Certificate Standards

Moving and handling

1.1 what is risk and hazard in relation to moving and handling
In moving and handling, a hazard is a potential source of harm (e.g., heavy or unstable loads), while
risk is the likelihood and severity of harm occurring from exposure to that hazard.

1.2 What are some factors in risk assessment

Risk assessment factors include identifying hazards, evaluating exposure, analyzing potential
impacts, assessing likelihood, and considering vulnerability and existing control measures.

1.3 Causes of injury to staff and service users during poor moving and handling
Injuries to staff and service users during poor moving and handling are typically caused by improper
techniques, lack of training, inadequate equipment, or failure to assess risks.

1.4 List some checks to be carried out before using any moving and handling equipment
a) Ensure the equipment is clean, in good condition, and free from damage.
b) Check that the equipment is appropriate for the task and user.
c) Confirm the equipment is properly assembled and all parts are secure.
d) Verify the weight capacity and compatibility with the user.
e) Inspect brakes, wheels, and any moving parts for functionality.
f) Test the equipment for smooth operation before use.
g) Ensure any slings, straps, or supports are correctly fitted and undamaged.

1.5 When should you use sliding sheets

Sliding sheets should be used when moving, repositioning, or transferring individuals in bed to
reduce friction, prevent skin damage, and minimize strain on both the service user and the
caregiver.

1.6 Why should the bed of a service user who is bedbound be lowered to the floor before leaving
them
Lowering the bed of a bedbound service user before leaving helps reduce the risk of falls and
injuries, ensuring their safety if they attempt to move or roll out of bed unsupervised.

1.7 What is the importance of communicating when supporting an individual with their mobility
Communicating when supporting an individual with their mobility is crucial to ensure safety, build
trust, understand their needs and preferences, provide clear instructions, and prevent discomfort or
injury during the process.
Feedback to staff & Date:

Understand your role

1.1 Describe some of your main duties and responsibilities
Some main duties and responsibilities include ensuring the safety and well-being of individuals,
adhering to policies and procedures, providing care or support, maintaining accurate records, and
effectively communicating with colleagues and service users.

1.2 List some code of conduct for Healthcare Support Workers and Adult Social Care Workers in
England
a) Treating individuals with respect, dignity, and fairness.
b) Maintaining confidentiality and safeguarding personal information.
c) Promoting the well-being, health, and safety of those in care.
d) Upholding professional boundaries and avoiding conflicts of interest.
e) Acting with honesty, integrity, and accountability in all actions.
f) Continuously developing knowledge and skills to provide high-quality care.
g) Reporting any concerns about the safety or well-being of individuals.

1.3 How can the following affect your quality of work:

A positive experience
A positive experience can enhance your quality of work by boosting motivation, increasing job
satisfaction, improving focus, and fostering a collaborative environment, leading to higher
productivity and better outcomes.

A negative experience, and the steps that were taken to ensure it didn’t affect your work
A negative experience can lead to decreased motivation, stress, or reduced focus, potentially
impacting work quality; to prevent this, steps like seeking support, reflecting on the situation, and
taking breaks were taken to maintain professionalism and productivity.

Your positive attitude

A positive attitude can enhance your quality of work by fostering motivation, improving problem-
solving, encouraging collaboration, and promoting a proactive approach to challenges, leading to
better performance and outcomes.
Your personal beliefs
Personal beliefs can affect the quality of work by influencing decision-making, communication, and
interactions with others, potentially leading to biases, conflicts, or lack of empathy, which can
impact professional performance and outcomes.

1.2a Under each of the headings below, describe your rights and responsibilities as a worker.
Health and safety
Rights: Right to a safe working environment and protection from hazards.
Responsibilities: Follow health and safety protocols, report risks, and use protective equipment.
Confidentiality
Rights: Right to have personal and sensitive information kept private.
Responsibilities: Maintain confidentiality of service users' and colleagues' information, sharing only
as needed and with consent.
Working time
Rights: Right to fair working hours, breaks, and time off as per labor laws.
Responsibilities: Adhere to agreed working hours and notify employers of any scheduling conflicts or
absences.
Pay and wages
Rights: Right to receive agreed wages on time and according to contract terms.
Responsibilities: Ensure accurate reporting of work hours, duties, and any overtime worked.

1.2b Speak to your employer to find out the aims, objectives and values of the organization that
you work in and use the information to fill in the table below.
The aims of my organization
To providing high-quality care, ensuring safety, promoting independence, or enhancing the well-
being of service users.
The objectives of my organization
Meeting health and personal care needs, improving the quality of life, training staff, or complying
with regulatory standards.
The values of my organization
Core values include compassion, respect, integrity, empathy, professionalism, and person-centered
care.
1.2C Give an example of an agreed way of working in your workplace and explain why it is
important.
An agreed way of working in a caregiving workplace could be the use of person-centered care plans
for each service user.
Explanation:
This approach ensures that care is tailored to meet the individual needs, preferences, and goals of
each person. It is important because it promotes respect for the dignity and autonomy of service
users, helps improve their quality of life, and ensures that care is delivered in a consistent,
personalized way that aligns with both the service user's wishes and the legal or regulatory
standards in place.

1.2d For each of the statements below, decide whether each should be reported as a concern and
tick either yes or no.
Statement
Yes
No
The health and safety of staff is in danger
Yes

Individuals are treated with dignity and respect

No

The environment is being damaged by work activity

Yes

Wrongdoing is being covered up

Yes

The individual’s care is inadequate but they cannot or will not complain
Yes

Care plans are reassessed and updated regularly

No

Your manager is involved in the abuse of individuals

Yes

Part ii) Thinking about the statements in Part i) that would need to be reported, explain how you
would raise your concerns, or whistleblow and why.
1. Document the Concern: I would record specific details of the issue, including the date, time,
people involved, and any evidence, to ensure clarity and accuracy.
2. Report to a Supervisor or Manager: If possible, I would first raise the concern with my direct
supervisor or manager, following the organization’s procedure for reporting issues. I would
explain the situation respectfully and provide any supporting evidence.
3. Escalate if Necessary: If the supervisor or manager is involved in the wrongdoing or does not
take appropriate action, I would escalate the concern to higher authorities, such as the
safeguarding lead, a regulatory body (e.g., Care Quality Commission), or an external
whistleblowing service.
4. Whistleblowing Channels: If internal reporting does not resolve the issue, I would use formal
whistleblowing channels, such as a confidential hotline or an external ombudsman, to ensure
the issue is raised with appropriate authorities.
Because: Whistleblowing is important because it helps protect the safety, dignity, and rights of
individuals, ensures that care standards are upheld, and maintains accountability within the
workplace. It is crucial to raise concerns to prevent harm to individuals, staff, or the organization
itself and to comply with legal and ethical responsibilities.

1.3a Think about your responsibilities to the individuals you support. Describe four of your
responsibilities to those individuals:
a) Provide Person-Centered Care: I am responsible for delivering care that is tailored to each
individual's preferences, needs, and goals, ensuring their autonomy and dignity are
respected.
b) Promote Safety and Well-Being: I must ensure that individuals are in a safe environment,
free from harm, and that their health and well-being are consistently monitored and
addressed.
c) Maintain Confidentiality: It is my responsibility to keep personal and sensitive information
about individuals private and only share it with those who have the right to know, in
accordance with legal and ethical standards.
d) Support Independence: I have a duty to encourage and enable individuals to maintain as
much independence as possible, helping them to make decisions and empowering them to
live fulfilling lives within their capabilities.
1.3b In the boxes below, explain how a working relationship is different to a personal relationship.
Use examples from your service to help you explain your points:
A working relationship is...
A professional connection where individuals interact based on their roles and responsibilities,
focusing on mutual respect, professionalism, and achieving common work-related goals.

A personal relationship is...

A connection formed through personal interest, emotions, and shared experiences, typically
outside of a work context, where the focus is on friendship, support, and emotional bonds.

Examples include...
i. A caregiver and a service user working together on a care plan, ensuring the individual’s
needs are met within a professional, respectful framework.
ii. A supervisor and an employee collaborating on tasks, with clear boundaries regarding work-
related expectations.
Examples include...
i. Spending time with a colleague outside of work in a social setting, like meeting up for coffee
or a casual dinner.
ii. A friendship where both parties share personal experiences, emotions, and activities outside
of the professional environment.

1.3c There are four main working relationships in health and social care. State the four main
working relationships and provide a description of each, including who they are most likely to be
in your own workplace:
1. Care Worker and Service User
This relationship is based on providing care and support to individuals receiving services. The
care worker assists with activities of daily living, ensures health and safety, and helps
maintain dignity and respect. In my workplace, this would likely be between myself (as a
caregiver) and the service users we support.
2. Care Worker and Colleague
This relationship involves working together with other care workers, nurses, or support staff
to deliver coordinated care. It is essential for teamwork, communication, and collaboration.
In my workplace, this would be among fellow caregivers, nurses, or administrative staff.
3. Care Worker and Manager
This relationship focuses on supervision, guidance, and support to ensure proper care
delivery and adherence to standards. The care worker receives direction from the manager
while also providing feedback and reporting on care issues. In my workplace, this would be
between myself and my manager or supervisor.
4. Care Worker and External Professionals
This includes relationships with professionals such as doctors, therapists, or social workers,
who may be involved in the care of service users. The care worker collaborates with these
 professionals to ensure holistic care. In my workplace, this could involve collaboration with
doctors, physiotherapists, or social workers when supporting service users' diverse needs.

1.4a As a worker in health and social care it is essential to be an effective and good team member
and work in partnership. Explain why it is important to work:
a) In partnership with other workers:
Working in partnership with other workers is crucial for providing holistic and coordinated care.
Collaboration ensures that all aspects of an individual’s care are addressed, from physical and
emotional needs to social and psychological support. When care workers, nurses, and other
professionals communicate and share information effectively, they can avoid duplication, ensure
consistency, and improve the overall quality of care provided to the individual.

b) In partnership with key people, advocates, and others who are significant to the individual such
as their carer, family members or friends:
Working in partnership with key people such as family members, friends, and advocates is
important because they often have valuable insights into the individual’s preferences, history, and
needs. Involving them ensures that care is person-centered, respecting the individual’s wishes and
preferences. Family members and advocates can also offer support, help make informed decisions,
and ensure that the individual’s rights are upheld, fostering a more positive and supportive care
environment.

Feedback to staff & date

Handling Information

Complete the table below to show your understanding of agreed ways of working for handling
information and two pieces of related legislation. You will need to describe how they affect the
recording, storing and sharing of information.
Agreed ways of working
This includes
This includes following organizational policies, procedures, and protocols for handling information in
a secure, confidential, and accurate manner. It ensures that staff understand their responsibilities
when recording, storing, and sharing information and comply with legal and ethical requirements to
protect individuals' privacy and data security.

How does it affect the recording, storing and sharing of information?

Agreed ways of working require that information is accurately recorded, kept secure, and shared
only with authorized individuals. It ensures confidentiality is maintained and that information is
stored in a way that allows easy access while protecting against unauthorized access or breaches.

Legislation 1: Data Protection Act 2018 (DPA 2018)

The aim of this legislation is....

The Data Protection Act 2018 ensures that personal data is handled in a lawful, transparent, and
secure manner. It aims to protect individuals' privacy rights and restricts how personal data can be
processed, stored, and shared. It requires organizations to implement strict measures to protect
personal information and comply with individuals' rights regarding their data.
How it affects the recording, storing, and sharing of information:
Under this legislation, all personal data must be recorded accurately, securely stored, and shared only with
those who have a legitimate reason. Information must not be kept longer than necessary, and individuals
must be informed about how their data will be used. Confidentiality is essential, and breaches could result in
legal consequences.

Legislation 2: The Health and Social Care Act 2008 (Regulated Activities) Regulations 2014

The aim of this legislation is....

The Health and Social Care Act 2008 aims to regulate the quality of care services and ensure that
individuals are treated safely and with dignity. It includes regulations on how care records should be
managed, focusing on accuracy, confidentiality, and the integrity of personal information.
How it affects the recording, storing, and sharing of information:
This legislation mandates that care records are kept up to date, accurate, and accessible to
authorized staff members only. It sets standards for ensuring confidentiality and proper record-
keeping practices. The sharing of information must be done in compliance with individuals' rights,
and appropriate consent must be obtained before information is shared, particularly in sensitive
contexts.

Name 5 Secure systems for recording, storing and sharing information in your organisation:
i. Electronic Health Records (EHR) Systems
ii. Care Management Software
iii. Password-Protected Document Storage
iv. Encrypted Email Systems
v. Cloud-Based Storage with Two-Factor Authentication (2FA)

14.1b Explain why it is important to have secure systems for recording, storing and sharing
information in an organisation. Think of using words like – Vulnerable, Private, Safeguard,
Responsibility, Trust, Protect
It is important to have secure systems for recording, storing, and sharing information in an
organization to protect vulnerable individuals and ensure their private and sensitive information is
safeguarded. Care providers have a responsibility to maintain trust with service users by ensuring
their personal data is kept confidential and only shared with authorized individuals. Secure systems
help protect against data breaches, unauthorized access, and potential misuse, ensuring that
individuals' rights are upheld and their well-being is prioritized. By using secure systems,
organizations demonstrate their commitment to safeguarding service users and complying with
privacy laws.

14.1d For each of the statements below, decide whether agreed ways of working in relation to
handling information have been followed. Tick either yes or no.
Agreed ways of working
Yes
No
Sensitive personal information about individuals is left on display
No

The last person on the staff computer has not logged out properly
No

An individual is taken to a private and safe area to discuss their concerns

Yes

An individual’s circumstance is discussed by colleagues over a lunch break

No

The manager does not address a complaint made by an individual you support about a breach of
confidentiality of their personal information
No
An individual’s private details are taken and stored in a secure or locked cupboard
Yes

Two workers communicate about an individual, when they are off duty through a Facebook message
No

14.1d
Part ii) Thinking about the statements above that would need to be reported, explain how and to
whom you would raise your concerns, or whistleblow, if you felt that agreed ways of working had
not been followed.
1. Document the Concern: I would carefully document the details of the situation, including the
individuals involved, the nature of the breach, and any evidence (if available). This ensures
that my concern is clear and accurate.
2. Report to My Supervisor or Manager: The first step would be to report the issue to my
direct supervisor or manager, following the organization's reporting procedures. I would
explain the situation in a calm, professional manner, and provide all relevant details. For
example, if sensitive personal information was left on display, I would report it immediately,
outlining the potential risks and the failure to follow confidentiality protocols.
3. Escalate if Necessary: If the manager is involved in the breach or does not address the
concern appropriately, I would escalate the matter to higher authorities, such as the
safeguarding lead, human resources, or a designated whistleblowing officer within the
organization.
4. Whistleblowing to External Authorities: If internal reporting does not result in proper
action, I would use external whistleblowing channels. This could include contacting
regulatory bodies (e.g., Care Quality Commission) or using confidential whistleblowing
services, ensuring the issue is taken seriously and investigated further.
Because: Whistleblowing is crucial to uphold the safety, privacy, and well-being of individuals. It
ensures that any breaches of confidentiality or privacy laws are addressed and that the organization
takes responsibility for ensuring that agreed ways of working are followed. Protecting individuals'
sensitive information is essential to maintaining trust and complying with legal requirements.

Feedback to staff & date

Communication
6.1 Choose five different types of communication and describe how and when they might be used.
1. Verbal Communication
How and when it could be used: Verbal communication is used for direct interaction with
others through speaking. It is essential during face-to-face meetings, giving instructions,
explaining care plans to service users, or providing updates to colleagues. It is used daily in
caregiving settings to ensure clarity and understanding.
2. Non-Verbal Communication
How and when it could be used: Non-verbal communication includes body language, facial
expressions, gestures, and posture. It can be used to convey empathy, comfort, or
reassurance to service users, especially those with limited verbal communication abilities.
For example, a comforting touch or a smile can help convey care and understanding.
3. Written Communication
How and when it could be used: Written communication is used for recording important
information, such as care notes, incident reports, and care plans. It ensures that accurate,
detailed, and permanent records are kept. It is often used when communicating with
colleagues who are not present or for formal documentation.
4. Electronic Communication
How and when it could be used: Electronic communication includes emails, instant
messaging, and online platforms. It is used to share information quickly with colleagues,
update records in electronic health systems, or communicate with external professionals
(e.g., doctors or social workers). It is efficient for urgent matters or for sharing information
with teams across different locations.
5. Visual Communication
How and when it could be used: Visual communication includes the use of charts, diagrams,
pictures, and visual aids. It is useful when explaining complex information or processes to
service users or colleagues, such as using pictures to assist non-verbal individuals in
understanding care instructions or using visual schedules to help individuals with cognitive
impairments.

6.1b Use examples from your own workplace to describe how good and poor communication could
affect relationships at work.
1. Examples of good communication affecting a work relationship:
a. Clear Care Plans: When a caregiver clearly communicates a service user's needs and
preferences through detailed care plans, it ensures that all team members are on the same
page. This improves collaboration and consistency in care, fostering trust between the
caregiver and colleagues, and ultimately improving the service user's experience.
b. Active Listening: If a team member actively listens to the concerns of a colleague, such as
during a team meeting, it can lead to better problem-solving and a more supportive work
environment. For example, if a caregiver expresses feeling overwhelmed with their workload,
a manager who listens and offers solutions or assistance will strengthen their relationship and
morale.

2. Examples of poor communication affecting a work relationship:

 a. Misunderstanding Care Instructions: If a caregiver fails to properly communicate a service
user's dietary restrictions to a colleague, this could result in serving the wrong food, potentially
compromising the user's health. This creates tension, confusion, and distrust between team
members.
b. Lack of Feedback: If a manager fails to provide feedback on a caregiver's performance or
concerns, it can lead to frustration and a lack of direction. For instance, if a caregiver is unsure
about how well they are doing or if they haven't been informed about improvements needed, it
can affect job satisfaction and weaken the relationship with their manager.

Activity 6.1c
Imagine you are talking to an individual about a change to their care plan. During the conversation,
which starts very relaxed, you notice that the person starts getting fidgety and avoiding eye contact.
Their body language changes, they turn sideways on their chair so they no longer face you.
1. Why is it important that you notice the changes in the other person’s reactions?
Noticing changes in the other person's reactions, such as fidgeting, avoiding eye contact, and turning
away, is important because it signals that they may be feeling uncomfortable, anxious, or unsure
about the conversation. Recognizing these signs allows you to understand their emotional state and
respond appropriately, ensuring that their feelings are acknowledged and respected. It also helps to
identify when the person might not be ready to discuss certain topics or may need additional
support or reassurance.

2. Why is it important that you respond to the changes in the other person’s reactions?
Responding to the changes in the other person’s reactions is crucial because it shows that you are
empathetic and attentive to their needs. If someone becomes uncomfortable, addressing it
promptly—such as by pausing the conversation, offering reassurance, or changing the subject—can
help rebuild trust and create a safer, more supportive environment for them to express their
thoughts and feelings. It also helps maintain a positive working relationship and prevents further
distress or miscommunication.

Activity 6.2a Part i)

List four ways that can help you to establish an individual’s communication or language needs,
wishes and preferences.
a. Ask Directly
b. Observe Non-Verbal Cues
c. Review Care or Support Plans
d. Consult with Family Members or Advocates

Activity 6.2a Part ii) Describe how each of the above can help you to establish an individual’s
communication and language needs, wishes and preferences.
a. By directly asking the individual about their preferred communication method, you can gain
clear, firsthand information. This approach ensures that the person feels involved in decisions
about how they communicate and allows you to tailor your communication approach to suit
their preferences.
b. Non-verbal cues, such as gestures, body language, and facial expressions, can indicate whether
the individual is comfortable or struggling to communicate. These observations help you adapt
your communication to be more effective, especially if the individual is unable to express
themselves verbally.
c. Care or support plans often contain detailed information from previous assessments about an
individual's language and communication needs. These documents provide a foundation for
understanding how the individual has communicated in the past and any recommended
strategies or tools to support their needs.
d. Family members or advocates can offer valuable insights into the individual's communication
style, preferences, and any challenges they may face. Their input can guide you in creating a
more personalized and effective approach, ensuring the individual’s needs are respected and
met.

Activity 6.2b Think of the different communication needs, wishes and preferences that individuals
may have. List at least six different styles or methods of communication that could help you when
communicating with individuals.
1. Verbal Communication
2. Sign Language
3. Written Communication
4. Pictures or Pictograms
5. Body Language and Non-Verbal Cues
6. Assistive Technology

Activity 6.3a & b Complete the table below to make a list of potential barriers to effective
communication and describe ways to reduce the barrier. An example has been provided for you.
Barrier to communication
How it can be reduced

1. Substance misuse
If an individual’s behaviour is affected because of misuse of substances, I need to think carefully
about how I will use my communication skills to make sure the individual is supported. If they are
frustrated and angry I will need to use a calming tone of voice and relaxed body language but
maintain a safe distance.
2. Hearing impairment
Use visual aids such as written instructions, facial expressions, or sign language. Ensure that the
environment is quiet, and speak clearly, facing the individual.

3. Language differences
Use simple language, and where necessary, provide an interpreter or translation services to help
bridge communication gaps.

4. Cognitive impairments
Use clear, short sentences and repeat important information. Provide information in small,
manageable chunks and be patient.

5. Environmental distractions
Reduce background noise or move to a quieter space. Ensure a calm environment for better focus
during communication.

6. Emotional distress or anxiety

Be empathetic and offer reassurance. Use a calm and supportive tone, and give the individual time
to process the information. Encourage open, non-judgmental communication.

Activity 6.3c During any conversation or discussion, you would like to know that you have got your
point across to the other person or people, and that they know or understand what you mean. How
could you check to make sure that the other person understands what you are saying?
a. Ask open-ended questions: For example, "Can you explain in your own words what we discussed?"
This allows the other person to demonstrate their understanding.
b. Seek feedback: Ask if they have any questions or need clarification. For example, "Is there
anything you would like me to go over again?"
c. Observe non-verbal cues: Pay attention to their body language, eye contact, and facial
expressions. If they look confused or unsure, it may indicate a need for further explanation.
d. Summarize key points: Recap the main points of the conversation and ask if everything is
clear. For example, "Just to confirm, you understand the next steps are...?"

