302 303 304

Unit 302

1.1
Reflective practice is simply the process of reflecting on something you have done or a task you have undertaken, looking at it from different perspectives and seeing if you could make any positive changes.
Meaning of reflective practice may include:
- exploring why and how you practice
- thinking back over a situation or activity
- developing a different approach
- gaining insight into a new way of learning

1.2
Reflecting on your practice is important as it allows you to identify area you need to improve on.
Engaging in reflective practice should help to improve the quality of care.
Importance of reflective practice may include:
- to consider new approaches and learning
- to focus on what has worked well and what needs to be improved
- to enable a different approach to be applied
- to develop greater self-awareness

1.3
Standards inform reflective practice because they impact on how You work in a day today setting. You have to be fully aware of them and understand the impactions of not working towards them. Reflecting on standards also gives you the opportunity to update yourself on any new standards.
Standards – may include:
Code of practice
Regulations

1.4
We all have different values and belife systems wich makes us uniqe and will have a big impact on our work. They depence of our background and experience. To be succesfull in all we do we have to agree with the company goals and mission. Everything we do or do not do would be based on what feels good to us and meet our belives. It directly affects how we work. If we dont agree and will have to work against our own belive system, our practice may be poor and we wont be seeing possibility for personal development.

2.1

Constructive feedback is feedback that is helpful. Some people might not like what they hear and ignore it, others might take on board what they have done poorly and the advice on how to improve their practice.

2.2

It is important that you obtain feedback, this feedback allows you to continuingly improve own working practices. It also identifies any areas of development that You may have, You can then work on these areas to work better and more effective.

2.3

You might think that you have done a good job and carry on in your own way without changing anything. Feedback from those you work with or were there to see you work can give you another perspective. They might agree that you did well, say that it was good but perhaps needs some changes or that it was poor. You can listen to what they say and consider their opinions and perhaps make changes that will make you a better worker.

3.1

The feedback that you get from others and also from your own self evaluation can be used to develop a personal plan.
Personal Development Plans are a means of setting yourself development objectives to enhance your skills and abilities.

Personal development plan should include:
Objectives - What do You want to be able to do or do better?
Actions - What methods will You use to achieve learning objectives?
Success criteria - How You will recognise success? How You will review and measure improvement?
Achievement date - When do You expect to achieve objectives?
Implementation - How will You practice and apply what You learn?

3.2

Working with your manager through supervision and will help you identify areas of your practice that need development and to plan for training. You will use supervisions to review your training and development progress and set new objectives.
Colleagues can feedback to you about your performance as they work directly with you and could share their own skills and experiences and help you to review your own.

3.3

Role of others may include to:
- help you identify your strengths
- provide you with greater insight
- provide you with information and new ideas
- enable you to think about the impact your practice has on others
- help you identify areas for development
- develop a working partnership with you
3.4

The plan gives you an overview of what you have accomplished but also allows you to identify areas that still need development. Personal development plan allow you to work with others to ensure that your practice, skills and abilities are kept up to dateBecause things are always changing with Health and Social Care you training and development needs to be continuous.
Personal development plan should keep you motivated as with any plan you can see what you have achieved and know that people are supporting you to develop further.

Unit 303

1.1

DIVERSITY - the fact or quality of being diverse; difference.
People are different in the way they look, dress, behave, believe and worship; where they work, how they live; age, gender, ethnic group – yet also have many similarities.
In a diverse society people need to tolerate and value differences in people so that we can continue to be individuals.
Diversity allows people to contribute to society. The more people are economically active, the more successful is the economy and this then benefits everyone.
Diversity is about valuing difference. It does not mean that everyone should be treated in the same way as different people have differing needs. Everyone should be treated with equal respect.

EQUALITY - is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation and age.
Promoting equality should remove discrimination in all of the aformentioned areas. Bullying, harassment or victimisation are also considered as equality and diversity issues.

INCLUSION - ensuring that all people with health needs can become valued and responsible citizens and take part in ‘mainstream’ activities alongside people who do not need to use health services.
Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. (World Health Organisation, 1948)
No sector of society should be excluded from access to health benefits. Groups which have been excluded include substance abusers, alcohol abusers, travellers and people with mental health needs.

