Outcome 1 Understand own responsibilities‚ and responsibilities of others‚ relting to health and safety in the work setting. 1. Identify legislation relating to general health and safety in a health or social care work setting. The European Parliament issues Directives on all legislation‚ including Health & Safety. 1989 saw six Health & Safety Directives issued. They had to be applied as law by each of the Member countries. By authority given to the Secretary of Sate these Directives
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Support positive risk taking for individuals 1.1 Explain ways in which risk is an integral part of everyday life Risks are an important part of everyday life as without doing risk assessments and preventing the risk an accident will happen. 1.2 Explain why individuals may have been discouraged or prevented from taking risks. Bill has recently come into care due to having a fall‚ he walks with a zimmer frame and likes to be independent. Due to bill having a fall a risk assessment has been
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Unit 4222-233 meet food safety requirements when providing food and drink for individual 1.1Workers should be aware of and practice personal Hygiene - eg‚ hand washing. Food stored at correct temperature Food stored in correct conditions - eg raw meat not contaminating cooked meat & veg Not using same utensils for raw meat and other foods Food should be served at the correct temperature‚ temperature should be monitored if food is kept in warming trays. 1.2. Potential food safety hazards when
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Unit 4222-380 – Principles of supporting young people with a disability to make the transition into adulthood (LD311K) Understand the steps and stages of moving from childhood to adulthood. 1.1 For all these steps and stages staff‚ keyworkers‚ social workers and anybody else involved in these young people’s wellbeing should be working to help‚ support and guide these young people into adulthood and prepare them for their transition into adulthood. Alongside the many physical and emotional changes
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UNIT 4222-301 PROMOTE COMMUNICATION IN HEALTH‚ SOCIAL CARE OUTCOME 3 EXPLAIN HOW PEOPLE FROM DIFFERENT BACKGROUNDS MAY USE AND/OR INTERPRET COMMUNICATION METHODS IN DIFFERENT WAYS Our knowledge and understanding of the words we use and how they communicate them has been influenced by our culture. A culture is the community or group an individual was born‚ grew up and live in. Our community or group have a lot of people who have an influence of how we interpret things. Our family has the biggest
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Amita Doshi Unit 4222-226 Gain access to the homes of individuals‚ deal with emergencies and ensure security on departure. 1 1.1 Entry and departure to the client’s homes would have been agreed at the initial assessment. This information would have been included in the red folder which is left on the premises. If installed the keysafe code would have also been disclosed along with the agreed times of entering and departing and who to contact if no answer. If obtaining access through another way
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Unit 4222-216- Support independence in the tasks of daily living- Outcome1-understand principles for supporting independence in the tasks of daily living-Individuals can benefit from being as indepenent as possible in the tasks of daily living as it depicts that people having the same level of choice‚ control and freedom in their daily lives as any other person. Each of the three main
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Unit 4222-304 Principles for implementing duty of care (SHC 34) Outcome 1 Understand how duty of care contributes to safe practice 1. Employers and employees and I have a “Duty of care” when carrying services to the persons in our care also responsibilities to safeguard the welfare and wellbeing of the service user in their care. This includes correct attention‚ watching out for hazards‚ trying to prevent mistakes or accidents‚ and making wise choices about steps undertaken in the role. The support
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Unit 4222-372 Equality‚ diversity and inclusion in dementia care practice Outcome 1 Understand that each individual’s experience of dementia is unique 1. It is important to remember that people suffering from dementia do not lose their individuality and identity. They have life histories‚ families‚ beliefs and values‚ opinions‚ feelings‚ interests and hobbies. They may struggle
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Chapter 4 Social Construction of Serial Murder LEARNING OBJECTIVES: After reading this chapter‚ students should be able: 1. To evaluate sociological theories as they pertain to violent behavior. 2. To understand the role of family and maladaptive childhood behaviors that may portend adult criminality‚ especially violence. 3. To examine the incidence of school shootings by juveniles compared to adults. 4. To examine the Myers and Kirby typologies of juvenile serial killers.
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