Activity 6.3d Think of an individual or group of individuals in your workplace that you might struggle
to communicate with. Make sure you respect confidentiality by not using their name. Who could
help you with information, support or services to communicate more effectively? How could they
help?
The example from my place of work I have chosen is:
An individual with a hearing impairment who may struggle to understand spoken communication,
especially in a noisy environment.
I could find information and support or services from:
i. Speech and Language Therapists (SLTs)
ii. Interpreters
iii. Colleagues with experience
iv. Support agencies

They could help me to:

i. Improve communication strategies
ii. Offer tailored solutions
iii. Enhance understanding

Activity 6.4a In your own words, describe the meaning of confidentiality in relation to your job role.
You might use your contract or job description to help you.
Confidentiality means that I must protect and respect the personal and sensitive information of the
individuals I support. This includes ensuring that any details about their health, care plans, personal
history, or any private conversations remain secure and are only shared with those who are
authorized, such as other care professionals involved in their care or as required by law. I must not
disclose any information to unauthorized persons, either in verbal, written, or digital form, without
the individual’s consent, unless there is a legal or safeguarding reason to do so. Maintaining
confidentiality helps to build trust with service users and ensures that their privacy is respected.

Activity 6.4b Familiarise yourself with your workplace’s agreed ways of working in relation to
confidentiality. Complete the table below to list legislation and agreed ways of working to maintain
confidentiality in your daily routines.

Legislation
Agreed ways of working

Legislation Agreed ways of working

Data Protection Act Ensure personal data is only collected, stored, and shared with consent, and is
2018 (GDPR) kept secure in line with data protection regulations.

The Human Rights Respect individuals’ right to privacy and confidentiality as part of their dignity
Act 1998 and autonomy.

Follow guidelines that promote the protection of personal information in care

The Care Act 2014
settings, ensuring that only authorized persons have access to the information.
Legislation Agreed ways of working

Health and Social Maintain confidentiality in records, ensuring that any information shared is
Care Act 2012 done so according to legal and ethical standards.

Always lock physical records in secure areas and use passwords/encryption for
Agreed Ways of
digital records. Never discuss personal details in public or unsecured spaces.
Working in the
Follow specific workplace policies regarding the sharing of sensitive
Workplace
information.

Activity 6.4c
At times you may come across situations where you need to share confidential information, even if
the individual doesn’t want you to. Give three examples of situations that might happen in your
workplace where information might need to be passed on to other key people.
Example 1:
If there is a risk of harm to the individual or others, such as in cases of self-harm, abuse, or neglect,
confidential information may need to be shared with safeguarding authorities or healthcare
professionals to protect the individual’s safety.
Example 2:
If the individual is unable to make decisions for themselves due to a mental health crisis or cognitive
impairment, confidential information may need to be shared with a family member or legal guardian
to ensure proper care and decision-making in their best interest.
Example 3:
If the individual’s health condition changes and requires medical intervention, information might
need to be shared with other healthcare providers (e.g., doctors, nurses, or specialists) to ensure
they receive the correct treatment and care, especially in emergency situations.

Activity 6.4d
Imagine one of the situations you have described in the last task happens whilst you are on duty.
Who could you ask for advice and support about confidentiality? And how would they be able to
help you?

People I could
They could help me with advice and support because
ask

The manager or supervisor is responsible for overseeing policies related to

Manager or confidentiality and safeguarding. They can provide guidance on when and how to
Supervisor share information appropriately, ensuring that it is done in line with legal and
organizational procedures.

The Data Protection Officer specializes in maintaining compliance with data

Data Protection protection laws, including confidentiality. They can advise on specific situations
Officer where information sharing may be necessary and the correct legal framework for
doing so.
People I could
They could help me with advice and support because
ask

An experienced colleague may have handled similar situations before and can
Senior Colleague
offer practical insights or reassure me about the appropriate steps to take in
or Mentor
sharing confidential information while maintaining compliance with policies.

Legal or If the situation involves legal or safeguarding issues, the legal or safeguarding
Safeguarding team can offer professional advice on the legal obligations for sharing
Team confidential information to ensure the safety and well-being of the individual.

Feedback to staff & date

Work in a Person-Centred Way

Activity 5.1a
In health and social care, person-centred values are the guiding principles on how to support and
assist in someone’s life. Finish the sentence below to describe in your own words what the word
"‘values’ means the beliefs and principles that guide how care and support are provided to
individuals. These values prioritize the individual’s preferences, needs, and rights, ensuring that care
is respectful, inclusive, and focused on the person as a whole".

Person-centred value
1. What is it?
2. How would you put this into practice?
3. Why is it important to work in a way that promotes this when supporting an individual?
1. Individuality
 What is it?: Recognizing and respecting the unique qualities, preferences, and needs of each
individual.
 How would you put this into practice?: Take the time to learn about each person’s likes,
dislikes, and personal history, and tailor care to reflect these aspects.
 Why is it important?: It ensures that individuals feel valued and respected, helping them
maintain a sense of identity and self-worth.
2. Rights
 What is it?: The fundamental legal, moral, and ethical entitlements that each person holds.
 How would you put this into practice?: Ensure that individuals are aware of their rights and
advocate for them to make choices about their care.
 Why is it important?: Respecting their rights empowers individuals and protects them from
harm or exploitation.
3. Choice
 What is it?: Allowing individuals to make decisions about their own care and life.
 How would you put this into practice?: Offer options and actively involve individuals in
decisions about their care plan and daily activities.
 Why is it important?: It promotes autonomy and ensures that individuals have control over
their lives, contributing to their well-being.
4. Privacy
 What is it?: Ensuring that individuals' personal information, space, and personal boundaries
are respected.
 How would you put this into practice?: Keep personal details confidential, and be mindful of
their physical space and privacy during caregiving tasks.
 Why is it important?: Protecting privacy fosters trust and respects the individual’s dignity.
5. Independence
 What is it?: Encouraging individuals to do things for themselves to the best of their ability,
promoting self-reliance.
 How would you put this into practice?: Provide the necessary support while encouraging
the individual to complete tasks on their own, even if it takes longer.
 Why is it important?: Independence boosts self-esteem, and maintaining autonomy leads to
a more fulfilling life.
6. Dignity
 What is it?: Treating individuals with respect and valuing them as people, regardless of their
circumstances.
 How would you put this into practice?: Be courteous, listen actively, and avoid any actions
that could humiliate or degrade an individual.
 Why is it important?: Dignity is essential for an individual’s mental and emotional well-being,
and it encourages self-respect.
7. Respect
 What is it?: Valuing the individual’s opinions, preferences, and autonomy.
 How would you put this into practice?: Always approach the individual with kindness,
empathy, and patience, and recognize their personal choices.
 Why is it important?: Respect helps to foster trust and a positive relationship, ensuring the
individual feels cared for and understood.
8. Partnership
 What is it?: Collaborating with the individual, their family, and other professionals to provide
the best care and support.
 How would you put this into practice?: Actively involve the individual and their family in
care decisions, and work together with other professionals to achieve the best outcomes.
  Why is it important?: Working in partnership ensures that care is holistic, coordinated, and
truly meets the needs of the individual.

Providing person-centred care or support that is specific to the individual’s needs, wishes and
preferences will ensure that the individual is always at the centre of their care. Dignity is one of the
values included in person-centred care. Complete the diagram below to identify ways in which you
can promote dignity in your day-to-day work. An example has been provided for you.

Activity 5.2a Case study:

You started supporting for Badiah last week. She moved to England from Laos last year. You have
noticed that Badiah sometimes only picks at her meals without really eating anything. Badiah is
wearing a head scarf and you are unsure whether this is a fashion item.
Describe why it is important to find out Badiah’s history, preferences, wishes and needs in order
to care for her in a person-centred way:
It is important to find out Badiah's history, preferences, wishes, and needs in order to care for her in
a person-centred way because understanding her background, culture, and personal choices will
help ensure that the care and support provided are respectful, relevant, and effective. For example,
her cultural background might influence her dietary preferences or the reason behind her not eating
much, such as unfamiliarity with the food or specific dietary restrictions. Similarly, understanding
her reasons for wearing a headscarf, whether it is for cultural, religious, or personal reasons, will
help ensure that she feels respected and supported. By recognizing these aspects, you can tailor
your approach to meet her individual needs, making her feel valued and supported in a way that
aligns with her preferences and lifestyle.

Activity 5.2b
Explain why it is important that an individual’s changing needs are reflected in their care and/or
support plan. Give one example of when someone’s care plan would need to be changed or
adjusted.
It is important that an individual’s changing needs are reflected in their care and/or support plan because it
ensures that the care provided remains relevant, effective, and aligned with the individual’s current
circumstances. As people’s health, preferences, or abilities change, their care plan must be updated to reflect
these changes, providing the necessary support to enhance their well-being and quality of life.

Example:
If an individual’s mobility decreases due to a health condition, their care plan may need to be
adjusted to include more assistance with movement, such as the use of mobility aids or additional
support during daily activities like getting out of bed or walking. This ensures that their changing
needs are met, promoting independence and safety.
Activity 5.2b
Explain why it is important that an individual’s changing needs are reflected in their care and/or
support plan. Give one example of when someone’s care plan would need to be changed or
adjusted.
It is important that an individual’s changing needs are reflected in their care and/or support plan
because it ensures that the care they receive continues to meet their current health, emotional, and
personal requirements. Regular updates help to address new challenges or improvements in their
condition, ensuring that they get the appropriate support for their evolving needs.
Example:
If an individual develops a new medical condition, such as diabetes, their care plan would need to be
updated to include specific dietary adjustments, monitoring of blood sugar levels, and possibly more
frequent medical check-ups to manage the condition effectively. This ensures that their care
remains relevant and effective in supporting their health and well-being.

1. Why is it important to support individuals to plan for their future wellbeing and fulfilment?
Supporting individuals to plan for their future well-being and fulfilment is important because it helps
ensure that they have a sense of control over their lives, can make informed choices, and are
empowered to live as independently and comfortably as possible. It allows individuals to set goals,
explore their preferences, and maintain their dignity, leading to greater overall satisfaction with
their care and life.

2. What do you have to be aware of if working with individuals at the end of their life?
When working with individuals at the end of their life, it is crucial to be aware of their emotional,
physical, and spiritual needs. You must approach care with sensitivity, respect, and compassion,
ensuring that the individual’s wishes regarding end-of-life care are acknowledged and honored.
Additionally, it is important to be mindful of family dynamics, confidentiality, and providing a
peaceful, comfortable environment for both the individual and their loved ones during this time.

Activity 5.6a
In order to promote the individual’s wellbeing, they need to be happy with as many aspects of their
life as possible. Complete the table below to answer the following questions.
1. What does each aspect tell us about a person?
Wellbeing can relate to the following aspects of a person’s life:
What does each aspect tell us about a person?

Wellbeing Aspect What does each aspect tell us about a person?

Tells us about an individual's beliefs, values, and connection to a higher

Spiritual
power or a sense of purpose in life.

Tells us about a person's feelings, emotional responses, and how they

Emotional
manage and express their emotions.

Tells us about the person’s cultural background, traditions, and practices that
Cultural
influence their behaviors and preferences.

Religious or Tells us about the individual’s religious beliefs or philosophical outlook, which
philosophical guide their worldview and life choices.

Tells us about the person’s relationships, social interactions, and sense of

Social
belonging within a community.

Tells us about the individual’s political views, beliefs, and engagement with
Political
social and political systems.

Tells us about the person's sexual orientation, preferences, and how they
Sexual
view and express their sexuality.

Tells us about the person's physical health, body, and ability to engage in
Physical
physical activities or face challenges.

Tells us about the person’s mental health, cognitive abilities, and how they
Mental
process thoughts and make decisions.

2. Choose one of the aspects. How may this aspect affect a person’s identity and self-esteem?
How may this aspect affect a person’s identity and self-esteem?
A person’s emotional wellbeing plays a significant role in shaping their identity and self-esteem. If
they feel emotionally supported and understood, it can enhance their confidence and self-worth. On
the other hand, emotional distress or unresolved issues can lead to negative feelings about oneself,
affecting their self-esteem and sense of value. Emotional wellbeing is integral to how a person
perceives themselves and their ability to cope with challenges in life.
Feedback to staff & date
Providing feedback to staff involves assessing how well they are meeting the individual’s emotional,
cultural, and personal needs. This feedback helps in adjusting the care plan to ensure that
individuals feel supported and respected in all aspects of their wellbeing.
Privacy and Dignity
Maintaining privacy and dignity is crucial in all aspects of care. It allows the individual to feel
respected and valued, which directly impacts their self-esteem and overall emotional wellbeing.
Activity 7.1a In relation to care practice, describe what is meant by the terms privacy and dignity.
Privacy is the right of individuals to keep their personal information, belongings, and actions
confidential and protected from public view. In care practice, this means ensuring that personal
details, medical records, and any private conversations are kept secure and only shared with those
who have the appropriate consent or legal authority.
Dignity is the recognition and respect of an individual's worth, autonomy, and rights. In care
practice, it means treating individuals with kindness, respect, and empathy, ensuring they feel
valued and empowered, and protecting them from actions or language that could undermine their
self-respect or self-esteem.

Activity 7.1b
As a healthcare support worker or adult social care worker, you will be providing care to individuals
who have a range of different needs, wishes and preferences and in situations which may be
sensitive, personal or challenging. In the table below, list situations where an individual’s privacy
and dignity could be compromised and then for each one describe how you would maintain their
privacy and dignity. An example has been provided for you.
Situations when an individual’s privacy and dignity could be compromised
Describe how you would maintain the individual’s privacy and dignity in this situation
1. When entering the space, bedside, cubicle, room, home that an individual is in
The code of conduct for healthcare support workers and adult social care workers states that I must
gain consent before providing care and support to an individual. Therefore, I must always make my
presence known and ask if the individual is happy for me to enter the space they are in
2. During personal care tasks (e.g., bathing, dressing, or toileting)
Ensure the individual’s privacy by closing doors, drawing curtains, and using towels to cover parts of
the body not being attended to. Always explain what you are doing and ask for consent before
proceeding.
3. While discussing personal or medical information
Speak in a private setting where others cannot overhear. Ensure the conversation is confidential,
and only share information with authorized personnel.
4. When administering medication
Confirm the individual’s comfort and privacy by administering medication discreetly, especially if it
involves sensitive treatments. Always check their preferences and explain what you are doing.
5. During mealtimes
Respect individual preferences regarding how and where they eat. Provide assistance sensitively if
needed, ensuring the individual’s dignity is upheld.
6. While conducting assessments or examinations
Ensure the individual is covered appropriately and only expose the area being assessed. Always
explain the procedure and gain consent beforehand.
7. If the individual requires support with mobility
Assist the individual discreetly, avoiding drawing unnecessary attention to their support needs in
public spaces. Offer encouragement and avoid rushing them.
8. When an individual expresses a sensitive concern or complaint
Listen attentively in a private space, acknowledge their feelings, and address the issue
professionally, ensuring confidentiality and respect.

Activity 7.2c
It is essential that you do not disclose anything about an individual that they wish to be kept private,
unless it is appropriate to do so. Explain why this is so important. You could include the aspects of a
person’s life in the grey boxes in your answer.
Health condition: Sharing details about an individual’s health without consent can lead to
embarrassment, discrimination, or stigma, which can negatively impact their mental health and
relationships.
Sexual orientation: Disclosing someone's sexual orientation without their permission can make
them feel vulnerable, misunderstood, or unsafe, particularly if they fear judgment or discrimination.
Personal history: Revealing private details about an individual’s past without consent can cause
distress, affect their self-esteem, and harm relationships with others.
Social circumstances: Sharing information about someone’s financial or social situation without
authorization can lead to unnecessary pity, gossip, or discrimination, which can undermine their
sense of independence and dignity.

Activity 7.3a
There are a number of ways that you can help individuals to make informed choices. Describe three
different ways in the boxes below. An example has been provided for you.
1. Provide as much information as possible
2. Offer clear explanations
3. Encourage questions and discussions
4. Present alternatives and consequences
Activity 7.3b & c
Risk taking, risk assessment and risk enablement are three terms that you should be familiar with as
a care worker. Familiarise yourself with these terms and answer the two questions below.
1. How can risk assessment be used to support the right of individuals to make their own decisions?
Risk assessment can be used to identify potential hazards and evaluate the likelihood and severity of
harm associated with a particular decision. By doing this, individuals can be informed of the risks
and benefits, allowing them to make their own decisions while understanding the consequences.
Risk assessments also help to put measures in place to minimize risks, enabling individuals to pursue
their choices safely and confidently without unnecessarily restricting their independence.
2. Why must you ensure that your personal views do not influence an individual’s own choices or
decisions?
It is essential to respect an individual’s autonomy and right to make decisions about their life, even
if their choices differ from your personal views. Allowing personal opinions to influence their
decisions can undermine their independence, dignity, and self-determination. As a care worker,
your role is to support individuals in making informed choices that align with their own values,
preferences, and circumstances, rather than imposing your own beliefs or preferences on them.

Activity 7.3d Part i)

For each of the statements below, decide whether you need to support the individual to question or
challenge the decision.

Would you support the individual to question or challenge the decision?

Yes No
An individual has been transferred to a new service or situation without being informed of the
change
Yes

An individual has consented to being referred to a speech therapist for support after a stroke
No

An individual’s diet plan has been changed but they are not sure why
Yes

Part i) Thinking about the statements above, describe why you would need to support individuals to
question or challenge decisions made about them by others. Include the following in your answer:
Confidence: Individuals feel more confident knowing they have the right to voice concerns and
make decisions about their own lives, fostering a sense of control and self-assurance.
Self-esteem: Supporting individuals to advocate for themselves affirms their value and worth, which
can positively impact their self-esteem.
Person-centred care: Encouraging individuals to question decisions ensures that their care is
tailored to their unique needs, preferences, and circumstances, rather than being based solely on
the assumptions or priorities of others.
Empower: Helping individuals challenge decisions empowers them to take an active role in their
care and life choices, promoting independence and reinforcing their ability to advocate for
themselves in the future.

Activity 7.4d
As part of your duty of care, you have a responsibility to support individuals to question or challenge
the decisions that are made about them by others, especially if these decisions have been made
without their involvement or consent. For the two examples below, state how you would support
the individuals to question or challenge the decision and also describe how you would report your
concerns to a relevant person.

State how you would support the individual to question or challenge the decision
Describe how you would report any concerns you have to the relevant person (this could include a
senior member of staff, carer or family member)
Example 1: An individual tells you that their medication has been changed and they are experiencing
side effects; they think this is because of another pre-existing condition.
How you would support the individual to question or challenge the decision:
I would listen to their concerns and provide reassurance that they have the right to question changes to their
medication. I would help them prepare questions for their healthcare provider, such as why the medication
was changed, what the potential side effects are, and how it interacts with their pre-existing condition. If
necessary, I would assist them in scheduling an appointment with their doctor or pharmacist to discuss these
issues.

How you would report concerns to a relevant person:

I would document the individual’s concerns and the observed side effects clearly and accurately. I
would then report this information to my supervisor, a senior healthcare professional, or the
prescribing physician. If appropriate, I would also notify the individual’s family or carer to ensure
they are informed and can provide additional support.

Example 2: One of the individuals you support who has dementia has been declined access to a
service or activity as it is believed it may cause unwanted negative emotions.
How you would support the individual to question or challenge the decision:
I would explain to the individual (in a way they can understand) why the decision was made and
assess how strongly they feel about participating in the activity. If they wish to challenge the
decision, I would help them express their desire to participate by advocating on their behalf or
guiding them to communicate their wishes to the decision-makers.
How you would report concerns to a relevant person:
I would raise the issue with my supervisor or the team responsible for the decision, emphasizing the
importance of person-centred care and the individual’s right to participate in activities that interest
them. If necessary, I would escalate the matter to a senior manager or involve the individual’s family
or advocate to ensure their voice is heard and their preferences are respected.

Activity 7.5a, b & d

Valuing the individuals you care for and support makes a very important contribution to
encouraging active participation.

Explain how you would enable the individual to make informed choices about their lives
To enable individuals to make informed choices, I would provide them with clear, accurate, and
relevant information about the options available, including potential risks and benefits. I would use
communication methods suited to their needs, such as visual aids or simple language, and
encourage them to ask questions. I would also support them in exploring how each choice aligns
with their personal values, preferences, and goals, while ensuring they feel empowered to decide
for themselves.

Why is it important to enable the individual to develop skills in self-care?

To enable individuals to make informed choices, I would provide them with clear, accurate, and
relevant information about the options available, including potential risks and benefits. I would use
communication methods suited to their needs, such as visual aids or simple language, and
encourage them to ask questions. I would also support them in exploring how each choice aligns
with their personal values, preferences, and goals, while ensuring they feel empowered to decide
for themselves.

Why is it important to enable the individual to maintain their own network of friends within their
community?
Maintaining a network of friends promotes social inclusion and emotional well-being. It helps
individuals feel connected, valued, and supported, which can reduce feelings of isolation or
loneliness. Friendships also provide opportunities for shared experiences, recreation, and mutual
support, contributing to their overall quality of life and sense of belonging.
A young ex-serviceman is being rehabilitated in hospital after receiving significant trauma to both
legs. He is soon to return home to his wife and children with support of an occupational therapist
to ensure his home is equipped with the correct services to continue his rehabilitation. Prior to
sustaining his injuries, he was engaged in many social activities and enjoyed sports such as
basketball and surfing.
For the young ex-serviceman, enabling him to make informed choices about his life could involve
discussing his rehabilitation plan, home adjustments, and opportunities to engage in adapted sports
or activities he previously enjoyed.
 Self-care skills: Teaching him techniques for managing daily activities independently, such as
using mobility aids or performing adapted exercises, would empower him and help restore
his confidence.
 Maintaining social networks: Supporting him in reconnecting with friends, joining social or
veteran groups, or participating in adapted sports would help him regain a sense of normalcy
and community.
 Active participation: Encouraging him to take an active role in decisions about his
rehabilitation and social activities ensures his preferences and goals are respected, fostering
a positive outlook on his recovery and future.