DISCRIMINATION - to treat a person less favourably than another person is, or would be, treated in the same or similar circumstances.
Discrimination: treating someone differently because of some ascribed difference. Usually negative.
Discrimination: people treated unequally, some favoured more than others – is often an expression of prejudice.
Discrimination can be on the grounds of sex, race, disability, sexual orientation, mental health, age, ethnic background, culture, religion, gender, learning ability, life style and outlook. This is not acceptable.
Discrimination can be based on the assumptions people make about others eg people with mental health issues are dangerous. This links in to stereotyping and prejudice.

1.2

There are four areas of potential for the effect discrimination has
- Physical- Signs of poor health may manifest. self harming, attempting suicide, cutting, etc. Bullying might become physical and other types of abuse.
- Emotional - Emotional scars seem to run deep and are not healed easily. Could become to believe that persecutors are right, leading to a loss of self worth. Could lead to physical signs of trauma
- Social - lack of friends, social exclusion, no one to talk to about interests or plans for now and the future. Being treated as though someone doesn't belong. Could lead to more emotional harm, physical harm, intellectual harm, etc.
- Intellectual - Not wanting to learn, withdrawing from places of learning. Not wanting to be around others unsafe behaviors.

1.3

Inclusive practice is important as it enables individuals or groups of people to be involved and be part of an inclusive society that everyone can enjoy. Inclusive practice is about providing the support that people want in order to live their live as fully as possible.Its recognises that everyone is different and needs different levels of support to participate in their every day lives and be part of society.
If we understand the diversity of individuals and groups then we can focus on promoting equality by working in an inclusive way.

2.1

There is a legal framework to protect people from unlawful discrimination in respect of sex (including gender reassignment), race, colour, nationality, ethnic origins, national origins and disability.

Equality Act 2006 establishes the Commission for Equality and Human Rights (CEHR) makes it unlawful to discriminate on the grounds of religion or belief in the provision of goods, facilities and services, education, the use and disposal of premises, and the exercise of public functions enables provision to be made for discrimination on the grounds of sexual orientation in the provision of goods, facilities and services, education, the use and disposal of premises and the exercise of public functions, and creates a duty on public authorities to promote equality of opportunity between women and men ('the gender duty'), and prohibit sex discrimination and harassment.

The Mental Health Capacity Act
The Code of Practice for the Mental Capacity Act was laid before Parliament in February 2007 and came in to force in April 2007 (for England and Wales). Scotland has its own legislation, the Adults with Incapacity (Scotland) Act 2000 and in Northern Ireland it is currently governed by common law. It provides a statutory framework aimed at empowering and protecting people who are vulnerable and unable to make their own decisions.
It makes clear the circumstances in which other people can take decisions for an individual and allows people to plan ahead for a time when they may not be able to decide for themselves.
The Act is underpinned by a set of five key principles.
A presumption of capacity: every adult has the right to make his or her own decisions and must be assumed to have capacity to do so unless it is proved otherwise.
The right for individuals to be supported to make their own decisions: people must be given all appropriate help before anyone concludes that they cannot make their own decisions.
The right to make what might be seen as eccentric or unwise decisions.
Best interests: anything done for or on behalf of people without capacity must be in their best interests.
Least restrictive intervention: anything done for or on behalf of people without capacity should be the least restrictive of their basic rights and freedoms.

Care Standards Act 2000
The Care Standards Act (2000) has had an enormous impact on everyone working in the social care sector. It created a new regulatory framework for all regulated social care and independent health care services.
The Act has two fundamental aims, to:
- protect vulnerable people from abuse and neglect,
- promote the highest standards of quality in the care that people receive.

Human Rights Act 1998
The Human Rights Act means that residents of the United Kingdom are able to seek help from the courts if they believe that their human rights have been infringed. It is likely that anyone working within health and social care will be working within the provision of the Human Rights Act.
Some rights relevant to the unit:
- the right to freedom of thought, conscience and religion,
- the right to freedom of expression,
- the right to freedom of assembly and association
- the right to marry and found a family,
- the prohibition of discrimination in the enjoyment of convention rights.

