who use services

Y

2 D1 assess how the principles and values which underpin health and social care relate to the promotion of rights of individuals

Y

6 P3 explain factors that may influence the equality of opportunity for individuals

Y

6 M2 discuss how discriminatory practice can be avoided Y

6 D1assess the possible effects of discrimination on the physical, intellectual, emotional and social health/wellbeing of individuals

Y

Learner feedback

I really found this assignment interesting to do because it related to a setting which was like my work experience. I never really thought about how discrimination can affect people, this made me think. The assignment was hard, it took a long time to write but I’m proud of the way it turned out.

Assessor feedback

Well done, Sara. An overall good piece of work which clearly meets the assessment and grading criteria.

Unit 2: P3 – you have provided an explanation of the underpinning principles and values relating to the support of individuals and extended this into a discussion for M1. D1 – there is an assessment of the relation between principles, values and the promotion of rights. You have repeated yourself at times; do be careful of this, Sara. You could have assessed the relation to the rights of individual in more depth in places but overall you have met D1, well done.

Unit 6: P3 – everything is included and explained, but the explanation regarding materials etc is lacking in depth and just meets the pass. M2 – you have discussed how discriminatory practice is avoided in the residence, again more depth in future tasks would prepare you for progress onto Level 3. D1 – there is assessment of the possible effects of discrimination; be careful to justify your strong opinions by including facts. Try to include a bibliography as, again, this is preparation for Level 3 and will also enable you to justify your opinions more fully.

Action plan

• add more depth of discussion when assessing points – see me for help if you need this

• proof read work to note repetition

• justify opinions with facts

• include references.

Assessor signature Ruth Clarke Date 29.11.11

Learner signature Sara Levinson Date 03.12.11

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unit 2 individual rights in health and social care - pearson schools

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