Activity 7.5a, b & d Part ii)

Describe the importance of how valuing individuals, such as the one above, helps to contribute to
and encourage active participation. You could use the example to help you describe your points.
i. Promotes confidence: By valuing his interests and abilities, such as adapting sports like
basketball to his capabilities, he can regain confidence and a sense of achievement.
ii. Fosters independence: Respecting his input in decisions about his rehabilitation plan
encourages him to take ownership of his progress, reinforcing his independence.
iii. Enhances well-being: Valuing his social connections and facilitating opportunities to
maintain them, such as meeting friends or joining a community group, contributes to his
emotional and mental well-being.
iv. Encourages engagement: Recognizing his past activities, like surfing, and exploring adaptive
methods to reintroduce these hobbies show him that his passions matter, inspiring him to
participate actively.

Activity 7.5c
Complete the diagram below to list other ways you can use to support active participation.
Activity 7.6b
Self-awareness and reflection is an essential part of your care practice and being aware of your
own attitudes and beliefs can help you to make sure the quality of your work is not affected
negatively. Produce a written account to show how your personal views could restrict the
individual’s ability to actively participate in their care.
Reflection is the process of thinking about your experiences in an critical way to explore what you
could do differently, improve on or remember for next time. A reflective account could include:
What happened? What went well? What didn’t go so well? What could you do to improve? How
will you put this into practice next time?
What happened?
I was working with an individual who had very different views from mine regarding their treatment
and lifestyle choices. For example, the individual preferred alternative therapies rather than
conventional medical treatments, which I did not fully understand or agree with. My initial instinct
was to discourage these choices because I thought conventional methods were more effective.
What went well?
In this situation, I managed to listen to the individual’s concerns and respected their right to express
their preferences. I maintained a professional attitude, despite my initial reservations, and I took the
time to learn more about their preferred approach, which helped build trust and rapport.
What didn’t go so well?
However, there were moments when I found myself unintentionally influencing the individual’s
decisions, because I was subtly promoting my own belief in conventional treatments. I didn’t fully
empower the individual to make an informed choice based on all available options. My personal
views may have made the individual feel unsupported or even disrespected, potentially limiting
their willingness to actively participate in their care.
What could I do to improve?
I could improve by becoming more aware of my own biases and ensuring that I separate my
personal beliefs from the individual’s rights and preferences. I need to provide information on all
available options in a neutral way, allowing the individual to make their own informed choices.
Reflecting on this situation, I also recognize the importance of asking open-ended questions to truly
understand the individual’s perspective and motivations, rather than assuming I know what’s best
for them.
How will I put this into practice next time?
In future interactions, I will be more mindful of my personal views and ensure I approach each
situation with openness and respect for the individual’s autonomy. I will actively encourage
individuals to express their preferences and make sure they have access to all the necessary
information to make an informed decision. I will also seek regular supervision or peer discussions to
further reflect on how my personal attitudes might impact care, and work to address any biases that
could limit the individual’s ability to actively participate. This reflective practice will help me provide
better person-centred care.

Feedback to staff & date

Fluids and Nutrition

Activity 8.1a Part i)

Food safety is essential when storing, handling and preparing food. List four of the basic principles
of food safety, including hygiene.
1. Cleanliness (Personal Hygiene)
2. Separation (Cross-Contamination Prevention)
3. Cooking (Temperature Control)
4. Storage (Proper Temperature)

Activity 8.1a Part ii)

Thinking about where you work, describe why food safety, including hygiene, is so important
when preparing and handling food.
Food safety, including hygiene, is crucial in my workplace because it ensures the health and well-
being of individuals, particularly those who may be vulnerable, such as the elderly or individuals
with compromised immune systems. Proper food safety prevents foodborne illnesses, which can be
harmful or even life-threatening. For example, cross-contamination from raw to cooked food can
lead to the spread of harmful bacteria, while improper storage and handling can cause food to spoil.
By following strict food safety guidelines and maintaining high hygiene standards, we reduce the risk
of contamination, promote a safe environment, and ensure that the individuals we care for receive
nutritious meals without the risk of illness.

Activity 8.1b Part i)

Explain the importance of good nutrition and hydration in maintaining health and wellbeing.
Make sure you include the factors (words) below in your answer.
Carbohydrates, Balance Diet, Fibre, Eat well, Plate, Vitamins, Protein, Bodily functions, Minerals
Good nutrition and hydration are essential for maintaining health and well-being because they
support the body’s ability to function properly. A balanced diet, which includes the right
proportions of carbohydrates, protein, fibre, vitamins, and minerals, provides the necessary
nutrients to support bodily functions like energy production, immune health, and cell repair.
Carbohydrates are a primary energy source, while protein helps build and repair tissues. Fibre aids
digestion and helps maintain a healthy gut. Vitamins and minerals are crucial for processes like
bone health, wound healing, and overall cellular function. Following the principles of the Eat Well
Plate ensures a variety of foods are included to meet all nutritional needs, promoting long-term
health. Adequate hydration also supports these functions by helping nutrients to be absorbed and
waste products to be eliminated effectively.
Activity 8.1b Part ii)
Fill in the answers to the two questions on fluid intake.
What is the recommended daily amount of fluid an individual must consume to support good
hydration? 2 to 2.5 litres.
How many 150ml glasses would an individual have to consume to reach the minimum
recommended amount? approximately 13 to 17 glasses

Activity 8.1c Part i)

List 6 signs and symptoms of malnutrition.
i. Unexplained weight loss
ii. Fatigue and weakness
iii. Dry, flaky skin
iv. Brittle nails and hair
v. Swollen or painful gums
vi. Impaired wound healing

Activity 8.1c Part ii)

List 6 signs and symptoms of dehydration.
Here are six signs and symptoms of dehydration:
1. Dry mouth and dry skin
2. Dark yellow urine or reduced urine output
3. Fatigue or dizziness
4. Headache
5. Rapid heartbeat or breathing
6. Confusion or irritability

Activity 8.1d
As a healthcare support worker or adult social care worker, you are required to promote good
nutrition and hydration, encouraging and supporting individuals to have the correct balance of food
and fluids according to their care plan. For each of the examples below, explain how you would
promote adequate nutrition and hydration for each individual.
Individual

How would you promote adequate nutrition and hydration?

An individual who has had a stroke and whose muscles are weakened
To promote adequate nutrition and hydration for this individual, I would assist with preparing meals
that are easy to chew and swallow, such as soft or pureed foods, ensuring the individual can eat
comfortably. I would also offer frequent, smaller meals and snacks throughout the day to ensure
adequate calorie intake. Additionally, I would encourage regular sips of fluid and provide a
supportive environment for them to eat, making sure to assist with feeding if necessary, while
maintaining their dignity and independence as much as possible.

An individual who has dementia and forgets to eat and drink

For this individual, I would implement a structured meal and hydration schedule, providing
reminders at set times during the day to encourage eating and drinking. I would offer visually
appealing meals with their favorite foods and fluids in easy-to-access containers. If necessary, I
would monitor and document their intake to ensure they are meeting their nutritional and
hydration needs. I would also ensure the eating environment is calm and free from distractions to
help them focus on their meals.

An individual who has a visual impairment and needs assistance to maintain their independence
when preparing food, eating and drinking
To support this individual, I would ensure the kitchen is well-organized and that utensils and foods
are easy to locate and safely accessible. I would provide verbal guidance on the location of food
items and the steps involved in meal preparation, where appropriate. During meals, I would assist
with plate positioning and offer drinks in cups with clear markings for easy identification. I would
also ensure the individual has the tools or adaptive equipment they need to maintain their
independence as much as possible, such as non-slip mats or special utensils designed for easier use.

Feedback to staff & date

Infection Prevention and Control
Activity 15.1a
In order to prevent the spread of infection you need to know how harmful organisms (pathogens)
can get into the body. Describe the three main ways of how an infection can get into the body.
The three main ways an infection can get into the body are:
1. Through the respiratory system – Pathogens can enter the body when an individual inhales
airborne droplets containing harmful organisms, such as when someone coughs or sneezes
near them.
2. Through direct contact – Infection can spread through physical contact with contaminated
surfaces, objects, or infected individuals. This includes touching wounds, bodily fluids, or skin-
to-skin contact.
3. Through ingestion – Pathogens can enter the body through the digestive system when an
individual consumes contaminated food or water, or touches their mouth with contaminated
hands or objects.

Activity 15.1c
Workers have an important role in preventing infection spread, not only because they can spread
pathogens between individuals but also because they can host or carry a pathogen. Therefore
workers should practice good personal and hand hygiene. Think of someone you support and use
three examples to explain how your own health or hygiene might pose a risk to this individual.
Some words you might want to use are:
Hand hygiene Personal hygiene Skin health Clothing Illness
Here are three examples of how my own health or hygiene might pose a risk to the individual I
support:
1. Hand hygiene – If I fail to wash my hands properly before assisting the individual with eating,
personal care, or administering medication, I could transfer harmful pathogens to them. For
example, if I don't clean my hands after touching contaminated surfaces, I may unknowingly
spread bacteria or viruses to the individual.
2. Personal hygiene – If my personal hygiene is not maintained, such as not showering or changing
into clean clothing regularly, I could carry bacteria or germs on my skin or clothing. These could
then be transferred to the individual I support when I assist them with tasks like helping them
dress or providing physical support.
3. Illness – If I am unwell or showing symptoms of illness, like sneezing, coughing, or having a fever,
I may pose a risk to the individual through direct contact or airborne transmission. For example,
if I care for someone who is vulnerable and I don’t take precautions like wearing a mask or
avoiding close contact, I could expose them to infections.
Activity 15.1d
The law says workers should be provided with the correct materials and equipment to protect them
from injury and, as far as possible, from the risk of infection while at work.
Complete the table below to list five examples of common types of personal protective clothing
(PPE), equipment and procedures and how and when to use them.
Type of PPE, equipment or procedure
How and when would you have to use it?
Here are five examples of personal protective clothing (PPE), equipment, and procedures, and how
and when to use them:
1. Gloves
Gloves should be worn when handling bodily fluids, administering medication, providing
personal care, or cleaning areas that may be contaminated. They protect the skin from
contact with harmful pathogens.
2. Face mask
A face mask should be worn when providing care to individuals with respiratory infections,
when performing tasks that may involve the spread of droplets (e.g., coughing or sneezing),
or when working in environments with a high risk of airborne transmission.
3. Apron or gown
An apron or gown should be worn when assisting with personal care tasks such as bathing,
changing, or when there is a risk of contamination from bodily fluids. It helps protect clothing
and skin from exposure to contaminants.
4. Eye protection (goggles or face shield)
Eye protection should be used when there is a risk of splashing or spraying of bodily fluids or
chemicals (e.g., during cleaning tasks or administering certain treatments). It helps protect
the eyes from potential infection or irritation.
5. Hand sanitiser and handwashing
Hand sanitiser should be used when soap and water are not available, especially after
contact with contaminated surfaces, handling food, or providing care. Handwashing with
soap and water should be done regularly, especially before eating, after using the toilet, and
after providing care. This procedure helps maintain hand hygiene and reduces the spread of
infection.
Activity 15.1e
Handling infected waste and soiled linen in agreed ways can help to prevent the spread of
pathogens. Explain how to deal with soiled linen and clinical waste in a safe way.
Actions to prevent the spread of pathogens when handling soiled linen…
i. Always wear appropriate personal protective equipment (PPE) such as gloves and aprons
when handling soiled linen to prevent direct contact with harmful pathogens.
ii. Handle soiled linen gently to avoid shaking, which can cause the spread of pathogens in the
air.
iii. Place soiled linen immediately into a designated, sealed laundry bag or container, ensuring
it’s properly labeled as contaminated.
iv. Wash soiled linen at the appropriate temperature using the correct detergent to ensure
effective pathogen removal.
Actions to prevent the spread of pathogens when disposing of clinical waste…
i. Wear the appropriate PPE (gloves, aprons, and sometimes face protection) to avoid direct
contact with clinical waste.
ii. Place all clinical waste (such as used dressings, syringes, or contaminated items) into
designated, color-coded clinical waste bins or bags that are securely sealed.
iii. Make sure clinical waste is disposed of in line with local policies and regulations, ensuring it
is properly labeled and separated from general waste.
iv. Dispose of clinical waste promptly to prevent exposure and minimize the risk of
contamination in the environment.

Feedback to staff & date

Mental Health, Dementia and Learning Disabilities

Activity 9.1a, b & c Part i)
The issues that someone may experience if they have mental health needs, dementia or learning
disabilities could be physical, social or psychological and will affect the individual in different
ways.
List how someone may feel if they have one of the following conditions (this can include physical,
social or psychological issues):
Here’s a list of how someone might feel if they have one of the following conditions, considering
physical, social, or psychological issues:
Anxiety:
 Physically: May experience increased heart rate, dizziness, sweating, muscle tension, or
headaches.
 Socially: Might feel isolated or avoid social situations due to fear of judgment or
embarrassment.
  Psychologically: Feelings of nervousness, fear, or worry, often disproportionate to the
situation.
Depression:
 Physically: Fatigue, lack of energy, changes in appetite or sleep patterns, and physical aches.
 Socially: May withdraw from friends, family, and activities they once enjoyed, leading to
isolation.
 Psychologically: Feelings of hopelessness, worthlessness, sadness, or a lack of interest in life.
Psychosis:
 Physically: Possible disorientation, difficulty recognizing reality, and lack of coordination or
motor skills.
 Socially: May have difficulty maintaining relationships due to altered perception of reality,
mistrust, or withdrawal from others.
 Psychologically: Experiencing delusions, hallucinations, confusion, or severe disconnection
from reality.
Dementia:
 Physically: Difficulty with coordination, mobility problems, or challenges with daily tasks
such as dressing and bathing.
 Socially: May struggle to recognize or communicate with loved ones, resulting in isolation or
embarrassment.
 Psychologically: Feelings of confusion, frustration, loss of memory, or fear due to difficulty in
remembering important events or familiar faces.
Learning Disabilities:
 Physically: May have challenges with motor skills, coordination, or physical tasks.
 Socially: Could experience difficulties in understanding social cues or participating in group
activities, leading to social exclusion.
 Psychologically: May struggle with low self-esteem, frustration due to challenges in
communication or understanding, or anxiety about fitting in.
 Explain how each condition may influence a person’s individual care needs:
Here’s how each condition may influence a person’s individual care needs:
Anxiety: Individuals with anxiety may require support to manage their stress and emotional triggers.
Care needs may include providing a calm environment, offering reassurance, and encouraging
relaxation techniques. The care plan may focus on reducing anxiety levels and ensuring the
individual feels safe and supported.
Depression: Those with depression may need help with motivation, daily activities, and emotional
support. Care plans may include assistance with maintaining a regular routine, providing
encouragement, and promoting social interactions to avoid isolation. It may also involve supporting
their mental health through counseling or therapy.
Psychosis: Individuals with psychosis may need support with managing symptoms like hallucinations
or delusions. Care plans might include ensuring a safe environment, monitoring their mental state,
and assisting with medications. It may also involve educating others on how to communicate
effectively with the individual and offering support for their recovery.
Dementia: People with dementia may require assistance with memory loss, daily tasks, personal
care, and communication. Their care needs often include providing reminders, helping with
orientation to time and place, supporting eating and drinking, and ensuring safety. Consistent and
patient care is essential to prevent confusion and agitation.
Learning Disabilities: Individuals with learning disabilities may need support with communication,
personal care, and social integration. Care plans might focus on promoting independence, assisting
with tasks at their pace, and ensuring understanding in decision-making. It may also include helping
the individual build life skills and providing necessary accommodations to support their learning.

Activity 9.1a,b & c Part ii)

Why is it important to understand that the causes and people’s support needs are different
depending on whether they have a mental health condition or dementia or a learning disability?
i. Mental health conditions (such as anxiety or depression) often relate to emotional,
psychological, and behavioral issues that can be managed through therapy, medication, and
emotional support.
ii. Dementia is a progressive cognitive condition that affects memory, reasoning, and daily
functioning, and requires specific care strategies like maintaining routines, ensuring safety, and
providing reminders or assistance with daily activities.
iii. Learning disabilities affect an individual’s cognitive and intellectual abilities, meaning support
needs might focus on developing skills, promoting independence, and providing clear
communication and education tailored to their level of understanding.
Activity 9.2a
When working with individuals with mental health conditions, dementia and/ or learning disabilities,
your attitude can have both positive and negative impacts. In the boxes below identify one example
of a negative attitude and the impacts it may have. Then give an example of how to positively
change and the impacts it could have on the individual.
Negative attitude:
Example: Having a dismissive or impatient attitude towards someone with dementia or a learning
disability, such as rolling your eyes when they ask the same question repeatedly or showing
frustration when they don’t understand something immediately.
Impacts: This negative attitude can lead to feelings of shame, embarrassment, and frustration for
the individual. It may reduce their confidence, cause emotional distress, and lead to withdrawal
from social interactions. It can also result in a lack of trust, hindering the development of a
supportive relationship.
Positive change:
Example: A positive change would be practicing patience and active listening, taking the time to
respond calmly and clearly, allowing the individual to express themselves at their own pace, and
repeating information if necessary.
Impacts: This positive change can enhance the individual’s sense of dignity and self-worth, making
them feel valued and understood. It encourages open communication, boosts their confidence, and
promotes a sense of security and trust in the care provided. This ultimately improves the quality of
their care and their emotional well-being.

Activity 9.2b
Fill in the boxes below to describe what is meant by the social model of disability and how it
supports positive attitudes of workers and person-centred practice.
The social model of disability suggests that…
Disability is not caused by an individual’s impairments or health condition but by the barriers—
whether physical, social, or environmental—that society places on them. It emphasizes that
disability arises from how society responds to those who are different, rather than the condition
itself. The focus is on removing these barriers and creating a more inclusive environment where
everyone can participate fully.

It supports positive attitudes of workers because…

The social model encourages workers to see individuals as people first, rather than focusing on their
disability. It promotes a shift in perspective where workers focus on supporting individuals by
addressing societal barriers rather than treating the disability as the primary issue. This mindset
encourages empathy, respect, and understanding, leading to more positive and inclusive
interactions.

It supports person-centred practice because…

By focusing on the individual’s abilities, needs, and preferences, the social model aligns with person-
centred care. It empowers individuals to make decisions about their own care and supports them in
achieving their goals, rather than focusing on their limitations. It ensures that care is tailored to the
person’s life, rather than being shaped by a diagnosis or condition.

Activity 9.3a
When supporting an individual with mental health conditions, dementia or learning disabilities,
changes or adjustments might need to be made to a service in order to provide the best quality of
care. In the table below, a suggested adaptation has been included for each condition. Describe
what actions should be taken and why it would be useful for the condition.

Actions to be
Condition What is it and why it would be useful?
taken

Training helps workers understand the symptoms and

Additional
behaviours associated with psychosis, enabling them to
Psychosis training for
provide effective care and communicate appropriately,
workers
while also reducing potential stigma and misunderstanding.

Providing information on support services such as helplines

Access to
Depression/Mood can help individuals feel supported, reduce feelings of
information such
Disorder isolation, and offer them resources for professional help or
as helplines
guidance during difficult times.

Offering emotional support allows individuals to express

Emotional
their concerns, feel heard, and receive reassurance. This
Anxiety support provided
helps reduce anxiety levels, promoting emotional wellbeing
by workers
and a sense of safety.

Support groups provide individuals with dementia, along

Access to support with their families, a chance to share experiences, receive
Dementia
groups emotional support, and learn from others. It fosters a sense
of community and can help reduce feelings of loneliness.

An occupational therapy assessment identifies the

An occupational
individual’s functional needs and abilities, helping create
Learning Disability therapy
tailored care plans to improve daily living skills,
assessment
independence, and quality of life.
Activity 9.3b
Reporting: Using your own organisation’s agreed procedure (where possible), describe how to
report concerns associated with any unmet needs which may arise from mental health conditions,
dementia or learning disability through agreed ways of working.
1. Identifying the Concern: If I notice an individual has unmet needs related to their mental health,
dementia, or learning disability (e.g., difficulty accessing support, worsening symptoms, or not
receiving appropriate care), it is crucial to document the concern immediately. This could include
changes in behavior, lack of support, or unmet emotional, physical, or social needs.
2. Discussing with the Individual: I would first discuss my concerns with the individual, if possible,
to better understand their perspective and to ensure that I am addressing their needs in a
person-centered manner. This step is important to validate that the concern is in line with their
wishes and preferences.
3. Reporting to a Senior Staff Member: If I cannot resolve the issue directly with the individual, I
would report my concerns to my immediate supervisor or manager following the agreed
reporting procedure. This could involve submitting a formal report, filling out an incident or
concern report form, or notifying them via an internal communication channel, depending on
the organization's procedures.
4. Providing Clear and Accurate Information: In my report, I would clearly document the nature of
the concern, any observations or symptoms I have noticed, and any action I have already taken
(such as discussing the issue with the individual or other caregivers). It's essential to include
relevant facts, avoiding assumptions or judgment.
5. Follow-Up Actions: Once the concern is reported, the senior staff member or manager would be
responsible for following up. They may involve other specialists (e.g., mental health
professionals, occupational therapists, or social workers) to reassess the individual’s care plan. I
would be informed of any necessary changes to the care plan or any further actions to take.
6. Review and Documentation: Any changes to the individual’s care plan should be documented in
the individual's record, ensuring all care team members are informed. I will also need to
continue monitoring and observing the individual to see if the concerns are being addressed
effectively.

Activity 9.4a
An early detection of mental health conditions, dementia or learning disabilities can support an
individual to maximise their quality of life. List and explain the benefits of early detection.
Early detection of mental health conditions, dementia, or learning disabilities can have significant
benefits for individuals, including:
1. Improved Outcomes: Early identification allows for timely interventions and treatment, which
can improve the individual’s quality of life and reduce the severity of symptoms. This can help
prevent the condition from worsening or becoming more difficult to manage.
2. Access to Appropriate Care: Detecting a condition early enables individuals to access the right
care and support more quickly. For example, those with dementia can benefit from cognitive
therapies, and individuals with mental health conditions can begin treatment sooner, leading to
better management of symptoms.
3. Increased Independence: With early intervention, individuals may be able to maintain more of
their independence for longer, as appropriate support and adjustments can be made to their
care plan. This is particularly important for people with learning disabilities, as early detection
can help tailor educational and social support to their needs.
4. Reduced Impact on Family and Caregivers: Early detection allows families and caregivers to
better prepare for the individual’s needs. By understanding the condition early, caregivers can
develop coping strategies, access support services, and reduce the emotional and physical strain
on themselves.
5. Personal Empowerment: When a mental health condition, dementia, or learning disability is
detected early, individuals can be more involved in decisions about their care and treatment.
This helps to ensure that their preferences and choices are taken into account, leading to
person-centered care.
6. Prevention of Complications: For conditions like mental health disorders, early detection and
treatment can help prevent the development of additional complications such as substance
abuse or physical health issues. In dementia, it can delay the progression of symptoms and
reduce the need for intensive care later.
7. Better Quality of Life: Early intervention often leads to more successful treatment, which can
allow individuals to participate in social activities, maintain relationships, and engage in work or
hobbies. This helps improve their overall well-being and satisfaction with life.
8. Improved Support Networks: Early detection encourages the formation of support systems that
can help the individual navigate their condition with the assistance of healthcare professionals,
family, and community resources.