With the introduction of the Human Rights Act, the Government had to show commitment to protecting the most vulnerable adults. In the past some people had not always been able to access their rights; this will now be regarded as a violation of an individual's human rights.

Disability Discrimination Act 1995
- a new individual right to ˇno discriminationˇ¦ on the basis of disability,
- a new duty to reasonably accommodate the needs of a disabled person,
- a new obligation on employers to make ˇreasonable adjustmentsˇ¦ to the physical features of premises and arrangements for employing disabled people,
- more favourable treatment of someone because they are disabled is permitted, for example agreeing to interview all disabled candidates who meet all the essential criteria of a person specification.

Race Relations Act
This Act places a statutory obligation on all public bodies to develop a race equality policy and action plan, not only to eliminate race inequality but proactively to promote equality between different racial groups, to assess the impact of all its policies on staff and students from different racial groups, to ensure that all staff are trained in their duties regarding promoting race equality.

Sex Discrimination Act 1975
This Act protects people from discrimination on the grounds of sex and marital status. Exceptions to the Act include genuine occupational requirements. The Act applies to both men and women. The inclusion or marital status was an important feature of the Act. The reason for including this alongside gender is to prevent employers from making, and acting upon, assumptions that married women are more likely to have child care responsibilities and are therefore less reliable or less committed employees.

„Disability Rights Commission Act 2000”
The Disability Rights Commission Act 1999 led to the establishment of the Disability Rights Commission (DRC) in April 2000. This Act sets out the DRC’s statutory duties:
- to work to eliminate discrimination against disabled people,
- to promote equal opportunities for disabled people,
- to encourage good practice in the treatment of disabled people,
- to advise the Government on the working of disability legislation, the Disability Discrimination Act 1995 (DDA) and the Disability Rights Commission Act 1999.

The Commission had a major strategic role in enforcing the law in the public interest. It was able to provide support for individual cases and conduct formal investigations for any purpose connected with the performance of its duties. The Commission ceased to operate in September 2007 and was replaced in October 2007 by the Equality and Human Rights Commission. A key aim of the commission is to end discrimination and harassment of people because of their disability, age, religion or belief, race, gender, or sexual orientation.

The Care Councils for England, Scotland, Northern Ireland and Wales developed Codes of Practice, which describe standards of conduct and practice. They were developed to provide a common model of behaviour for everyone working in social care.

Code of Practice for Social Care Workers
Social care workers must:
1. protect the rights and promote the interests of service users and carers,
2. strive to establish and maintain the trust and confidence of service users and carers,
3. promote the independence of service users whilst protecting them as far as possible from danger or harm,
4. respect the rights of service users whilst seeking to ensure that their behaviour does not harm themselves or other people,
5. uphold public trust and confidence in social care services,
6. be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills.

National Minimum Standards were produced in response to the Care Standatrds Act 2000. These standards inform the provision of Care services and have to be reached. Inspection of organisations to enable them to continue with registration and service provision is carried out by the Care Quality Comission.
Some relevant standards are below:
- the needs and preference of specific minority ethnic communities, social/cultural or religious groups catered for are understood and met,
- staff individually and collectively have the skills and experience to deliver the services,
- service users have their legal rights protected, are enabled to exercise their legal rights directly and participate in the civic process if they wish,
- where service users lack capacity, the registered person facilitates access to available advocacy services,
- all staff receive equal opportunities training, including disability equality training provided by disabled trainers; and race equality and anti-racism training,
- service users’ rights and best interests are safeguarded by the home’s policies and procedures.

Our health, our care, our say - this White Paper, published in 2006, sets out aims to provide people with good quality social care and NHS community services.
The White Paper aims to improve access to services which promote independence and put people in control of their own services. There are seven outcomes to be used to measure how effectively services are achieving these aims for individuals:
1. Improved health and emotional well-being.
2. Improved quality of life.
3. Making a positive contribution.
4. Choice and control.
5. Freedom from discrimination.
6. Economic well-being.
7. Personal dignity.