Activity 9.4b
Care and support might need to be adjusted when mental health conditions, dementia or learning
disabilities are identified. For each of the examples below, state how and why care and support
might need to be adjusted.
Activity Examples
Activity Example: Mental Health - Anxiety
Adjustment:
How: Reduce the intensity of activities, allow more breaks, and provide a calming environment.
Include practices like mindfulness or relaxation techniques. Incorporate one-on-one support or
group therapy if needed.
Why: Anxiety can cause individuals to feel overwhelmed or stressed by certain tasks. Adjusting the
level of activity and providing a calm, supportive environment helps reduce anxiety triggers. It
ensures the individual feels comfortable and supported, which can improve their ability to engage in
activities without further distress.
Rashid suffers from an anxiety disorder called claustrophobia. He is afraid of being in small spaces,
which makes it impossible for him to go in a car or a bus or use a lift. Rashid finds using the
bathroom challenging at times. Next week he has an appointment he needs to go to.
Adjustment:

How: Rashid's transportation needs should be adjusted by providing a mode of transport he is

comfortable with, such as arranging a private car ride or using public transport during less crowded
hours. Additionally, Rashid can be supported by gradually helping him become accustomed to
smaller spaces in a controlled and supportive manner (e.g., starting with short durations in small
areas).
Why: Rashid’s fear of enclosed spaces can cause high levels of anxiety. Providing alternative
transport options and gradual exposure will help minimize stress and allow him to attend his
appointments without overwhelming him.

Dementia
Paul has difficulties with activities such as preparing meals and eating regularly. This is because he
loses track of time and forgets what time he needs to eat.
Adjustment:

How: Create a structured daily routine with clear, visual reminders of when to eat, possibly using a
clock or timer to signal mealtimes. Also, providing assistance with meal preparation or having meals
prepared in advance could help Paul with remembering his meals.
Why: Individuals with dementia often have difficulty remembering tasks or following a routine. Clear
reminders and support in meal preparation ensure that Paul receives the necessary nutrition and
maintains his health.

Learning disability
Eliza is living with Down’s Syndrome and is finding it difficult to communicate verbally with others
around her
Adjustment:

How: Support Eliza with alternative methods of communication such as using picture cards, sign
language, or assistive technology. Encourage and empower her to communicate in ways that are
comfortable for her, and ensure that others are trained to understand her preferred communication
methods.
Why: Communication challenges due to Down's Syndrome can make it difficult for Eliza to express
herself. Providing alternative communication methods ensures she can be understood and involved
in decisions about her care and daily activities, boosting her self-esteem and sense of independence.
Activity 9.5a & b
There are a number of pieces of legislation and polices that have been developed to promote the
human rights, inclusion, equal life chances and citizenship of individuals with mental health
conditions, dementia or learning disabilities. Complete the table below that identifies four examples
of legislation and policies, along with their main requirements and how these can influence the day-
to-day experiences of individuals with mental health conditions, dementia or learning disabilities
and their families. Examples have been started for you to complete.

Legislation &
Requirements Influence to individual’s daily experience
Policies

Individuals are assured that their dignity,

This Act sets a number of basic human autonomy, and privacy are respected in care
rights that all people have, including settings, promoting a more inclusive and
The Human
the right to life, the right to freedom respectful environment. For people with
Rights Act
from torture and degrading treatment, mental health conditions, dementia, or
1998
and the right to respect for private and learning disabilities, it guarantees their rights
family life. to live free from abuse and ensures their
views and wishes are heard.

This Act ensures that people who may Individuals with mental health conditions,
lack capacity to make decisions for dementia, or learning disabilities are
Mental themselves are supported to make as supported to make their own decisions
Capacity Act many decisions as possible. It sets out where possible. If support is needed,
2005 how decisions should be made on decisions are made in their best interests,
behalf of individuals who lack capacity, ensuring they feel involved and their
ensuring their rights are protected. autonomy is respected.

Ensures that individuals’ personal and

This act ensures that those who hold
Data medical information is kept secure and used
personal information, such as
Protection only for the intended purposes. This protects
organizations and public bodies, keep it
Act 2018 the privacy of individuals with mental health
confidential, accurate, and only as long
(GDPR) conditions, dementia, or learning disabilities
as necessary.
and supports their trust in care providers.

This Act helps to improve individuals’ Individuals are empowered to make

independence and wellbeing, allowing informed choices about their care and
individuals access to the care they support. It also ensures that people with
Care Act
need before they develop into more learning disabilities, dementia, and mental
2014
serious needs and access to health conditions have access to the services
information to make informed they need, promoting autonomy, early
decisions. intervention, and better outcomes.

Activity 9.6a
In your own words explain what is meant by the term capacity.
Capacity refers to an individual's ability to make their own decisions and understand the
consequences of those decisions. It involves the person's ability to understand information relevant
to a decision, retain that information, weigh the pros and cons, and communicate their decision. In
healthcare and caregiving, capacity is important when determining if a person can make decisions
about their care, treatment, or other important aspects of their life. If someone is unable to do so,
they may need support to ensure decisions are made in their best interest.

Activity 9.6b
At times you might be unsure whether individuals to whom you give care and support fully
understand the choices they have or what type of support and care they need. Explain why it is
important to assume that someone has capacity to make decisions unless there is evidence that
they do not.
It is important to assume that someone has capacity to make decisions unless there is clear
evidence to the contrary because everyone has the right to make decisions about their own life and
care. Presuming capacity promotes respect for the individual’s autonomy, dignity, and personal
rights. It encourages empowerment, fosters trust, and upholds their human rights. Only when there
is a clear reason to believe that they cannot fully understand or make decisions should capacity be
questioned. This approach ensures that people are not unfairly disempowered or treated as
incapable without proper evidence.

Activity 9.6c
You will frequently come across the term consent and informed consent when working in health and
social care. Answer the questions below to show your understanding of consent.
1.a. What is meant by the term ‘consent’?
Consent refers to an individual’s agreement or permission to something, particularly in health and
social care. It means that a person has given their voluntary and clear approval for an action or
decision affecting them, whether it's a medical procedure, care plan, or other actions.

1.b. What is meant by the term ‘informed consent’?

Informed consent is when an individual is given all the relevant information about a particular
decision or action in a way they can understand. This allows the person to make a fully informed
choice, weighing up the potential benefits, risks, and consequences before agreeing to proceed.

2. Write two examples to show how consent may change depending on the decision that is being
made:
1. Medical Treatment:
A person might give consent for routine treatment, such as a blood test, but may withdraw that
consent if they are asked to undergo a more invasive procedure, such as surgery.

2. Personal Care:
A person may consent to assistance with bathing one day but may refuse help on another day due
to their mood or personal preferences. Consent can change daily based on comfort or privacy
needs.

Activity 9.6d
Complete the boxes below to describe where an assessment of capacity might need to be carried
out and describe the meaning and significance of ‘advance statements’ or ‘advance care planning’
regarding future care.
An assessment of capacity might need to be carried out where…
i. An individual is making decisions about their medical treatment, financial matters, or other
significant life decisions, and there are concerns that they may not fully understand the
implications of their choices due to mental health conditions, dementia, or learning
disabilities.
ii. An individual is asked to consent to a procedure or care plan and it is unclear whether they
are able to make an informed decision.

Advance statements (or plans) are very important and significant for future care because…
i. They provide clear guidance about a person's preferences, wishes, and values regarding their
care and treatment should they become unable to make decisions in the future.
ii. They help ensure that individuals' choices are respected, even if they lose the capacity to
make decisions later on, reducing the burden on family members and care workers to make
difficult decisions in uncertain situations.
iii. Advance statements or plans can also specify what treatments or interventions the individual
wishes to refuse, helping to prevent unwanted or unnecessary procedures.

Feedback to staff & date

Safeguarding Adults
Activity 10.1a & b
Complete the boxes below to explain the term safeguarding adults and also to explain your own role
and responsibilities in safeguarding adults.
Safeguarding adults means…
Safeguarding adults refers to the actions, policies, and procedures put in place to protect vulnerable
adults from abuse, neglect, and exploitation. It ensures that adults are kept safe from harm and that
their rights, dignity, and well-being are upheld. Safeguarding involves promoting an individual's
health, safety, and quality of life while addressing any risks or concerns.

My own role and responsibilities are…

i. To remain vigilant and identify any signs of abuse, neglect, or exploitation and report them
through the appropriate channels following my organization’s safeguarding procedures.
ii. To ensure that I provide care in a way that respects the rights, privacy, and dignity of
individuals, while always considering their safety and wellbeing.
iii. To maintain clear, confidential records of any concerns or incidents and communicate these
effectively to supervisors or relevant authorities.
iv. To support individuals in making informed decisions, ensuring they are aware of their rights
and how they can seek help if they feel unsafe.
v. To take part in safeguarding training to stay informed about policies, legal requirements, and
best practices in safeguarding.

Activity 10.1c & g

Complete the table below to make a list of the ten main types of abuse and their indicators (signs).

Type of Abuse Possible Indicators

Unexplained injuries, bruises, burns, fractures; frequent hospital visits;

Physical Abuse
fear of physical contact.

Emotional/ Withdrawal, low self-esteem, anxiety, depression, mood swings,

Psychological Abuse reluctance to speak or express feelings.

Unexplained injuries, torn clothing, sexually transmitted infections, fear of

Sexual Abuse
intimacy, knowledge of sexual acts inappropriate for age.

Poor personal hygiene, untreated medical conditions, malnutrition, lack of

Neglect
supervision, withdrawal, isolation.

Sudden lack of money, unpaid bills, unexplained withdrawals or loss of

Financial Abuse
possessions, unusual financial activity.

Social isolation, withdrawal from activities, changes in behavior, verbal

Discriminatory Abuse
abuse based on race, age, disability, or sexual orientation.

Rigid routines, lack of flexibility, inappropriate care practices, lack of

Institutional Abuse
respect for individuals' rights or needs.

Unexplained absences, fear of certain individuals or authorities, poor living

Modern Slavery
conditions, signs of being controlled.

Physical injuries, fear of partner, withdrawal from family and social

Domestic Violence
activities, frequent absences, emotional distress.
Type of Abuse Possible Indicators

Threatening language, yelling, belittling comments, emotional distress,

Verbal Abuse
fear of confrontation.

Activity 10.1d
Using your knowledge of the definition of harm, complete the sentence below.
The term harm means any physical, emotional, psychological, or financial injury or damage caused
to an individual, whether intentional or unintentional, that affects their well-being, safety, or quality
of life.

Activity 10.1e & h Part i)

Why might an individual who requires care and support be more vulnerable to abuse and neglect
than others?
An individual who requires care and support may be more vulnerable to abuse and neglect due to
factors such as dependence on others for daily activities, limited ability to communicate or assert
their needs, isolation from social support networks, physical or cognitive impairments, and a lack of
awareness about their rights. These factors can make them more susceptible to mistreatment, as
they may struggle to recognize or report abusive behavior, or may feel powerless to defend
themselves.

Activity 10.1e & h Part ii)

For each of the examples below, describe why it may increase the likelihood of the individual
experiencing abuse or neglect.

Why might this increase the likelihood of the individual experiencing abuse and neglect?
1. Being cared for in their own home
Individuals receiving care at home may be more isolated and have less oversight than those
in institutional care. They might also be reliant on one or a few caregivers, increasing the risk
of neglect or abuse. The lack of regular monitoring or access to outside support can make it
harder for the individual to report or recognize abuse.
2. Being in residential or institutional care
In institutional settings, the large number of individuals and staff members may result in less
personal attention and potential neglect. Overworked or poorly trained staff, high staff
turnover, and a lack of strong oversight can increase the chances of mistreatment or abuse.
 The individual may also feel powerless or intimidated to speak out due to a lack of personal
connection or trust with caregivers.
3. Experiencing a mental health issue
Individuals with mental health conditions may be more vulnerable to abuse because their
ability to recognize, report, or resist mistreatment may be impaired. They may also be
perceived as less credible or seen as more “difficult” by caregivers or others, which can lead
to neglect or mistreatment. Emotional instability may make them more susceptible to
coercion or manipulation.
4. Experiencing difficulties with communication
Individuals with communication difficulties may struggle to express their needs, discomfort,
or abuse, making it easier for mistreatment to go unnoticed or unaddressed. Their inability
to communicate effectively can leave them isolated and more dependent on caregivers,
increasing the risk of neglect or exploitation.

Activity 10.1f
Complete the boxes below to describe what is meant by restrictive practice and when it may be
used.
Restrictive practice means
Restrictive practice refers to any action or intervention that limits or controls an individual's
freedom of movement, choice, or autonomy. This can include physical restraint, locking doors,
limiting access to certain areas, or using medication to manage behavior. These practices are
typically employed when necessary to protect the individual or others from harm but should always
be the least restrictive option available.
It may be used when
Restrictive practices may be used in situations where an individual is at risk of harming themselves
or others, such as during a violent outburst or when they are engaging in dangerous behaviors due
to confusion, distress, or a medical condition. It should only be used as a last resort and with proper
assessment, ensuring it is in the individual's best interest and in line with legal and ethical
guidelines.

Activity 10.1i
List factors that have featured in cases of adult abuse and neglect. An example has been provided
for you.
1. A failure to identify signs of abuse
2. Lack of training or awareness of staff
3. Inadequate staffing levels
4. Poor communication or failure to report concerns
5. Failure to follow care plans or procedures
6. Isolation or lack of social support for the individual

Activity 10.1k
As you have only just started your new job you might be unsure as to what your exact role and
responsibilities are in relation to safeguarding adults. Describe where you could get information and
advice on your role and responsibilities in safeguarding individuals and preventing abuse or neglect.
Here are some sources where you can get information and advice on your role and responsibilities
in safeguarding adults:
Source 1:
Your employer's safeguarding policy or procedures
Type of information: Detailed guidelines on your specific responsibilities, procedures for reporting
abuse, and how to recognize signs of abuse or neglect.
Source 2:
Training sessions or workshops provided by your employer or external organizations
Type of information: Practical guidance, scenarios, and information on identifying, reporting, and
preventing abuse or neglect.
Source 3:
Care Quality Commission (CQC) guidelines and standards
Type of information: Legal requirements, industry standards, and best practices for safeguarding
adults in care settings.
Source 4:
Support from your manager or supervisor
Type of information: Clarification of your responsibilities, specific concerns about safeguarding, and
the correct procedures to follow in your workplace.

Activity 10.2a
Care environments can either promote or undermine people’s dignity and rights. Provide an
example of how a care environment can promote an individual’s dignity and rights and an example
of how a care environment can undermine an individual’s dignity and rights:
A care environment that promotes an individual’s dignity and rights:
Providing private spaces for individuals to rest, speak with family members, or have personal time,
ensuring their autonomy and confidentiality are respected, and that care is delivered with kindness
and respect for their preferences.
A care environment that undermines an individual’s dignity and rights:
Treating individuals with disrespect, such as speaking over them or ignoring their preferences,
providing care in public spaces where privacy is compromised, or making decisions for them without
consulting or involving them in the process.
Activity 10.2b & c
You can help to keep individuals safe by:
Providing individualised,
Person-centred concern support Encouraging active participation,
Promoting choice and rights.
Explain how to apply the above principles to help individuals to keep themselves safe.
Person-centred care and support:
By understanding each individual’s unique needs, preferences, and values, you can provide care and
support tailored to their personal circumstances. This allows them to make informed decisions
about their safety and well-being, ensuring they feel heard and respected. For example, you might
involve them in discussions about how to reduce safety risks in their environment based on their
personal preferences and needs.
Active participation:
Encouraging individuals to actively participate in their own care helps them to feel empowered and
in control of decisions that affect their safety. This might include supporting them to make choices
about their daily activities, teaching them skills to manage their own health and safety, and involving
them in discussions about risk assessments and safety plans.
Choice and rights:
Promoting choice and respecting an individual’s rights ensures that they have the freedom to make
decisions about their safety. This includes offering them choices about how care is provided,
respecting their right to refuse care or make different decisions, and ensuring they are fully
informed of their rights and the consequences of their choices, such as the option to seek
alternative care if they feel unsafe.

Activity 10.2d
Find out the local arrangements for the implementation of Multi-agency Adult Safeguarding policies
and procedures and explain how they link to your workplace policies and procedures for
safeguarding adults.
Local Arrangements for Multi-Agency Adult Safeguarding:
Each local authority in the UK has its own Safeguarding Adults Board that develops and oversees
multi-agency safeguarding policies and procedures. These boards are responsible for ensuring that
all agencies, including health services, social care, housing, and the police, work together effectively
to safeguard adults at risk. The policies and procedures set out the processes for identifying,
reporting, and responding to concerns about abuse or neglect.
Linking Local Policies to Workplace Procedures:
As a professional working in a care setting, your workplace policies and procedures for safeguarding
adults should align with the local multi-agency safeguarding policies. This alignment ensures a
consistent and coordinated approach to safeguarding across all agencies. Your workplace policies
will detail specific actions to take when a safeguarding concern arises, including how to report
concerns, the information to be documented, and the steps to be followed in response to a
potential safeguarding issue.
For example, if you suspect that an individual in your care is experiencing abuse or neglect, your
workplace procedures, in line with local policies, will guide you on how to report the concern, who
to contact, and the information to provide. This ensures that the concern is addressed promptly and
appropriately, in accordance with both local and workplace safeguarding protocols.
It's essential to familiarize yourself with both your workplace safeguarding policies and the local
multi-agency safeguarding procedures to ensure that you are prepared to act appropriately in
safeguarding situations. Regular training and updates on these policies are also crucial to maintain
effective safeguarding practices.

Activity 10.2e
Fill in the box below to list the ways in which the likelihood of abuse can be reduced by managing
risk and focusing on prevention.
Managing risk and focusing on prevention could reduce the likelihood of abuse or neglect in the
following ways…
1. Risk Assessment and Care Plans: Regularly assessing an individual’s needs, preferences, and
vulnerabilities allows for the creation of personalized care plans that address potential risks
and ensure appropriate safeguards are in place.
2. Staff Training and Awareness: Providing ongoing training for staff to recognize signs of abuse
and understand safeguarding procedures empowers them to act appropriately and
responsibly, reducing the chances of neglect or harm.
3. Promoting Open Communication: Encouraging individuals to express their concerns and
ensuring there are open channels for feedback can help identify issues before they escalate
and create an environment where individuals feel safe and supported.
4. Ensuring Adequate Supervision: Supervision of care staff and regular checks help ensure
that individuals are treated with dignity and respect, reducing the risk of neglect or abuse by
providing oversight.
5. Encouraging Autonomy and Choice: Empowering individuals to make decisions about their
care and support increases their sense of control and reduces the likelihood of exploitation
or coercion.
6. Safe Environment: Creating a physically and emotionally safe environment, with measures in
place to prevent accidents or harmful incidents, minimizes the risk of harm or injury to
vulnerable individuals.
7. Encouraging Social Interaction: Facilitating social participation and maintaining strong
community connections helps reduce isolation, which can be a risk factor for abuse, while
also improving overall well-being.
8. Collaboration with Other Agencies: Working with external agencies, such as healthcare
providers, social workers, and local authorities, ensures that all aspects of an individual's
care and safety are considered and managed appropriately.
Activity 10.2f
It is very important that complaints are dealt with as quickly as possible and the procedures are
easily available to individuals - for example, available in Braille or alternative languages or
formats. How can a clear complaints procedure reduce the likelihood of abuse or neglect?
1. Encourages Open Communication: When individuals know there is a clear and accessible way
to raise concerns, they are more likely to report any issues they experience or witness. This
open communication can help identify potential abuse or neglect early, allowing for timely
intervention.
2. Promotes Accountability: A transparent complaints procedure holds care providers and staff
accountable for their actions. Knowing that there are systems in place to address complaints
can deter individuals from mistreating or neglecting those in their care, as there are clear
consequences for inappropriate behavior.
3. Empowers Individuals: Ensuring that the complaints process is easily accessible in various
formats (e.g., Braille, alternative languages) empowers individuals to express dissatisfaction or
report mistreatment, which fosters a sense of safety and control over their care.
4. Prevents Escalation: When concerns or complaints are addressed quickly, it reduces the risk of
small issues escalating into more serious instances of abuse or neglect. A timely response can
also help resolve problems before they affect the well-being of the individual.
5. Ensures Continuous Improvement: Regularly reviewing complaints and taking appropriate
action leads to better care practices, promoting a culture of respect, dignity, and safety. This
can prevent patterns of abuse or neglect from developing.

Activity 10.3a
Obtain a copy of your workplace policies and procedures on safeguarding and whistleblowing and
explain in your own words what you should do when abuse or neglect of an adult is suspected.
Include ways in which you are expected to raise concerns through whistleblowing.
When abuse or neglect of an adult is suspected in the workplace, the steps you should take may vary
depending on the specific policies and procedures of your organization. However, in general, the following
actions are typically expected:

1. Report the Suspicion Immediately: If you suspect abuse or neglect, it's important to report it
as soon as possible. This could be done through a designated safeguarding lead, manager, or
a senior staff member in your organization. The sooner the concern is raised, the sooner
appropriate action can be taken to protect the individual involved.
2. Document the Concern: Record any observations, interactions, or details that led to your
suspicion of abuse or neglect. This documentation should be factual and objective, focusing
on the specific actions or behavior that caused concern. Avoid making assumptions or
judgments.
3. Follow Safeguarding Procedures: Refer to your workplace safeguarding policy and
procedures to ensure you're following the correct process for raising concerns. This might
include filling out specific forms or providing a formal report to the safeguarding lead. The
 procedures will outline the steps for investigating and addressing concerns while maintaining
confidentiality.
4. Whistleblowing Procedures: If you feel that your concern is not being taken seriously or
you're uncomfortable reporting to certain individuals within the organization, your
workplace may have a whistleblowing policy. Whistleblowing procedures allow you to report
concerns confidentially to an external body, such as an independent helpline or regulatory
authority. This could be especially important if the person suspected of abuse or neglect is a
senior staff member or if you're concerned about potential retaliation for speaking out.
5. Confidentiality and Support: It's essential to maintain confidentiality when raising concerns
to protect the privacy of the individuals involved. Additionally, ensure that the individual
reporting the concern is supported and protected from any harm that may result from
whistleblowing or raising concerns.
In summary, if abuse or neglect is suspected, you should act quickly, follow the safeguarding policies
in place, document your concerns, and if necessary, use the whistleblowing procedures to ensure
that the issue is addressed appropriately and promptly. Always prioritize the safety and well-being
of the individual at risk.

Activity 10.4a
List relevant legislation as well as local and national policies and procedures which relate to adult
safeguarding.
Legislation
1. The Care Act 2014
Provides the legal framework for adult safeguarding in England. Introduces the concept of
safeguarding duties for local authorities. Emphasizes person-centred safeguarding practices.
2. The Human Rights Act 1998
Protects individuals' fundamental rights, such as the right to life, freedom from inhuman or
degrading treatment, and respect for private and family life.
3. The Mental Capacity Act 2005
Protects individuals who may lack the capacity to make decisions. Introduces safeguards
such as "best interest" decision-making and Deprivation of Liberty Safeguards (DoLS).
4. The Equality Act 2010
Prohibits discrimination and promotes equality. Supports the safeguarding of vulnerable
adults from abuse or neglect based on protected characteristics.
5. Safeguarding Vulnerable Groups Act 2006
Establishes the framework for checking the suitability of individuals to work with vulnerable
adults (e.g., DBS checks).
6. The Children Act 1989 and 2004
 While primarily focused on children, contains principles that also support safeguarding adults
with care responsibilities for children.
7. Public Interest Disclosure Act 1998 (Whistleblowing)
Protects employees who report abuse, neglect, or unsafe practices from retaliation.
8. Health and Social Care Act 2008 (Regulated Activities) Regulations 2014
Sets out the responsibilities of health and social care providers to protect individuals from
abuse or harm.

National Policies and Guidance

1. Care and Support Statutory Guidance (2014)
Provides detailed guidance on implementing the Care Act 2014 and safeguarding principles.
2. Making Safeguarding Personal (Local Government Association)
Focuses on person-centred approaches to safeguarding, ensuring that individuals are
involved in decisions about their care and protection.
3. Prevent Duty (Counter-Terrorism and Security Act 2015)
Requires organizations to prevent individuals from being drawn into terrorism, particularly
relevant for safeguarding against radicalization.
4. The Disclosure and Barring Service (DBS)
Provides checks to ensure that individuals working with vulnerable adults are suitable and
safe.
5. Department of Health's "No Secrets" (2000)
Provides guidance on developing and implementing multi-agency policies and procedures to
protect vulnerable adults.
6. The NHS Safeguarding Framework
Ensures health services comply with safeguarding responsibilities and duties.

Local Policies and Procedures

1. Local Safeguarding Adults Board (LSAB) Policies
Each local authority has its Safeguarding Adults Board, which provides multi-agency
safeguarding policies and guidance tailored to local needs.
2. Multi-Agency Adult Safeguarding Procedures
Sets out the roles and responsibilities of agencies in responding to safeguarding concerns.
3. Whistleblowing Policies
Local policies encourage staff to report concerns safely and anonymously if necessary.
4. Incident Reporting Procedures
Outlines how staff should report concerns, including abuse, neglect, or near misses, to
designated safeguarding leads or authorities.
5. Complaint Handling Policies
Explains the process for addressing complaints, including those involving safeguarding
concerns.
Activity 10.4b
When safeguarding adults it is essential to share information with relevant teams. Explain why it
is important to share information with relevant key people and agencies.
Sharing information with relevant key people and agencies is critical in safeguarding adults because
it ensures that all parties involved can work together effectively to protect the individual and
address their needs. Here are the main reasons why this is important:
1. Promotes Safety and Protection
Sharing information ensures that risks to the individual are identified and addressed promptly,
reducing the likelihood of further harm or abuse.
2. Supports Multi-Agency Collaboration
Safeguarding often requires input from multiple agencies, such as health services, social care,
police, and housing services. Sharing information ensures a coordinated response and avoids
duplication or gaps in care.
3. Facilitates Early Intervention
Early sharing of concerns allows for timely interventions, potentially preventing situations from
escalating.
4. Ensures Compliance with Legal and Policy Obligations
Laws such as the Care Act 2014 and guidance like Working Together to Safeguard Adults require
information-sharing to fulfill safeguarding responsibilities.
5. Enhances Person-Centred Care
Sharing relevant information ensures the individual’s needs, wishes, and preferences are
respected and that their care is tailored to their specific circumstances.
6. Builds Trust and Transparency
Sharing appropriate information demonstrates to the individual and their family that their safety
and well-being are a priority. It also helps to build trust in the system.
7. Prevents Miscommunication or Delays
Ensures that all key parties are informed about the risks and the support plan, reducing the risk
of miscommunication or delays in providing care and protection.
While sharing information is vital, it must be done in compliance with data protection laws, such as
the GDPR and Data Protection Act 2018. Information should only be shared on a need-to-know
basis, with the individual's consent where possible, unless it is necessary to protect them or others
from harm.
Activity 10.4c
It is your duty of care to report any suspicions or concerns you might have that an adult is being
abused or is suffering from neglect. What could you do if your concerns were not taken seriously or
not passed on to other agencies? Describe 2 options.
1. Escalate the Concern to a Senior Manager or Designated Safeguarding Lead (DSL)
If your initial report is not taken seriously, escalate your concerns to a more senior member of
staff, such as a manager, the DSL, or the safeguarding officer within your organization. They are
responsible for ensuring safeguarding procedures are followed and can take further action if
necessary.
2. Use Whistleblowing Procedures
If internal escalation does not resolve the issue, use your organization's whistleblowing policy to
report your concerns. This allows you to raise the issue confidentially and directly to an external
body, such as the Care Quality Commission (CQC), the local authority safeguarding team, or
another relevant regulatory agency. Whistleblowing ensures concerns are independently
reviewed and addressed.

Feedback to staff & date

Safeguarding Children

11.1a Complete the table below to list three examples of signs, symptoms or indicators for each
type of abuse listed.

Type of Abuse Signs, Symptoms, or Indicators

Physical 1. Unexplained bruises, burns, or fractures.

2. Frequent injuries with vague or implausible explanations.

3. Flinching or fearfulness around certain individuals.

Emotional 1. Low self-esteem or withdrawal from social interaction.

2. Anxiety, depression, or excessive fearfulness.

3. Sudden changes in behavior or reluctance to speak.

Sexual 1. Unexplained bleeding, pain, or discomfort in genital areas.

Type of Abuse Signs, Symptoms, or Indicators

2. Inappropriate sexual knowledge or behaviors for their age.

3. Avoidance of certain individuals or places.

Neglect 1. Poor personal hygiene or consistently wearing dirty clothing.

2. Malnutrition or untreated medical issues.

3. Unsafe or unsuitable living conditions.

Radicalisation 1. Expressing extreme views or support for extremist ideologies.

2. Isolating from family or peers and secretive behavior.

3. Accessing or distributing extremist materials online.

Child Trafficking 1. Lack of personal documents or a controlled movement by others.

2. Unexplained absences from school or frequent relocations.

3. Signs of physical abuse or malnutrition with no reasonable

explanation.

Female Genital Mutilation

1. Reluctance to undergo medical examinations.
(FGM)

2. Difficulty walking, sitting, or standing due to pain.

3. Talking about or anticipating a "special ceremony" without clear

explanation.

11.2 Identify at least 4 potential influence a parent’s/ carer’s physical or mental health could have
on a child’s wellbeing. An example has been provided for you:
i. It could increase their vulnerability
ii. It could lead to inconsistent caregiving, causing emotional insecurity for the child.
iii. It might result in neglect of the child’s basic needs, such as proper nutrition, hygiene, or
supervision.
iv. It could expose the child to stressful or harmful environments, such as conflict, substance misuse,
or unsafe living conditions.

Part ii) Think about the impact that domestic violence may have on the wellbeing of a child.
Complete the sentence below to show your understanding.
Experiencing domestic violence can have a negative influence on a child’s or young person’s
wellbeing because it can lead to emotional trauma, feelings of fear and insecurity, difficulty forming
trusting relationships, behavioral issues, developmental delays, and a higher risk of mental health
problems such as anxiety or depression.

11.3 Choose three of the rights that children and young people have by law and state these in the
table below. For each one, describe how to work in ways that respect each right.

Examples of children’s rights and how to work in ways that respect each right

Examples of children’s right How to work in ways that respect each right

The right to be protected Ensure a safe environment, follow safeguarding procedures, report
from harm and abuse any concerns promptly, and educate children about personal safety.

Support access to education by encouraging attendance, providing

The right to an education
necessary resources, and addressing barriers to learning.

The right to express their Actively listen to children, involve them in decision-making about their
views and be heard care or activities, and respect their opinions and preferences.

11.4 Familiarise yourself with your organisation’s safeguarding children policy and procedures (if in
place), or speak to your manager about safeguarding children. Read the scenario below and answer
the questions that follow.

Case scenario: 16 year old Mauro has been visiting his grandfather regularly at your workplace. Last
week Mauro missed his usual visit. When you see him today you notice that he has got a black eye
and scraped hands. When you ask him about it he answers that he has walked into a door frame.
Answer the following questions:
1. What you should do if you have concerns that a child may be at risk of abuse or if abuse has
been alleged.
it is essential to report the incident immediately according to your organisation's safeguarding policy
and procedures. You should document Mauro's account, as well as any observations you have, and
take the situation seriously. It is important to avoid asking leading questions or pressuring him for
more details.

2. State to whom you should report your concerns.

to the designated safeguarding lead (DSL) or the appropriate safeguarding officer within your
workplace. If you’re unsure, you can also report the concerns to your manager or supervisor.
3. State from whom you should seek advice and guidance.
Seek advice from your safeguarding lead or manager. Additionally, you may contact external
safeguarding authorities, such as social services or the police, if necessary, to ensure that Mauro’s
safety and wellbeing are properly addressed.

11.5 Familiarise yourself with your organisation’s safeguarding children policy and procedures (if in
place), or speak to your manager about safeguarding children. Read the scenario below and answer
the questions that follow.
Case scenario:
12 year old Sarah is very interested in new technologies and uses her laptop and smartphone
frequently for research, as well as keeping in touch with friends by posting pictures and daily
thoughts on social network sites and using chatrooms to make new friends. What are the potential
risks Sarah might be exposed to when using the internet and online social networks frequently? List
at least 5 of them
a. Cyberbullying - Being harassed or bullied by others online, which can negatively affect her mental
and emotional wellbeing.
b. Online predators - Being targeted by individuals with harmful intentions, such as grooming or
attempting to exploit Sarah.
c. Privacy risks - Sharing too much personal information, which could lead to identity theft or people
gaining access to her private data.
d. Exposure to inappropriate content - Accessing harmful or inappropriate material, including
explicit or violent content, that could affect her development and mental health.
e. Social media addiction - Spending excessive time on social media could lead to decreased real-
world interactions, negatively impacting her social skills, self-esteem, and mental health.

11.6 Using your understanding of the following legislation, summarise the main purpose of each law
that helps to safeguard children and young people.
Here is a brief summary of the main purpose of each piece of legislation that helps to safeguard
children and young people:
1. The Children Act 1989:
The Children Act 1989 focuses on the welfare of children, ensuring that their needs are met and
promoting the importance of safeguarding. It provides a framework for child protection and
encourages a child-centered approach to decision-making. It also outlines the responsibilities of
parents and local authorities in relation to the care and protection of children.
2. The Children Act 2004:
The Children Act 2004 builds upon the 1989 Act, aiming to improve the well-being of children
and young people. It established the requirement for Local Safeguarding Children Boards (LSCBs)
and focused on promoting better coordination between services, ensuring that professionals
work together to safeguard and promote the welfare of children.
3. The Sexual Offences Act 2003:
The Sexual Offences Act 2003 provides legal definitions and protections relating to sexual
offences, including those involving children and young people. It makes clear that children under
a certain age cannot give consent to sexual activities, and it strengthens the laws around sexual
exploitation, abuse, and grooming.
4. The Care Act 2014:
The Care Act 2014 focuses on adult care, but it also indirectly impacts safeguarding children and
young people, particularly in situations where they may be affected by adult care issues. It
emphasizes the need for safeguarding vulnerable adults and encourages preventative measures
to protect adults from abuse or neglect, as well as ensuring that local authorities provide
necessary support.
5. The Children and Families Act 2014:
The Children and Families Act 2014 addresses a range of issues impacting children and families,
including special educational needs (SEN), adoption, and family justice. It seeks to improve the
support children and families receive, particularly in relation to health, education, and the family
justice system, while emphasizing the need for safeguarding children’s welfare in all aspects of
their lives.

Feedback to staff & date

Basic Life Support

12.1a Complete the following sentence with the missing words.
Knowledge competently practical practice employer

You should be provided with practical training by your employer to be able to put this into
knowledge and in order to be able to carry out basic life support competently.

12.2 Basic life support consists of four elements. From the list below can you find two of them?
(Place ticks beside the two.)
a) Initial assessment (primary survey)
b) Expired air ventilations
c) Secondary survey
d) Airway maintenance and breathing
e) CPR
a) Initial assessment (primary survey)
e) CPR

12.3 Link the word on the left to the correct description on the right.
Danger
We need to open this to check for breathing
Response
We need to check for no more than 10 seconds for this
Defibrillation
This should be used alongside CPR
Airway
Prior to approaching the casualty visually check the area for ……
Breathing
If not breathing commence …
Call 999/Circulation
Use the ‘AVPU’ scale when checking for this

 Danger: Prior to approaching the casualty visually check the area for ……
 Response: Use the ‘AVPU’ scale when checking for this
 Defibrillation: This should be used alongside CPR
 Airway: We need to open this to check for breathing
 Breathing: We need to check for no more than 10 seconds for this
 Call 999/Circulation: If not breathing commence

12.4 Answer the question by filling in the blanks using the numbers provided.
20 10 100 – 120 999 30 2
1. Seconds to take to check normal breathing
2. Rate of compressions given per minute during CPR
3. Number of breaths given in a cycle of CPR
4. Number dialled for ambulance services

10 – Seconds to take to check normal breathing

100 – 120 – Rate of compressions given per minute during CPR
2 – Number of breaths given in a cycle of CPR
999 – Number dialled for ambulance services

12.5 Regarding a choking casualty (adult): please place the following in order of action by labelling
them 1–4.
Give up to five back blows
Start CPR if the casualty becomes unresponsive
Encourage the casualty to cough
Give up to five abdominal thrusts

Encourage the casualty to cough

Give up to five back blows
Give up to five abdominal thrusts
Start CPR if the casualty becomes unresponsive

Feedback to staff & date

Health and Safety

13.1a identify legislation that relates to general health and safety in your workplace.
1. Health and Safety at Work Act 1974 (HSWA)
2. Management of Health and Safety at Work Regulations 1999
3. Control of Substances Hazardous to Health (COSHH) Regulations 2002
4. Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR)
5. The Workplace (Health, Safety and Welfare) Regulations 1992
6. Personal Protective Equipment at Work Regulations 1992.

13.1b Ask your manager or a senior member of staff for your workplace health and safety policies
and procedures, and describe the main points below.
Policy or procedure relating to health and safety: Health and Safety at Work Policy
The main points of this policy or procedure include:
Employee Responsibilities: Employees are required to take reasonable care for their own health
and safety, as well as that of others who may be affected by their actions.
Employer Responsibilities: The employer has a duty to ensure a safe working environment, provide
adequate training, and assess and control risks to health and safety.
Risk Assessments: Regular risk assessments must be conducted to identify hazards in the workplace
and implement measures to control or eliminate risks.
First Aid Procedures: The policy outlines procedures for reporting accidents, providing first aid, and
when to seek medical assistance.
Emergency Procedures: Clear instructions for evacuations, emergency exits, and procedures in case
of fire, natural disaster, or other emergencies.
Personal Protective Equipment (PPE): Guidelines on the use of PPE when necessary and ensuring
employees are provided with the appropriate equipment.
Reporting Hazards and Accidents: Employees are required to report any hazards or accidents to a
designated health and safety officer or manager.
Training and Competency: Regular training for employees on health and safety policies, procedures,
and the safe use of equipment.

13.1c Complete the sections below to outline the person’s main health and safety responsibilities in
the workplace.
Self
 Take care of your own health and safety: Follow all workplace health and safety procedures and
use the correct personal protective equipment (PPE) when required.
 Report hazards and accidents: Inform your supervisor or manager about any hazards or unsafe
conditions you notice in the workplace.
 Cooperate with employer’s health and safety measures: Participate in safety training and follow
the instructions provided for safe working practices.
 Use equipment safely: Only use machinery and tools if you are properly trained and competent
to do so.

Employer
 Ensure a safe working environment: The employer is responsible for providing a safe, risk-free
environment for employees.
 Conduct risk assessments: Employers must regularly assess risks in the workplace and take steps
to mitigate them.
 Provide training: Offer relevant training to employees regarding safety procedures, proper
handling of equipment, emergency procedures, etc.
 Provide necessary safety equipment: Ensure that employees have access to the required PPE
and that equipment is properly maintained and safe to use.
 Implement emergency protocols: Establish clear emergency procedures and make sure
employees are aware of them.

Others
 Respect safety guidelines: All employees should adhere to workplace health and safety rules to
ensure their own well-being and that of others.
 Report safety concerns: Notify supervisors or the designated safety officer if they observe
unsafe practices or potential risks.
 Cooperate with colleagues: Work together to maintain a safe working environment by following
health and safety practices and supporting others when necessary.
 Ensure safe behavior: Encourage safe behaviors and practices among colleagues to help prevent
accidents and injuries.

13.1d List at least 6 health and safety tasks that you should not carry out until you have had special
training in your work.
i. Operating heavy machinery or equipment
ii. Handling hazardous chemicals
iii. Administering first aid or CPR
iv. Handling or disposing of biological waste
v. Working with electrical systems or wiring
vi. Lifting and carrying heavy loads

13.1e Choose three types of support or information you could use in relation to health and safety,
and explain how to access each one and how it could help you.
1. Health and Safety Training
I can access it by: Attending mandatory workplace training sessions or online courses
provided by my employer.
It could help me by: Equipping me with the knowledge and skills to safely perform tasks,
identify hazards, and take the correct actions in emergency situations.
2. Risk Assessments
I can access it by: Reviewing the risk assessment documents available in the workplace,
which are often located in the health and safety folder or can be provided by my manager.
It could help me by: Helping me identify potential hazards in my work environment, and
enabling me to take preventive measures to avoid accidents or injuries.
3. Health and Safety Policies and Procedures
I can access it by: Requesting a copy from my manager or the health and safety officer or
accessing the organization’s intranet if available.
 It could help me by: Providing clear guidelines on how to handle specific situations, comply
with legal requirements, and follow best practices for maintaining a safe work environment.

13.1f Part i) Write a list of different types of accidents and sudden illness that could occur in your
workplace. Name at least 4
Here are four types of accidents and sudden illnesses that could occur in the workplace:
1. Slips, Trips, and Falls
2. Burns or Scalds
3. Cuts or Lacerations
4. Respiratory Issues

Part ii) Complete the table below to describe three different types of accidents and three different
types of sudden illness that could happen in your workplace. For each one, describe the procedure
you should follow.
Here’s how you could fill in the table with examples of accidents and sudden illnesses and the
procedures to follow:

Accidents If this were to happen I would...

Slips, Trips, and Ensure the area is safe and clear of any hazards. If necessary, call for medical
Falls assistance. Provide first aid as required.

Cuts or Stop any bleeding using sterile dressings, clean the wound if possible, and apply
Lacerations pressure. Seek medical attention if needed.

Remove the person from the heat source, cool the burn under running water for
Burns or Scalds
at least 10 minutes, and seek medical advice.

Sudden Illness If this were to happen I would...

Call 999 immediately, provide CPR if trained, and keep the person calm
Heart Attack
until medical professionals arrive.

Severe Allergic Reaction Administer an epinephrine injection (if available), call emergency
(Anaphylaxis) services, and keep the individual calm and still.

Call 999 immediately, note the time symptoms started, and keep the
Stroke
person still and comfortable while awaiting help.
13.2a for each of the following examples, explain why it would be important to assess health and
safety risks.
Example 1: Moving an individual using a piece of equipment such as a hoist or wheelchair:
It is crucial to assess health and safety risks in this scenario to prevent injury to both the individual
and the caregiver. Ensuring that the hoist or wheelchair is functioning properly and that the
individual is positioned safely can avoid accidents like falls, muscle strain, or equipment malfunction,
which could lead to further harm.
Example 2: When providing personal care to an individual:
Personal care involves close interaction with the individual, and assessing risks ensures both the
individual’s and caregiver’s safety. This includes checking for potential hazards such as wet floors,
the correct positioning of the individual, proper hygiene practices, and safeguarding privacy and
dignity. Addressing these risks reduces the likelihood of accidents, infections, or emotional distress.
Example 3: Changing soiled bed linen:
Changing soiled bed linen may expose the caregiver to potential biohazards, such as bodily fluids or
germs. Assessing the risk ensures the proper use of personal protective equipment (PPE), handling
the linen safely to prevent contamination, and reducing the risk of infections or injuries from sharp
objects that may be hidden in the linens.

13.2b Using your workplace’s agreed ways of working, describe how and when you would need to
report health and safety risks that have been identified.
To report health and safety risks in accordance with my workplace’s agreed ways of working, I
would:
1. When a risk is identified: As soon as I become aware of any health and safety risks, I would
report them immediately to my line manager or designated health and safety officer. This may
include hazards such as unsafe equipment, hazardous conditions, or unsafe practices that could
affect the well-being of individuals or staff.
2. How to report: I would follow the reporting procedures outlined in the workplace policy, which
may include filling out an incident report form, notifying my supervisor verbally, and
documenting the risk in the workplace’s health and safety log. If the risk is urgent, I would report
it verbally to ensure swift action is taken.
3. When to report: I would report any risks immediately, particularly if they pose an immediate
danger to the health or safety of individuals, staff, or visitors. Non-urgent risks should still be
reported promptly to ensure they are addressed within a reasonable timeframe.
By following these steps, I would ensure that the risks are addressed quickly, reducing the likelihood
of accidents or harm to those involved.