2.2

- Break the law and be subject to fines or sanctions
- Cause discrimination and exclude people - Reputation of the service could be damaged - Not Working in a person centered and holistic way which could isolate individuals or groups - Create an on going culture of bad practice

2.3

Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable or desirable is an essential part of who you are. The way in which you respond to people is linked to what you believe in, what you consider important and what interests you. You may find you react positively to people who share your values and less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs. This may seem obvious, but knowing what you need to do and achieving it successfully are not the same thing. Working in the social care sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of Practice for social care workers set out by the UK regulating bodies.

2.4

As a provider of care and support you will need to ensure that you understand the legal framework regarding equality, diversity, discrimination and rights and be able to relate this to your everyday role.
This include:
- Respect all individuals you support regardless of their social identity
- Recognise that you need to treat everyone you care and support as individuals and respond to them, and their social identity, in an individual manner
- Understand that treating people fairly does not mean treating people in the same way. You need to recognise difference and respond appropriately
- Try to increase your knowledge and understanding of aspects of social identity that may be different from our own
- Avoid stereotyping or making assumptions about individuals based on their social identity
- Recognise that your own social identity may impact on individuals in different ways
- Avoid using inappropriate and disrespectful language

2.5

What practices would be inclusive?
- Good communication skills
- Carrying out assessments that identify and recognize the cultural needs of an individual
- Working in a person centred way involving significant others in finding out the history of an individual
- Clearly giving information about rights and choices in a way that is understood
- Using advocates if needed
- Carrying out reviews with the person to ensure that they are included

What practice could exclude people?
- Making assumptions about individuals and allowing these assumptions to influence the way in which you work with them
- Undertaking activities with groups that do not take into account the diversity of people and different needs
- Openly making discriminatory comments or remarks about people or groups
- Allowing your own beliefs and values to impact on the quality of services that you offer to people
- Not keeping up to date with your own knowledge on equality and diversity

3.1

In order to support equality and inclusion there should be a commitment to showing there is no place for discrimination, harassment and stereotyped or prejudiced treatment. This can be addressed by looking at the services offered and the workownice providing them.
Some relevant aims:
-Recruit, develop and retain a workforce that is able to deliver high quality services. Initial induction and continuous professional development are important in this area.
-The services should be fair, accessible, appropriate and responsive to the diverse needs of different groups and individuals. The organisation will have an equality policy.
-Communication between the service and the service users should be effective. Barriers should be dismantled by staff. Alternative communication methods should be used to reach all users of the service.
-Standards and directions for future provision should be set. Social care responds to government initiatives and is inspected by the Care Quality Commission.
-A diverse workforce reflecting the diversity of society. A diverse workforce will create an environment in which everybody feels valued, where their talents are utilised and in which the goals of the organisation are met.

3.2

Through providing leaflet, information and policies and procedures: Providing leaflets and sufficient information regarding diversity and equality can raise awareness to a social care worker by acquiring adequate knowledge about it. It also helps them to know about the consequences if agreed ways of working are not followed which restrain them from doing any form of discrimination relating this issue.

Through Training and Discussion: Training and discussions are essential to raise awareness of diversity, equality and inclusion in any work settings. Discussion in meetings or group discussion among staffs play a vital role to raise awareness of equality, diversity and inclusion. The more they will engage in discussion or obtain trainings about this issue the more they will learn and be aware of and also they will be able and put them in their everyday’s practice.

3.3

Supporting others may include:
- making others aware of workplace policies, procedures and codes of practice
- making others aware of the law
- supporting others to attend training
- providing information and advice
- supporting others in situations where discrimination may occur
- evaluating situations with others where discrimination has occurred

Unit 304

1.2

Duty of care is closely linked with protection and safeguarding of individuals, because i have a responsibility to keep people safe from harm. I got duty of care to the all residents i care for but also to my colleagues i work with and to any visitors to the building.

2.2

When such conflicts or dilemmas happen we need to report it to a senior member of staff (manager), then risk assesment will be carry out, after that we need to discuss with individual potential hazards and dangers.