13.3a Draw a line to match up the descriptions with the correct legislation relating to moving and
assisting.
1. The Manual Handling Operations Regulations 1992
 o Specifically cover all movement or support of any load by physical effort
2. The Lifting Operations and Lifting Equipment Regulations 1998
o Set specific requirements relating to work equipment used for lifting and lowering people
or loads
3. The Provision and Use of Work Equipment Regulations 1998
o Ensures that the equipment employers provide is suitable and safe for its intended use

13.3b List three moving and assisting tasks that you must not carry out unless properly trained.
1. Using a hoist to transfer an individual
2. Manually lifting or repositioning an individual in bed
3. Assisting an individual with a wheelchair in difficult or high-risk environments

13.4c Depending on your level of training and competence, there will be first-aid actions that you
are and are not allowed to carry out. Fill in the boxes below to list the emergency first-aid actions
that you are and are not able to undertake.
Emergency first aid actions I can do:
1. Assess the situation and ensure safety.
2. Check for responsiveness and breathing.
3. Perform CPR (cardiopulmonary resuscitation) if necessary.
4. Administer basic first aid for minor cuts, burns, and bruises.
5. Provide basic first aid for choking (back blows, abdominal thrusts).
Emergency first aid actions I must not do:
1. Administer medication or inject any substances.
2. Perform advanced medical procedures (e.g., inserting an airway device).
3. Move a person with serious injuries (unless they are in immediate danger).
4. Diagnose medical conditions.
5. Provide any form of invasive treatment without appropriate training or authorization.
13.5a Describe the key points of your employer’s agreed ways of working in relation to medication
and healthcare tasks.
My workplace agreed ways of working in relation to medication are:
1. Administering medication: Only trained and authorized personnel are allowed to administer
medication to individuals.
2. Safe storage: Medications must be securely stored in a locked cabinet or container to prevent
unauthorized access.
3. Accurate documentation: All medication administration must be documented accurately,
including dosage, time, and any observations or reactions.
4. Medication orders: Medication must be given as per the doctor's orders or prescribed care plan,
and any changes in prescriptions should be communicated immediately.
5. Monitoring side effects: Staff should monitor individuals for any adverse reactions or side
effects after medication administration and report them promptly.
6. Disposal of medication: Expired or unused medication must be disposed of safely and in
accordance with company policies and legal requirements.
7. Communication: All healthcare tasks should be communicated effectively between team
members, including changes in medication or health status.

13.5c There are a number of medication and healthcare related tasks you are not allowed to carry
out unless you have received the appropriate training. List four of these tasks below.
i. Administering injections or intravenous medications
ii. Adjusting medication dosage or altering prescriptions
iii. Carrying out complex wound care or dressing changes
iv. Performing medical assessments or diagnostic tests

13.6a Have a look around your workplace and make a list of the hazardous substances you have
found. Complete the table below to describe four hazardous substances and why they are
hazardous.
Here’s an example of how to fill in the table with common hazardous substances in a workplace:

Hazardous Substance Why is it hazardous?

Can cause skin irritation or respiratory problems if

Cleaning chemicals (e.g., bleach)
inhaled.

Can release harmful fumes and cause skin or eye

Glues and adhesives
irritation.

Biohazardous waste (e.g., used gloves, May contain infectious materials that can cause
bandages) illness.
Hazardous Substance Why is it hazardous?

Can cause cuts or puncture wounds, leading to

Sharps (e.g., needles, broken glass)
infections.

13.7a list measures that prevent fires from starting or spreading. Explain for each measure why and
how it works.
Here are examples of measures to prevent fires from starting or spreading:
Measures that prevent fires from starting:

Measure How and Why

Keeping flammable substances in designated, well-ventilated areas to

Proper storage of
prevent accidental ignition. This reduces the chance of fire starting from
flammable materials
hazardous materials.

Regular maintenance of Ensuring that electrical wires, plugs, and equipment are in good condition
electrical systems to prevent short circuits or overheating, which could lead to a fire.

Using cooking equipment correctly, and ensuring that flammable

Safe handling of cooking
materials are kept away from heat sources, reduces the risk of a fire
equipment
starting.

Measures that prevent fires from spreading:

Measure How and Why

Fire-resistant doors and Fire-resistant materials contain fires to a specific area, preventing them
partitions from spreading to other parts of the building.

Ensuring unobstructed paths for evacuation helps people leave the area
Clear escape routes and
quickly and prevents chaos, allowing for a more orderly evacuation
fire exits
during a fire.

Automatic fire These systems detect smoke or heat and automatically suppress fires
extinguishers or before they can spread further, minimizing damage and protecting
sprinklers occupants.
 13.7b Obtain a copy of your workplace fire procedure or agreed ways of working from your
employer if you work in the private homes of individuals, and describe the different steps to take in
the event of a fire.
1. Raise the Alarm: As soon as a fire is detected, activate the nearest fire alarm or alert those
nearby about the danger. This can include shouting or using any available communication
system.
2. Evacuate the Area: Evacuate immediately using the nearest safe exit. Make sure you assist any
individuals who may need help to leave, especially those with mobility issues or those who are
elderly or disabled.
3. Close Doors Behind You: Close any doors behind you as you exit to help contain the fire and
limit its spread. Do not lock doors or obstruct exits.
4. Call Emergency Services: Once you are in a safe location, call the fire brigade (dial 999 in the UK)
and provide information about the fire, including the location and any specific hazards.
5. Do Not Use Elevators: Never use lifts during a fire evacuation as they can become inoperative or
dangerous. Always use stairs.
6. Go to the Assembly Point: Head to the designated assembly point and do not re-enter the
building until given the all-clear by emergency services.
7. Follow Instructions from Emergency Services: Once emergency services arrive, follow their
instructions carefully and report any missing individuals or hazards.

13.8a Using examples from your work, describe five measures that are in place to protect your own
and others’ safety and security.
Here are five common measures that may be in place to protect your own and others' safety and
security in a workplace setting:
1. Security Access Controls: Badge or key fob systems restrict access to authorized personnel only,
ensuring that unauthorized individuals cannot enter the building.
2. CCTV Monitoring: Cameras installed in common areas and entrances help deter criminal activity
and provide evidence if incidents occur.
3. Health and Safety Training: Regular training sessions on safe lifting techniques, infection
control, and emergency procedures help staff follow safe practices and avoid injuries.
4. Personal Protective Equipment (PPE): Gloves, masks, and aprons provided for tasks involving
bodily fluids reduce the risk of infection or contamination for both staff and service users.
5. Incident Reporting Systems: An easily accessible reporting system for documenting accidents,
near-misses, or safeguarding concerns ensures timely action and promotes a culture of safety.
13.8b Using your workplace’s agreed ways of working for checking identity, in the boxes below
explain how you can ensure that no unauthorised person gains access to the premises or
confidential information.
Checking identity of a visitor: Ask the visitor to sign in at reception or a designated area. Request
and verify photo identification, such as a driver’s license, passport, or company ID badge. Check the
visitor’s appointment details or confirmation with the staff member they are visiting. Issue a visitor
badge or pass that must be worn visibly during their visit. Accompany the visitor to their destination
or ensure someone authorized does.
Checking identity of a caller: Ask the caller to confirm specific details only the individual or an
authorized person would know, such as a reference number, date of birth, or account details. Cross-
check their information against secure records or databases. Verify their reason for calling and
ensure it aligns with appropriate permissions. Avoid disclosing any confidential information until
identity is confirmed.

13.9a The signs and symptoms of stress can be separated into three different groups. For each
group below give three examples of possible signs and indicators of stress.
Psychological:
1. Constant worry or anxiety.
2. Difficulty concentrating or making decisions.
3. Feeling overwhelmed or hopeless.
Physiological:
1. Increased heart rate or palpitations.
2. Headaches or migraines.
3. Muscle tension, particularly in the neck or shoulders.
Behavioural:
1. Withdrawal from social activities or isolation.
2. Increased use of alcohol, drugs, or cigarettes.
3. Changes in eating habits, such as overeating or loss of appetite.

13.9b identify at least 6 circumstances that tend to trigger your own and others’ stress.
a) High workload or tight deadlines.
b) Conflicts with colleagues or management.
c) Lack of clear communication or expectations.
d) Personal financial difficulties.
e) Major life changes, such as moving or family issues.
f) Feeling undervalued or unappreciated at work.
13.9c Think about situations that may trigger you to feel stressed. Which ways can help you to
manage stressful times or situations? List five.
I. – Practice deep breathing or mindfulness exercises to stay calm.
II. – Take short breaks to step away and clear your mind.
III. – Prioritize tasks and break them into manageable steps.
IV. – Talk to a colleague, manager, or friend for support.
V. – Engage in physical activity or exercise to release tension.

Feedback to staff & date

Handling Information
14.1a Complete the table below to show your understanding of agreed ways of working for handling
information and two pieces of related legislation. You will need to describe how they affect the
recording, storing and sharing of information.
Agreed ways of working
This includes...
 Ensuring that personal information is recorded accurately, securely stored, and only shared
with authorized individuals.
 Following organizational policies and procedures for confidentiality, data protection, and
access to information.
 Using secure systems for storing both physical and digital records.
Legislation 1: Data Protection Act 2018 (incorporating GDPR)
The aim of this legislation is...
 To protect individuals’ personal data and ensure it is processed lawfully, fairly, and
transparently.
 To give individuals rights over their data, including access, correction, and deletion.
 To ensure that data is stored securely, shared appropriately, and retained only for as long as
necessary.
Legislation 2: Freedom of Information Act 2000
The aim of this legislation is...
 To provide the public with access to information held by public authorities.
 To promote transparency and accountability in the use of public funds and decision-making.
 To outline processes for responding to requests for information while protecting sensitive or
personal data.
14.1b identify at least 5 secure systems used in your workplace for recording, storing and sharing
information.
1. Electronic Health Records (EHR) Systems
2. Locked Filing Cabinets
3. Encrypted Email Systems
4. Password-Protected Databases
5. Secure Messaging Applications

14.1b Part ii) Now that you have thought about some of the secure systems used in your workplace,
provide an explanation of why it is important to have secure systems for recording, storing and
sharing information. Make sure you use the following words in your answer:
Vulnerable Private Safeguard Responsibility Trust Protect

It is important to have secure systems for recording, storing, and sharing information to protect the
private details of individuals, especially those who are vulnerable, from unauthorized access or
misuse. These systems help to safeguard sensitive data, ensuring that it is handled responsibly and
ethically. By doing so, they reinforce trust between the organization, individuals, and their families,
demonstrating a commitment to fulfilling our responsibility to maintain confidentiality and provide
secure care.

14.1d Part i) For each of the statements below, decide whether agreed ways of working in relation
to handling information have been followed. Tick either yes or no

Agreed ways of working followed? Y N

Sensitive personal information about individuals is left on display ✔

The last person on the staff computer has not logged out properly ✔

An individual is taken to a private and safe area to discuss their concerns ✔

An individual’s circumstance is discussed by colleagues over a lunch break ✔

The manager does not address a complaint made by an individual you support
✔
about a breach of confidentiality of their personal information

An individual’s private details are taken and stored in a secure or locked cupboard ✔

Two workers communicate about an individual, when they are off duty through a
✔
Facebook message
14.1d Part ii) Thinking about the statements above that would need to be reported, explain how and
to whom you would raise your concerns, or whistleblow, if you felt that agreed ways of working had
not been followed.
If I felt that agreed ways of working in relation to infection prevention and control had not been
followed, I would take the following steps to raise my concerns or whistleblow:
1. Report to the Line Manager
I would first report my concerns to my immediate line manager or supervisor, as they are
responsible for ensuring that policies and procedures are adhered to within the workplace.
2. Follow the Workplace Reporting Procedure
If the concern is not resolved, I would escalate it by following the workplace's formal reporting
procedure, which might involve submitting a written report or using a designated incident
reporting system.
3. Contact the Designated Safeguarding or Health and Safety Officer
If my line manager is unavailable or if I believe the issue requires immediate attention, I would
raise the concern with the designated officer responsible for infection control or health and
safety within the organization.
4. Whistleblowing Channels
If my concerns are still not addressed, I would use the organization’s whistleblowing policy to
report the issue to an external authority, such as the Care Quality Commission (CQC) or Public
Health England, ensuring that the matter is investigated and resolved.
5. Maintain Confidentiality
Throughout the process, I would ensure that I protect the confidentiality of individuals involved
and only share details with authorized personnel or agencies.

15.1a In order to prevent the spread of infection you need to know how harmful organisms
(pathogens) can get into the body. Describe the three main ways of how an infection can get into
the body.
1. Direct Contact: This occurs when harmful organisms are transferred directly from one person to
another, usually through physical touch. For example, shaking hands with someone who has an
infection or touching contaminated surfaces and then touching your face can introduce
pathogens into the body.
2. Airborne Transmission: Pathogens can be inhaled into the body when they are spread through
the air, often in tiny droplets. This typically occurs when a person coughs, sneezes, or talks,
releasing respiratory droplets that can be inhaled by others, leading to respiratory infections.
3. Ingestion: Infection can occur when harmful microorganisms are consumed through
contaminated food or water. Pathogens can enter the body through the mouth and affect the
gastrointestinal system, causing illnesses like food poisoning or stomach infections.

15.1c Workers have an important role in preventing infection spread, not only because they can
spread pathogens between individuals but also because they can host or carry a pathogen.
Therefore workers should practise good personal and hand hygiene. Think of someone you support
and use three examples to explain how your own health or hygiene might pose a risk to this
individual.
Some of these words might help you as headings:
Illness Clothing Personal hygiene Skin health Hand hygiene

1. Illness: If I am feeling unwell or showing symptoms of a contagious illness (such as a cold or flu),
I could unknowingly pass the infection to the individual I support. It is important to stay home or
wear a mask if necessary to avoid spreading illness.
2. Clothing: If I wear unwashed or soiled clothing, it may carry harmful bacteria or pathogens that
could be transferred to the individual I support. Ensuring my clothes are clean and free from
contaminants helps minimize the risk of spreading infection.
3. Personal Hygiene: If I neglect my personal hygiene, such as not washing my hands regularly or
not showering properly, I could transfer harmful bacteria or viruses to the individual. Regular
handwashing, especially before interacting with the individual, is essential in preventing
infection spread.

15.1d The law says workers should be provided with the correct materials and equipment to protect
them from injury and, as far as possible, from the risk of infection while at work.
Complete the table below to list five examples of common types of personal protective clothing
(PPE), equipment and procedures and how and when to use them.
Here are five examples of common types of personal protective clothing (PPE), equipment, and
procedures, along with how and when they would be used:

Type of PPE,
Equipment, or How and When Would You Have to Use It?
Procedure

Gloves should be worn when handling bodily fluids, cleaning wounds, or

performing any tasks where you may come into contact with potentially
Gloves
infectious materials. Change gloves between tasks and dispose of them
safely.

A face mask should be worn when working in close proximity to individuals

who may have respiratory infections or when performing tasks that may
Face Mask
expose you to airborne pathogens. Masks are particularly important in
situations where there is a risk of splashes or droplets.

An apron or gown should be worn when performing tasks such as cleaning,

changing bed linens, or providing personal care that involves exposure to
Apron or Gown
bodily fluids or dirt. They help to protect clothing and skin from
contamination.
Type of PPE,
Equipment, or How and When Would You Have to Use It?
Procedure

These should be worn when there is a risk of splashes or sprays of bodily

Safety Goggles or Face
fluids, such as when cleaning wounds, assisting with feeding, or handling
Shield
chemicals. They protect the eyes from contamination.

Hand hygiene should be performed before and after providing personal

care, handling food, or any other activity where germs could be transferred.
Hand Hygiene (Hand
Washing hands with soap and water is the best option when hands are
Washing or Sanitizer)
visibly soiled, while alcohol-based hand sanitizers can be used when soap
and water are not available.

15.1e Handling infected waste and soiled linen in agreed ways can help to prevent the spread of
pathogens. Explain how to deal with soiled linen and clinical waste in a safe way.
Here’s how to safely handle soiled linen and clinical waste to prevent the spread of pathogens:
Actions to prevent the spread of pathogens when handling soiled linen:
 Wear appropriate PPE
 Bag linen immediately
 Avoid shaking or agitating
 Clean and disinfect any surfaces
 Follow proper disposal procedures

Actions to prevent the spread of pathogens when disposing of clinical waste:

 Use appropriate waste bins
 Wear protective gloves, aprons, and masks
 Secure waste bags
 Dispose of clinical waste according to local regulations
 Ensure the area is cleaned and disinfected

Certificate Standards
Moving and handling
1.1 what is risk and hazard in relation to moving and handling
A hazard is something that has the potential to cause harm, while risk is the likelihood or probability
that harm will occur as a result of exposure to that hazard.

1.2 What are some factors in risk assessment

1. Identifying hazards
2. Evaluating the risk
3. Assessing individuals at risk
4. Control measures
5. Frequency of exposure
6. Environment
7. Personal capabilities

1.3 Causes of injury to staff and service users during poor moving and handling
1. Incorrect technique
2. Lack of training
3. Inappropriate equipment
4. Overexertion
5. Environmental hazards
6. Not using adequate support
7. Fatigue
8. Failure to assess individual needs

1.4 List some checks to be carried out before using any moving and handling equipment
Before using any moving and handling equipment, the following checks should be carried out:
1. Condition of equipment
2. Weight capacity
3. Cleanliness
4. Functionality of controls
5. Safety features
6. Stability
7. Manufacturer’s instructions

1.5 When should you use sliding sheets

Sliding sheets should be used when moving or repositioning individuals who have limited mobility to
reduce the risk of injury to both the individual and the caregiver.

1.6 Why should the bed of a service user who is bedbound be lowered to the floor before leaving
them
1. Prevent Falls: Lowering the bed reduces the risk of falls if the individual attempts to move or roll
out of bed. A lower bed minimizes the height they would fall from, reducing the chance of injury.
2. Easier Transfers: A lower bed height can make it easier for carers to assist with repositioning or
transferring the individual, reducing strain on both the carer and the service user.
3. Safety During Sleep: If the individual moves during sleep, a lower bed helps to ensure that there
is less of a drop, preventing injury from sudden movements.
4. Reduce Pressure Ulcers: Positioning the bed lower can also assist in better positioning for
comfort and pressure relief, especially when combined with other support aids.

1.7 What is the importance of communicating when supporting an individual with their mobility
Effective communication when supporting an individual with their mobility is crucial because it ensures the
individual's needs are understood, promotes their comfort and safety, and helps to avoid injury. Clear
communication allows the individual to express their preferences, concerns, and level of assistance needed,
fostering trust and cooperation during the mobility process. It also ensures that the caregiver can provide the
appropriate support while monitoring the individual's well-being throughout the movement.

Feedback to staff & Date:

Understand your role
1.1 Describe some of your main duties and responsibilities
1. Assisting individuals with daily activities like bathing, dressing, eating, and using the bathroom.
2. Helping individuals move safely and comfortably, using equipment when needed.
3. Observing individuals’ physical and emotional well-being, reporting any changes or concerns to
healthcare professionals.
4. Encouraging individuals to participate in activities to the best of their ability, fostering self-
confidence and autonomy.
5. Ensuring that personal and sensitive information about individuals is kept private and handled
according to legal and ethical guidelines.
6. Ensuring that care is delivered in line with the agreed care plan and individuals’ preferences,
needs, and goals.

1.2 List some code of conduct for Healthcare Support Workers and Adult Social Care Workers in
England
1. Promote and uphold the dignity and rights of individuals
2. Work in a person-centred way
3. Communicate effectively
4. Respect confidentiality
5. Work collaboratively
6. Act with integrity and honesty
7. Maintain professional boundaries
8. Raise concerns about safety and well-being
9. Develop your skills and knowledge
10. Promote equality and inclusion

1.3 How can the following affect your quality of work:

A positive experience:
A positive experience, such as receiving appreciation from a service user or achieving a goal, can
boost confidence, motivation, and morale, leading to higher-quality work and greater job
satisfaction.
A negative experience and steps to ensure it didn’t affect work:
A negative experience, such as a conflict with a colleague or a mistake, can cause stress and reduce
focus. To prevent it from affecting work, steps like seeking support from a supervisor, reflecting on
lessons learned, and implementing strategies for improvement can help maintain professionalism.
Your positive attitude:
A positive attitude fosters good relationships with colleagues and service users, improves problem-
solving abilities, and creates a supportive and productive environment, enhancing the quality of
work.
Your personal beliefs:
While personal beliefs can guide empathy and commitment, it's important to ensure they do not
conflict with the values of the workplace or the preferences of individuals supported. Adhering to
professional standards ensures personal beliefs positively contribute to the quality of care provided.

1.2a Under each of the headings below, describe your rights and responsibilities as a worker.
Health and Safety

Rights:
 To work in a safe and healthy environment.
 To receive appropriate health and safety training.
 To have access to protective equipment and safety measures.
Responsibilities:
 Follow health and safety policies and procedures.
 Report hazards, risks, or unsafe conditions.
 Use equipment properly and safely.
Confidentiality
Rights:
 To have access to information necessary to perform duties, with assurance that your own
personal information is kept confidential.
Responsibilities:
 Maintain the confidentiality of individuals' personal and sensitive information.
 Only share information on a need-to-know basis and with proper consent.
 Adhere to data protection regulations and workplace policies.
Working Time
Rights:
 To work within the legal limits of hours, including rest breaks and days off.
 To take paid annual leave as stipulated in the contract
Responsibilities:
 Accurately record working hours.
  Avoid working beyond agreed hours unless necessary and approved.
 Ensure rest periods are adhered to for health and safety reasons.
Pay and Wages
Rights:
 To receive at least the National Minimum Wage or National Living Wage.
 To be paid accurately and on time for the work performed.
 To receive a clear pay slip showing earnings and deductions.
Responsibilities:
 Perform duties effectively and as outlined in the contract.
 Address discrepancies or errors in pay promptly with the employer.
 Provide accurate information about hours worked or additional shifts.

1.2b Speak to your employer to find out the aims, objectives and values of the organisation that you
work in and use the information to fill in the table below.
The Aims of My Organisation
 To provide high-quality care and support tailored to individual needs.
 To ensure the dignity, respect, and independence of individuals in our care.
 To promote the health, well-being, and safety of all service users.
The Objectives of My Organisation
 To deliver person-centred care that meets the physical, emotional, and social needs of
individuals.
 To comply with all relevant legislation, regulations, and standards in health and social care.
 To continuously improve the quality of services through training, feedback, and innovation.
The Values of My Organisation
 Compassion: Delivering care with empathy and kindness.
 Respect: Treating everyone as an individual and valuing their choices and preferences.
 Integrity: Acting with honesty, transparency, and accountability.
 Excellence: Striving for the highest standards in care and service delivery.
 Collaboration: Working together with individuals, families, and colleagues to achieve the
best outcomes.
1.2C Give an example of an agreed way of working in your workplace and explain why it is
important.
Example of an Agreed Way of Working
In my workplace, there is a strict protocol for recording and reporting incidents, which requires all
staff to complete an incident report immediately after an event occurs, such as a fall or an error in
medication administration.
Why It Is Important
This agreed way of working is important because it ensures transparency, allows for timely
investigation, and helps to identify and address potential risks. It also safeguards individuals by
ensuring that appropriate actions are taken to prevent similar incidents in the future. Additionally,
accurate records provide evidence of compliance with legal and regulatory requirements.

1.2d For each of the statements below, decide whether each should be reported as a concern and
tick either yes or no.

Statement Yes No

The health and safety of staff is in danger ✔

Individuals are treated with dignity and respect ✔

The environment is being damaged by work activity ✔

Wrongdoing is being covered up ✔

The individual’s care is inadequate but they cannot or will not complain ✔

Care plans are reassessed and updated regularly ✔

Your manager is involved in the abuse of individuals ✔

Part ii) Thinking about the statements in Part i) that would need to be reported, explain how you
would raise your concerns, or whistleblow and why.
How I Would Raise Concerns:
1. Follow the Organization’s Policies:
2. Report Internally First:
3. Contact External Authorities if Necessary:
4. Ensure Confidentiality:
Why It’s Important to Whistleblow:
1. Protecting Individuals: Reporting ensures that individuals in my care are safe and receive the
dignity, respect, and quality of care they deserve.
2. Preventing Harm: It helps address health, safety, or abuse risks, potentially preventing
serious harm to individuals or staff.
3. Maintaining Ethical Standards: Whistleblowing upholds the integrity and values of the
organization and ensures compliance with laws and regulations.
4. Promoting Accountability: Reporting concerns holds individuals and the organization
accountable for their actions.
5. Legal Duty: As a healthcare worker, I have a legal and professional duty to report
safeguarding concerns and protect vulnerable individuals.

1.3a Think about your responsibilities to the individuals you support. Describe four of your
responsibilities to those individuals:
1. Ensuring Safety and Wellbeing:
I have a responsibility to safeguard individuals by identifying and mitigating risks, preventing
harm, and promoting a safe environment in line with health and safety regulations.
2. Providing Person-Centred Care:
I must respect each individual's preferences, needs, and rights, ensuring that care plans are
tailored to their unique circumstances and that they are actively involved in decisions about
their care.
3. Maintaining Confidentiality:
It is my duty to protect individuals' private information, sharing it only with authorized persons
in line with confidentiality policies and data protection laws.
4. Promoting Dignity and Respect:
I must treat individuals with dignity, respect their choices and cultural values, and ensure they
feel valued and respected at all times.

1.3b In the boxes below, explain how a working relationship is different to a personal relationship.
Use examples from your service to help you explain your points:
A Working Relationship Is...
A working relationship is a professional connection between colleagues, clients, or service users,
focused on achieving specific tasks or goals within the work environment. It is based on mutual
respect, clear communication, and defined boundaries.
Example: A healthcare worker supporting an individual in their daily activities, maintaining
professionalism while providing care, and working together to achieve care plan goals.
A Personal Relationship Is...
A personal relationship is a non-professional connection formed between individuals based on
shared experiences, emotional bonds, and personal interests. It involves more personal interaction
and emotional support outside of a work context.
Example: A close friendship between two individuals where mutual support, trust, and emotional
exchanges occur outside of work or professional settings.
Examples Include...
 Working Relationship Example: A caregiver helping an elderly client with medication
administration and daily tasks according to care plans.
 Personal Relationship Example: Friends meeting outside of work to socialize, share personal
experiences, and provide emotional support.

1.3c There are four main working relationships in health and social care. State the four main working
relationships and provide a description of each, including who they are most likely to be in your own
workplace:
1. Professional Relationship with Service Users (Clients)
 Description: This relationship focuses on providing support and care to individuals who need
assistance. It is based on respect, trust, and a commitment to helping the service user
achieve their goals.
 In my workplace: This would be the relationship between a healthcare worker (such as a
care assistant or nurse) and the individuals they support, ensuring their needs are met
according to care plans and offering assistance with personal care, medication, or mobility.
2. Professional Relationship with Colleagues
 Description: This relationship occurs between staff members within the same organization or
team. It is based on cooperation, teamwork, and shared responsibilities to deliver effective
care and services to individuals.
 In my workplace: This involves interaction with colleagues such as care workers, nurses,
social workers, or support staff, collaborating on patient care, sharing information, and
ensuring tasks are completed efficiently and professionally.
3. Professional Relationship with Supervisors/Managers
 Description: This relationship is focused on supervision, guidance, and ensuring tasks and
responsibilities are carried out as per the organization’s standards and policies. Supervisors
provide support, give feedback, and are responsible for decision-making.
 In my workplace: This relationship would involve communicating with a line manager or
supervisor to discuss tasks, report any concerns or issues, and receive direction or feedback
regarding care delivery or workplace performance.
4. Professional Relationship with External Agencies and Professionals
 Description: This relationship involves working with external professionals or organizations
to ensure comprehensive care. It includes coordinating with other healthcare professionals
or community services to provide holistic care for individuals.
  In my workplace: This could involve working with doctors, social workers, occupational
therapists, or other healthcare providers to ensure individuals receive appropriate services,
referrals, or interventions. It also includes liaising with external agencies for resources,
assessments, or support.

1.4a As a worker in health and social care it is essential to be an effective and good team member
and work in partnership. Explain why it is important to work:
a) In partnership with other workers: It is important to work in partnership with other workers
because collaboration ensures a holistic approach to care, enhances the quality of services provided,
and helps to avoid duplication of efforts. Effective teamwork fosters a supportive environment
where each worker can contribute their expertise, share information, and support one another in
achieving common goals. By working together, the team can address the diverse needs of the
individuals they support, ensuring a well-rounded and consistent approach to care.
b) In partnership with key people, advocates, and others who are significant to the individual such
as their carer, family members or friends: Working in partnership with key people such as family
members, carers, and advocates is crucial because they have valuable insights into the individual’s
preferences, needs, and history. This collaboration helps ensure that the care provided is person-
centered and aligns with the individual’s wishes, cultural considerations, and emotional support
needs. Involving these significant people fosters trust and open communication, which can improve
outcomes and satisfaction for both the individual and their support network. Additionally, it
empowers families and carers to be active participants in the care process, promoting shared
decision-making and continuity of care.

Feedback to staff & date

Handling Information

Complete the table below to show your understanding of agreed ways of working for handling
information and two pieces of related legislation. You will need to describe how they affect the
recording, storing and sharing of information.
Agreed ways of working
This includes the procedures and policies that a workplace follows to ensure the safe and
responsible handling of information, including maintaining confidentiality, proper storage, and
secure sharing of sensitive data. It helps establish clear guidelines for workers on how to manage
personal, sensitive, and confidential information.
How does it affect the recording, storing, and sharing of information? Agreed ways of working
ensure that personal data is recorded accurately, securely stored, and shared only when necessary
and in accordance with legal requirements. These guidelines protect individuals' privacy and reduce
the risk of data breaches. It ensures that information is handled with respect for confidentiality and
is shared in a way that is appropriate, legal, and ethical.

Legislation 1: The Data Protection Act 2018

The aim of this legislation is: The aim of the Data Protection Act 2018 is to regulate the processing
of personal data and ensure that it is done fairly, transparently, and securely. It ensures that
personal data is used for legitimate purposes, and individuals' rights to privacy are protected. This
law governs how personal data is collected, stored, used, and shared by organizations, ensuring
individuals’ privacy is safeguarded.
How does it affect the recording, storing, and sharing of information? This legislation mandates
that personal data must be securely stored, used for specific purposes, and shared only with
authorized individuals or organizations. It requires organizations to have strict security measures in
place to protect data and to obtain consent from individuals before using their personal
information. Breaching this act can result in penalties, so it ensures careful management of sensitive
information.

Legislation 2: The Freedom of Information Act 2000

The aim of this legislation is: The aim of the Freedom of Information Act 2000 is to promote
transparency and accountability in public organizations by allowing individuals to request access to
information held by public bodies. This act helps ensure that information is shared with the public,
subject to certain exemptions, and facilitates openness in government and public services.
How does it affect the recording, storing, and sharing of information? This legislation impacts how
organizations store information by ensuring that certain types of information are made available to
the public upon request. However, it also establishes guidelines for which information can be
exempt from disclosure (e.g., personal data or confidential information), ensuring that sensitive data
is protected while maintaining transparency for other types of information.

Name 5 Secure systems for recording, storing and sharing information in your organisation:
i. Electronic Health Records (EHR) Systems
ii. Encrypted Email Systems
iii. Password-Protected Databases
iv. Secure File Sharing Platforms (e.g., SharePoint, Google Drive with access control)
v. Paper Records Stored in Locked, Secured Locations

14.1b Explain why it is important to have secure systems for recording, storing and sharing
information in an organisation. Think of using words like – Vulnerable, Private, Safeguard,
Responsibility, Trust, Protect
It is important to have secure systems for recording, storing, and sharing information in an organization to
protect individuals' private data, especially when working with vulnerable people who rely on caregivers.
Secure systems help safeguard personal and sensitive information, ensuring that only authorized individuals
have access. This is crucial to maintain trust between staff, service users, and their families. Moreover,
caregivers have a responsibility to ensure that confidential information is not shared improperly or leaked,
thus preventing harm and ensuring legal and ethical compliance.

14.1d For each of the statements below, decide whether agreed ways of working in relation to
handling information have been followed. Tick either yes or no.
Here is how the table should look, based on the statements provided:

Agreed ways of working Yes No

Sensitive personal information about individuals is left on display ✔

The last person on the staff computer has not logged out properly ✔

An individual is taken to a private and safe area to discuss their concerns ✔

An individual’s circumstance is discussed by colleagues over a lunch break ✔

The manager does not address a complaint made by an individual you support about a
✔
breach of confidentiality of their personal information

An individual’s private details are taken and stored in a secure or locked cupboard ✔

Two workers communicate about an individual, when they are off duty through a
✔
Facebook message

14.1d
Part ii) Thinking about the statements above that would need to be reported, explain how and to
whom you would raise your concerns, or whistleblow, if you felt that agreed ways of working had
not been followed.
1. Report to a Line Manager or Supervisor: The first step would be to report the issue to my
immediate supervisor or line manager, as they are responsible for overseeing the team and
addressing any concerns related to breaches of agreed ways of working. I would explain the
situation in detail, providing any evidence of non-compliance with confidentiality, security, or
other policies.
2. Use the Organisation’s Whistleblowing Procedure: If the issue was not addressed satisfactorily
or if I felt the breach was serious enough, I would follow the formal whistleblowing procedure
within the organisation. This would typically involve contacting a designated whistleblowing
officer, HR, or a relevant authority who handles such concerns, either within the organisation or
externally.
3. Documenting Concerns: I would make sure to keep a written record of my concerns, who I
reported them to, and any follow-up actions or responses from management. This
documentation can help ensure transparency and accountability.
4. External Reporting (if necessary): If the issue was not resolved internally or if the situation
involved illegal activities or serious harm to vulnerable individuals, I would report the matter to
an external regulatory body, such as the Care Quality Commission (CQC) or other relevant
authorities, depending on the nature of the concern.

Feedback to staff & date

Communication
6.1 Choose five different types of communication and describe how and when they might be used.

Types of
How and When It Could Be Used
Communication

Used for direct, real-time interactions, such as talking to a colleague or

Verbal
explaining care instructions to a service user. It is essential in situations that
Communication
require immediate feedback, like during daily care activities.

Includes body language, facial expressions, and gestures. It is used to convey

Non-Verbal
emotions or support without words, such as showing empathy or
Communication
understanding when a service user is upset, or providing comfort.

Used for documenting information, instructions, and policies, such as care

Written
plans, incident reports, or staff handbooks. Written communication is vital for
Communication
maintaining accurate records and ensuring clear instructions for ongoing care.

Involves emails, text messages, or instant messaging, often used for quick
Electronic communication between staff members. It’s commonly used for coordinating
Communication schedules, sending reminders, or sharing updates that don’t require face-to-
face meetings.

Uses pictures, charts, or symbols to convey information. It can be used in care

Visual
settings to support individuals with limited literacy or communication
Communication
difficulties, such as using picture boards for those with cognitive impairments.
6.1b Use examples from your own workplace to describe how good and poor communication could
affect relationships at work.
1. Examples of good communication affecting a work relationship: Clear communication between
team members regarding the care plan for a service user helps to ensure that everyone is on the
same page. This leads to better teamwork and a more harmonious working environment, as staff
are able to collaborate effectively. Regular updates during team meetings about changes in a
service user’s condition allow everyone to adjust their approach to care. This promotes trust
between colleagues and ensures that the service user’s needs are met consistently.
2. Examples of poor communication affecting a work relationship: If one team member fails to
inform others about a change in a service user’s medication schedule, it could lead to confusion,
mistakes, or potentially dangerous situations. This can cause frustration, distrust, and a
breakdown in the working relationship between team members. Misunderstanding of tasks or
unclear expectations can result in tasks being overlooked or completed incorrectly, leading to
tension and frustration among staff. This can negatively affect morale and the quality of care
provided to service users.

Activity 6.1c
Imagine you are talking to an individual about a change to their care plan. During the conversation,
which starts very relaxed, you notice that the person starts getting fidgety and avoiding eye contact.
Their body language changes, they turn sideways on their chair so they no longer face you.
1. Why is it important that you notice the changes in the other person’s reactions?
It is important to notice changes in the other person’s reactions because body language and non-
verbal cues can provide valuable information about their emotional state, comfort level, and
understanding of the conversation. In this scenario, noticing the fidgeting, avoiding eye contact, and
turning away suggests that the individual may be feeling uncomfortable, anxious, or upset.
Recognizing these changes can help you assess how they are feeling about the discussion and
whether the information is being received in a way that is helpful or distressing.
2. Why is it important that you respond to the changes in the other person’s reactions?
Responding to changes in the other person’s reactions is important because it shows that you are
attentive to their needs and feelings. If you acknowledge and address their discomfort, you create
an opportunity to adjust the conversation to make the individual feel more at ease, respected, and
heard. By responding, you can clarify any misunderstandings, offer reassurances, and provide
additional information or support if necessary. This helps build trust and ensures that the individual
is actively involved in their care plan discussion, rather than feeling ignored or overwhelmed.

Activity 6.2a Part i)

List four ways that can help you to establish an individual’s communication or language needs,
wishes and preferences.
a. Ask the individual directly
b. Consult with family members or carers
c. Observe non-verbal cues
d. Review care plans or previous assessments

Activity 6.2a Part ii) Describe how each of the above can help you to establish an individual’s
communication and language needs, wishes and preferences.
a. Ask the individual directly
b. Consult with family members or carers
c. Observe non-verbal cues
d. Review care plans or previous assessments

Activity 6.2b Think of the different communication needs, wishes and preferences that individuals
may have. List at least six different styles or methods of communication that could help you when
communicating with individuals.
1. Verbal Communication
2. Non-verbal Communication
3. Written Communication
4. Sign Language
5. Augmentative and Alternative Communication (AAC)
6. Visual Aids

Activity 6.3a & b Complete the table below to make a list of potential barriers to effective
communication and describe ways to reduce the barrier. An example has been provided for you.
Barrier to communication
How it can be reduced

Here’s how the table can be completed:

Barrier to
How it can be Reduced
Communication

If an individual’s behaviour is affected because of misuse of substances, I need

1. Substance to think carefully about how I will use my communication skills to make sure
Misuse the individual is supported. If they are frustrated and angry I will need to use a
calming tone of voice and relaxed body language but maintain a safe distance.

2. Hearing Using sign language or providing written instructions can help communicate
Impairment effectively. Ensuring that the environment is quiet and that I get the
Barrier to
How it can be Reduced
Communication

individual’s attention before speaking can also help.

3. Language Using a translator or an interpreter, visual aids, or learning some key phrases in
Barriers the individual's language can help bridge the gap in communication.

Being empathetic and patient, allowing the individual time to express

4. Emotional
themselves, and maintaining calm body language will help to reduce the barrier
Distress
and encourage communication.

5. Cognitive Using simple language, providing visual aids, and breaking down instructions
Impairments into smaller steps can help the individual understand and follow through.

Ensuring that the conversation takes place in a quiet, well-lit area without
6. Environmental
interruptions will help reduce distractions and improve focus during
Distractions
communication.

Activity 6.3c During any conversation or discussion, you would like to know that you have got your
point across to the other person or people, and that they know or understand what you mean. How
could you check to make sure that the other person understands what you are saying?
1. Ask for feedback or clarification
2. Use open-ended questions
3. Watch for non-verbal cues
4. Summarize key points
5. Encourage questions

Activity 6.3d Think of an individual or group of individuals in your workplace that you might struggle
to communicate with. Make sure you respect confidentiality by not using their name. Who could
help you with information, support or services to communicate more effectively? How could they
help?
The example from my place of work I have chosen is:
An individual who has difficulty communicating due to a hearing impairment.
I could find information and support or services from:
 An occupational therapist
 A sign language interpreter
 A communication support worker
They could help me to:
  Provide strategies for effective communication with the individual, such as using written
communication or visual aids.
 Offer sign language interpretation or other assistive communication tools to ensure that the
individual can fully participate in conversations and activities.
 Train me in basic sign language or other methods that would be helpful in understanding and
responding to the individual's needs.

Activity 6.4a In your own words, describe the meaning of confidentiality in relation to your job role.
You might use your contract or job description to help you.
Confidentiality in relation to my job role means that I am responsible for keeping all personal,
sensitive, and private information about the individuals I support secure and protected. This
includes not sharing any details about their care, health, or personal circumstances with anyone
who is not authorized to have that information. I must ensure that the individuals' rights to privacy
are respected at all times and that any information is only shared when it is necessary for their care
or when legally required. My role involves ensuring that any records or communication are securely
stored and that I only discuss confidential information with those who have a legitimate need to
know, such as other professionals directly involved in their care.

Activity 6.4b Familiarise yourself with your workplace’s agreed ways of working in relation to
confidentiality. Complete the table below to list legislation and agreed ways of working to maintain
confidentiality in your daily routines.

Here is an example of how you might complete the table based on general knowledge of
confidentiality in health and social care:

Legislation Agreed Ways of Working

Data Protection Act 2018 / Ensure that all personal data is collected, stored, and processed
GDPR securely, with the individual’s consent where required.

The Human Rights Act Respect the right to privacy and confidentiality, ensuring that
1998 information is not disclosed without consent, unless required by law.

Keep care plans, health records, and any personal details about
The Care Act 2014
individuals confidential and secure.

Health and Social Care Act Ensure information is shared only when necessary and with appropriate
2012 (Part 5) consent, especially during transitions between care providers.

Common law duty of Always ensure personal and sensitive information is discussed in private
confidentiality settings, and that written records are kept secure.

Agreed Ways of Working in your workplace might also include practical steps such as:
 1. Locking physical records in secure cabinets.
2. Using passwords and encrypted systems for electronic records.
3. Not discussing sensitive information in public or shared spaces.
4. Ensuring that any verbal communication regarding confidential matters takes place in a
private setting.

Activity 6.4c
At times you may come across situations where you need to share confidential information, even if
the individual doesn’t want you to. Give three examples of situations that might happen in your
workplace where information might need to be passed on to other key people.
Example 1:
Safeguarding concerns – If there is a suspicion of abuse or neglect, it is essential to share this
information with the appropriate authorities (e.g., social services, police) to protect the individual,
even if they have not consented.
Example 2:
Risk to the individual’s health – If an individual has a medical condition that poses a serious risk to
their well-being (e.g., a potential allergy, mental health crisis), it might be necessary to share this
with medical professionals or emergency services to ensure they receive appropriate care.
Example 3:
Legal requirements or court orders – In cases where a court requires information about the
individual (e.g., for legal proceedings or investigations), this information may need to be shared
even if the individual does not agree, as it is required by law.

Activity 6.4d
Imagine one of the situations you have described in the last task happens whilst you are on duty.
Who could you ask for advice and support about confidentiality? And how would they be able to
help you?
People I could ask:
1. Manager or Supervisor
2. Designated Safeguarding Lead (DSL)
3. HR Department
They could help me with advice and support because:
 Manager or Supervisor – They are experienced in handling confidentiality matters and can
guide me on when and how to share information appropriately, in line with policies and legal
requirements.
 Designated Safeguarding Lead (DSL) – They can provide advice on how to handle sensitive
information in cases where there are concerns about the safety or well-being of the
 individual. They are trained in safeguarding and can help navigate the need to breach
confidentiality for the individual's protection.
 HR Department – They can clarify workplace policies and legal obligations related to
confidentiality, helping to ensure that I act within the law and company guidelines.

Feedback to staff & date

Work in a Person-Centred Way

Activity 5.1a
In health and social care, person-centred values are the guiding principles on how to support and
assist in someone’s life. Finish the sentence below to describe in your own words what the word
‘values’ means the beliefs, principles, and standards that guide how we treat and support
individuals, ensuring that we respect their dignity, preferences, and choices, and promote their well-
being in a compassionate and respectful manner.

1. What is Person-centred value? Person-centred values are principles that focus on treating
individuals with respect and recognizing their preferences, needs, and rights. It emphasizes
putting the individual at the center of their care, involving them in decision-making, and
ensuring that care is tailored to their unique circumstances.
2. How would you put Person-centred value into practice? To put person-centred values into
practice, I would listen carefully to individuals, respect their choices, provide them with options,
and encourage them to actively participate in decisions related to their care. I would ensure that
care is flexible, adaptable, and responsive to their evolving needs. I would also ensure
confidentiality and privacy, and promote their independence where possible.
3. Why is Person-centred value important to work in a way that promotes this when supporting
an individual? Person-centred values are important because they ensure that individuals are
treated with respect and dignity, and their unique needs and preferences are prioritized. This
approach fosters trust, enhances their well-being, and improves their quality of life by providing
care that is relevant, empowering, and aligned with their values.
Person-centred values:
 Individuality: Recognize and respect each individual’s uniqueness.
 Rights: Safeguard the individual’s rights and promote autonomy.
 Choice: Provide options for individuals to make informed choices.
 Privacy: Ensure personal information is kept confidential.
 Independence: Support individuals in maintaining and developing their independence.
 Dignity: Ensure individuals are treated with respect and honor their personal dignity.
 Respect: Value the individual’s opinions, preferences, and choices.
  Partnership: Collaborate with the individual and their family to achieve the best outcomes
for them.
Promoting dignity in day-to-day work:
Here are examples of how I can promote dignity in my daily work:
1. Respecting an individual's personal space and privacy – Ensuring doors are closed when
providing personal care.
2. Acknowledging and respecting their personal choices and preferences – Giving the individual
the freedom to make decisions about what they wear or what they eat.
3. Speaking to the individual with respect – Addressing them politely and listening to their needs.
4. Encouraging independence – Allowing them to carry out tasks they can do themselves and only
offering assistance when needed.
5. Treating them as equal partners in their care – Involving the individual in planning and
reviewing their care plan, ensuring their wishes are taken into consideration.

Activity 5.2a Case study:

You started supporting for Badiah last week. She moved to England from Laos last year. You have
noticed that Badiah sometimes only picks at her meals without really eating anything. Badiah is
wearing a head scarf and you are unsure whether this is a fashion item.
Describe why it is important to find out Badiah’s history, preferences, wishes and needs in order to
care for her in a person-centred way:
1. Cultural Sensitivity: Understanding her cultural background, including her upbringing in Laos,
will help you appreciate her dietary habits, preferences, and possible reasons for not eating. In
some cultures, certain foods might not be consumed for religious or health reasons, or there
may be dietary restrictions based on tradition.
2. Personal Preferences: Everyone has individual preferences when it comes to food, clothing, and
personal choices. Finding out why she wears a head scarf could help you respect her beliefs or
cultural practices. It could also provide insight into her level of comfort and whether she needs
support in maintaining her cultural practices.
3. Building Trust and Respect: Asking about her preferences and history shows that you value her
as an individual and are committed to understanding her unique needs. This builds trust, which
is crucial for providing effective care. When someone feels heard and respected, they are more
likely to engage with you and share any concerns or needs they may have.
4. Addressing Health and Well-being Needs: If Badiah is not eating properly, there may be
underlying reasons such as emotional stress, difficulty adjusting to a new environment, or
language barriers. By understanding her needs, you can provide the right support to encourage
healthy eating habits and address any concerns related to her well-being.
5. Ensuring Comfort and Autonomy: When you know what matters to her, you can tailor the
support to suit her wishes, enhancing her sense of autonomy and ensuring she feels comfortable
 in her new environment. Whether it is related to food choices, clothing, or other aspects of care,
a person-centred approach ensures that Badiah’s voice is heard and her dignity is preserved.

Activity 5.2b
Explain why it is important that an individual’s changing needs are reflected in their care and/or
support plan. Give one example of when someone’s care plan would need to be changed or
adjusted.
It is important that an individual’s changing needs are reflected in their care and/or support plan
because these needs may evolve over time due to factors such as changes in health, personal
preferences, or circumstances. A care plan that is regularly updated ensures that the support
provided remains appropriate, effective, and aligned with the individual's current requirements. By
reflecting these changes, the individual receives the most suitable care, which promotes their well-
being, dignity, and independence.
Example: If an individual develops a medical condition, such as mobility issues due to a stroke, their
care plan may need to be adjusted to include additional support, such as the use of mobility aids or
assistance with moving and handling. This ensures their safety and comfort while maintaining their
autonomy as much as possible.

Activity 5.2b
Explain why it is important that an individual’s changing needs are reflected in their care and/or
support plan. Give one example of when someone’s care plan would need to be changed or
adjusted.
1. Why is it important to support individuals to plan for their future wellbeing and fulfilment?
Supporting individuals to plan for their future wellbeing and fulfilment is important because it
helps ensure that their personal goals, preferences, and aspirations are considered in the care
and support they receive. Planning for the future empowers individuals to make informed
decisions, maintain a sense of control over their lives, and work towards achieving their own
goals. It also helps anticipate any potential changes in their needs, ensuring that appropriate
resources and support systems are put in place to help them thrive. This approach leads to a
better quality of life and promotes dignity and autonomy.
2. What do you have to be aware of if working with individuals at the end of their life?
When working with individuals at the end of their life, it is important to be aware of their
emotional, physical, and spiritual needs, as well as the sensitive nature of their situation. You
must ensure that their dignity and comfort are maintained, while respecting their wishes and
preferences regarding end-of-life care. It is crucial to communicate compassionately, offer
support to their family and loved ones, and provide a safe and peaceful environment. You must
also be aware of any legal and ethical considerations, such as advanced directives or do-not-
resuscitate (DNR) orders, and ensure that these are reflected in their care plan.
Activity 5.6a
In order to promote the individual’s wellbeing, they need to be happy with as many aspects of their
life as possible. Complete the table below to answer the following questions.
1. What does each aspect tell us about a person?

Wellbeing Aspect What does each aspect tell us about a person?

This reflects a person's beliefs, values, and sense of connection to something

Spiritual greater, whether through faith, philosophy, or a sense of purpose. It can shape
their outlook on life.

This shows how a person handles emotions, manages stress, and expresses
Emotional
feelings. It reveals their emotional health and resilience.

This tells us about a person's background, traditions, and practices, and how
Cultural these influence their behaviors, attitudes, and values. It reflects their cultural
identity.

Religious or This reveals a person’s spiritual or belief system that guides their decision-
philosophical making, morals, and sense of purpose. It provides insight into their worldview.

This indicates the quality of a person’s relationships, social support, and

Social interaction with others, which can affect their sense of belonging and
connection to society.

This reflects a person’s views on governance, society, and public matters. It can
Political
influence their identity, values, and how they relate to political structures.

This aspect reveals a person’s sexuality, preferences, and how they identify in
Sexual terms of gender and sexual orientation, influencing their self-expression and
relationships.

This shows a person’s physical health, strength, mobility, and well-being,

Physical indicating how their body functions and its impact on daily living and
independence.

This indicates a person’s cognitive health, clarity, and ability to think and make
Mental decisions. It provides insight into their mental capabilities and the impact of
mental health.

2. Choose one of the aspects. How may this aspect affect a person’s identity and self-esteem?
 Emotional:
Emotional wellbeing plays a significant role in a person’s identity and self-esteem. When
individuals can express their emotions in a healthy way and manage stress, they feel more
confident and secure in themselves. On the other hand, poor emotional wellbeing can lead
to feelings of inadequacy, insecurity, and low self-worth. A lack of emotional support can
 also result in isolation, affecting how individuals view themselves and their place in the
world.

Feedback to staff & date

Privacy and Dignity

Activity 7.1a In relation to care practice, describe what is meant by the terms privacy and dignity.
Privacy is the right of individuals to have control over their personal information, bodily autonomy,
and space. It ensures that sensitive information is not shared without consent and that individuals'
personal boundaries are respected in all aspects of their care. This includes maintaining
confidentiality about their health, personal history, and any other private matters, as well as
allowing them time and space for personal activities, such as dressing or using the bathroom,
without interference.
Dignity is the respect for the individual's value, worth, and autonomy as a human being. It means
treating individuals with kindness, respect, and consideration, regardless of their circumstances. In
care practice, dignity involves honoring the individual’s preferences, ensuring they are treated with
courtesy and respect, and preserving their self-esteem, especially during vulnerable or difficult
moments, such as during personal care or when dealing with health challenges.

Activity 7.1b
As a healthcare support worker or adult social care worker, you will be providing care to individuals
who have a range of different needs, wishes and preferences and in situations which may be
sensitive, personal or challenging. In the table below, list situations where an individual’s privacy
and dignity could be compromised and then for each one describe how you would maintain their
privacy and dignity. An example has been provided for you.
Situations when an individual’s privacy and dignity could be compromised
Describe how you would maintain the individual’s privacy and dignity in this situation

Situations when an
individual’s privacy and Describe how you would maintain the individual’s privacy and dignity
dignity could be in this situation
compromised

The code of conduct for healthcare support workers and adult social
1. When entering the
care workers states that I must gain consent before providing care and
space, bedside, cubicle,
support to an individual. Therefore, I must always make my presence
room, home that an
known and ask if the individual is happy for me to enter the space they
individual is in
are in.

2. Assisting with personal I would ensure the individual is given as much privacy as possible by
care tasks (e.g., bathing or using curtains or screens and only exposing the parts of their body
toileting) needed for the task. I would also offer reassurance and ensure their
comfort, dignity, and independence by encouraging them to perform
Situations when an
individual’s privacy and Describe how you would maintain the individual’s privacy and dignity
dignity could be in this situation
compromised

the tasks they are able to do themselves.

3. Discussing sensitive I would ensure that any discussions about the individual’s health or
health information with care are conducted in private, away from others who do not need to
colleagues or family know. I would also only share necessary information with relevant
members individuals and obtain the individual’s consent, if appropriate.

I would always respect the individual’s privacy by ensuring they are

4. Administering given their medication in a discreet manner, out of sight of others, and
medication in front of in a private setting. If they are unable to take the medication
others themselves, I would explain why they need assistance and gain their
consent before proceeding.

I would respect the individual’s personal belongings and not go through

5. Observing or handling
their personal items unless required for their care. I would always ask
an individual’s personal
for their permission before handling any of their personal items, and
belongings
ensure they are aware of the reason behind this action.

Activity 7.2c
It is essential that you do not disclose anything about an individual that they wish to be kept private,
unless it is appropriate to do so. Explain why this is so important. You could include the aspects of a
person’s life in the grey boxes in your answer.
1. Health condition: An individual's health condition is deeply personal, and sharing this information
without consent could harm their reputation, cause distress, or lead to discrimination. Maintaining
privacy ensures that their medical history and current health status are not exposed inappropriately.
2. Sexual orientation: A person’s sexual orientation is a private aspect of their identity. Disclosing it
without consent could result in judgment, discrimination, or social exclusion. Respecting
confidentiality in this regard is crucial to ensuring the individual feels safe and supported.
3. Personal history: Personal history, including past experiences and relationships, is often shared
with care professionals in trust. Sharing this information inappropriately could violate the
individual’s right to control their narrative, and it could lead to emotional distress or stigmatization.
4. Social circumstances: An individual’s social circumstances, such as their living situation or
financial status, may also be sensitive information. Disclosing these circumstances without consent
could lead to social embarrassment or unwanted intervention from others.

Activity 7.3a
There are a number of ways that you can help individuals to make informed choices. Describe three
different ways in the boxes below. An example has been provided for you.
1. Provide as much information as possible
2. Offer options and alternatives:
3. Ensure understanding through clarification

Activity 7.3b & c

Risk taking, risk assessment and risk enablement are three terms that you should be familiar with as
a care worker. Familiarise yourself with these terms and answer the two questions below.
1. How can risk assessment be used to support the right of individuals to make their own
decisions?
Risk assessment can support the right of individuals to make their own decisions by identifying
potential risks associated with their choices and ensuring that they are fully aware of these risks.
This process allows individuals to make informed decisions about their care and lifestyle, balancing
the benefits and risks involved. Through risk assessment, care workers can ensure that appropriate
safeguards and support are in place to reduce potential harm, while respecting the individual’s
autonomy. This ensures that individuals have the opportunity to exercise their right to make choices
about their own lives, even if those choices involve some degree of risk.
2. Why must you ensure that your personal views do not influence an individual’s own choices or
decisions?
It is essential to ensure that personal views do not influence an individual’s choices or decisions
because it is the individual’s right to make decisions about their own life, care, and well-being based
on their own values, beliefs, and preferences. As a care worker, your role is to support and
empower the individual, not impose your personal beliefs or preferences onto them. Influencing
decisions based on personal views could lead to bias, discrimination, or a lack of respect for the
individual’s autonomy, which can damage trust and affect the quality of care provided. It’s
important to create an environment where the individual feels supported to make decisions freely
and without undue pressure.
Activity 7.3d Part i)
For each of the statements below, decide whether you need to support the individual to question or
challenge the decision.
Here are the responses for each statement:

Would you support the individual to

Statement
question or challenge the decision?

An individual has been transferred to a new service or

Yes
situation without being informed of the change

An individual has consented to being referred to a

No
speech therapist for support after a stroke

An individual’s diet plan has been changed but they are

Yes
not sure why

Part i) Thinking about the statements above, describe why you would need to support individuals to
question or challenge decisions made about them by others. Include the following in your answer:
Confidence
Self-esteem
Person-centred care
Empower

Supporting individuals to question or challenge decisions made about them is important because it
empowers them to have control over their own lives and care. When individuals are encouraged to
question decisions, it builds their confidence, allowing them to feel more involved in the process
and ensuring that their voice is heard. This approach promotes their self-esteem as it reinforces that
their opinions and preferences matter. It also ensures person-centred care, where decisions are
made in line with the individual's needs, wishes, and best interests. Empowering individuals in this
way helps them to take ownership of their care and live with dignity and respect.

Activity 7.4d
As part of your duty of care, you have a responsibility to support individuals to question or challenge
the decisions that are made about them by others, especially if these decisions have been made
without their involvement or consent. For the two examples below, state how you would support
the individuals to question or challenge the decision and also describe how you would report your
concerns to a relevant person.
State how you would support the individual to question or challenge the decision
Describe how you would report any concerns you have to the relevant person (this could include a
senior member of staff, carer or family member)
Example 1: An individual tells you that their medication has been changed and they are
experiencing side effects; they think this is because of another pre-existing condition.
How I would support the individual to question or challenge the decision: I would listen attentively
to the individual’s concerns and ensure they feel heard and supported. I would reassure them that
it’s important to address these concerns and help them feel comfortable raising them. I would
encourage the individual to communicate their concerns with the relevant healthcare professional,
such as their doctor or pharmacist. I would also offer to assist them by accompanying them or
helping them write down their symptoms and worries in a clear manner for discussion.
How I would report my concerns to the relevant person: I would inform my supervisor or manager
about the situation to ensure that the individual’s concerns are raised with the healthcare team. I
would document the side effects the individual has reported, including the details of their pre-
existing condition, and pass this information along to the appropriate healthcare professionals (such
as the doctor or pharmacist). I would make sure that the individual’s concerns are clearly
communicated, and I would follow up to ensure that the matter is addressed promptly.

Example 2: One of the individuals you support who has dementia has been declined access to a
service or activity as it is believed it may cause unwanted negative emotions.
How I would support the individual to question or challenge the decision: I would first reassure the
individual, explaining in simple terms that their feelings and wishes matter. I would explain that it is
their right to have access to activities that they enjoy, as long as it is done in a way that respects
their emotional needs. I would encourage the individual to express their feelings about the decision
and explore any alternatives, such as adjusting the activity to better suit their current needs. If
necessary, I would help them advocate for themselves or act on their behalf if they are unable to
communicate their desires clearly.
How I would report my concerns to the relevant person: I would report the situation to the care
team, ensuring that the individual’s right to participate in activities is respected and that alternatives
are explored. I would raise the concern with a senior team member, explaining the individual’s
emotional needs and preferences in relation to the activity. I would suggest a review of the decision,
highlighting the importance of person-centred care and ensuring that the individual is treated with
dignity and respect. I would document the situation and follow up with the care team to ensure that
the decision is reconsidered in light of the individual's well-being and rights.

Activity 7.5a, b & d

Valuing the individuals you care for and support makes a very important contribution to
encouraging active participation.

1. How I would enable the individual to make informed choices about their lives: To enable the
individual to make informed choices about their life, I would ensure that he has access to clear,
accurate, and comprehensive information about all options available to him. I would present the
potential benefits and risks of each choice in a way that is understandable, allowing him to weigh
the options based on his values and preferences. I would also encourage open dialogue and actively
listen to his thoughts, ensuring that he feels confident in making decisions regarding his
rehabilitation, lifestyle, and future plans. This could involve consulting with his family and healthcare
professionals to gather a holistic view of the best choices available, while also respecting his
autonomy and ensuring he is fully involved in the decision-making process.
2. Why it is important to enable the individual to develop skills in self-care: Enabling the individual
to develop skills in self-care is essential for promoting independence, improving quality of life, and
supporting long-term well-being. It allows the individual to regain control over their life after a
trauma, which can contribute to a sense of empowerment and dignity. By learning self-care
techniques, the individual can manage their own physical and emotional needs, maintain their
health, and feel more confident in managing their rehabilitation. This is particularly important for
someone recovering from trauma, as it can help reduce dependency on others, encourage active
participation in their recovery, and ultimately lead to a quicker and more sustainable recovery
process.
3. Why it is important to enable the individual to maintain their own network of friends within
their community: Maintaining a network of friends and social connections is crucial for the
individual's mental and emotional health, particularly during recovery. Social interaction helps
prevent feelings of isolation and loneliness, which can negatively impact the individual’s recovery
and overall well-being. By enabling the individual to stay connected with their friends and
community, you can help ensure they have a strong support system to lean on during difficult times.
Encouraging continued participation in social activities, such as those related to his hobbies (like
basketball or surfing), can also provide emotional benefits, enhance self-esteem, and offer a sense
of normalcy and enjoyment during rehabilitation. Additionally, this network can provide
encouragement, practical help, and motivation for the individual as they work towards their
rehabilitation goals.

Activity 7.5a, b & d Part ii)

Describe the importance of how valuing individuals, such as the one above, helps to contribute to
and encourage active participation. You could use the example to help you describe your points.
Valuing individuals is crucial in fostering an environment where they feel respected, heard, and
empowered to participate actively in their care and decision-making processes. When individuals
feel valued, they are more likely to engage in their rehabilitation, share their thoughts and
preferences, and take ownership of their recovery. This active participation is essential for
improving both short-term and long-term outcomes, as it encourages individuals to contribute to
decisions about their care and make informed choices that align with their values.
For example, in the case of the young ex-serviceman rehabilitating after significant trauma, valuing
him means recognizing his previous life as an active participant in sports and social activities. By
acknowledging his past interests, such as basketball and surfing, and respecting his goals for
rehabilitation, you are encouraging him to take an active role in planning his recovery. This can
include discussing how to incorporate adapted versions of his favorite activities into his
rehabilitation plan, or helping him explore new social opportunities to stay connected with his
community.
When individuals are valued and their opinions are considered, they are more likely to take initiative
in their own care, feel motivated to work towards recovery goals, and experience a stronger sense
of autonomy and control over their life. This promotes better mental and emotional health,
supports their physical rehabilitation, and builds a sense of dignity, empowerment, and trust in the
care process. Ultimately, when individuals feel that their value is recognized and their preferences
are respected, they become more confident in their ability to actively participate in their journey
toward well-being and fulfillment.

Activity 7.5c
Complete the diagram below to list other ways you can use to support active participation.

Activity 7.6b
Self-awareness and reflection is an essential part of your care practice and being aware of your own
attitudes and beliefs can help you to make sure the quality of your work is not affected negatively.
Produce a written account to show how your personal views could restrict the individual’s ability to
actively participate in their care.
Reflection is the process of thinking about your experiences in an critical way to explore what you
could do differently, improve on or remember for next time. A reflective account could include:
What happened? What went well? What didn’t go so well? What could you do to improve? How will
you put this into practice next time?

Reflective Account: How My Personal Views Could Restrict an Individual's Ability to Actively
Participate in Their Care
What Happened?
During my shift, I was supporting an individual who had strong personal beliefs about diet and
lifestyle choices. The individual preferred to follow a vegetarian diet due to religious reasons, but
there were concerns regarding nutritional imbalances. As a healthcare worker, I felt that the
individual should consider more variety in their diet for optimal health. However, I found myself
subconsciously suggesting alternatives that aligned with my own beliefs about nutrition. I proposed
the inclusion of meat-based meals, believing it would provide better nutritional benefits.
What Went Well?
While I did attempt to provide advice, I was able to listen to the individual’s preferences. I also
ensured that I kept the conversation respectful, providing information without being dismissive of
their beliefs. My attempt to provide support in a sensitive manner helped to establish a level of
trust, even though I did not fully take their preferences into account.
What Didn’t Go So Well?
I realize now that my personal beliefs about nutrition led me to make suggestions that could
potentially have undermined the individual’s autonomy and choices. Instead of fully supporting their
decision, I let my personal views influence the conversation. This could have made the individual
feel less empowered to make their own decisions regarding their care and could have negatively
impacted their ability to actively participate in their care plan. I failed to fully respect their right to
make choices based on their values and culture.
What Could You Do to Improve?
To improve, I must remember to set aside my personal views when supporting individuals. I need to
focus on person-centred care by considering the individual’s unique preferences, culture, and
beliefs. I can seek guidance from other professionals, such as dietitians or cultural advisors, to
ensure that my recommendations align with the individual’s needs, rather than imposing my own
beliefs. Furthermore, I should aim to provide a wide range of options that respect the individual’s
values, while also addressing their health and well-being in a non-judgmental manner.
How Will You Put This Into Practice Next Time?
Next time, I will take extra care to ensure that I fully understand the individual’s wishes, cultural
background, and personal preferences before making any suggestions. I will engage in more open
discussions, asking the individual about their dietary needs and respecting their choices. If needed, I
will refer them to a specialist who can provide culturally sensitive advice, ensuring that they remain
at the centre of their care and empowered to make informed choices. Additionally, I will take part in
reflective practice and seek feedback from colleagues to improve my understanding of how personal
views can impact care and to ensure that I am providing the best support possible.
This approach will allow me to respect the individuality of the people I support, helping them feel
valued and heard, and ensuring that they are empowered to actively participate in their care.

Feedback to staff & date