UNIT 5: MEETING INDIVIDUAL CARE AND SUPPORTNEEDS

Unit 5: Meeting Individual Care andSupport Needs

Level:3

Unit type:Internal

Guided learning hours:90

Unit inbrief

Learners focus on the principles and practicalities that underpin meeting individuals’ careand support needs, which are the foundation of all the caredisciplines.

Unitintroduction

For you to be able to provide the care and support that individuals need, it is important thatyouhave a good understanding of the principles behind providing quality care and support. Thisunitintroducesyoutothevaluesandissuesthat needtobeconsideredwhenplanningcareandsupportthat meet the needs of an individual in a health and social careenvironment.

In this unit, you will learn about the values and principles of meeting care and support needsandlook at some of the ethical issues that arise when personalising care. You will examine factorsthatcan impact the professionals who provide the care and support, and the challenges that mustbe overcome to allow access to good quality care and health services. You will explore thedifferentmethods used by professionals across all care services. You will reflect on these methods whenyouconsider the importance of multi-agency working in providing a package of care and supportthatmeets all the needs of individuals. In this unit you will draw on your learning from acrossyourprogramme to complete assessmenttasks.

This unit will be useful if you are intending to pursue a career in social care or healthcare,forinstance as a social worker or health visitors, practice nurse or occupational therapist. The unitwillalso be invaluable if you wish to progress to higher education, to degrees in areas such ashealthand social care management, social work andnursing.

Learningaims

In this unit youwill:

AExamine principles, values and skills which underpin meeting the care andsupportneeds ofindividuals

BExamine the ethical issues involved when providing care and support tomeetindividualneeds

CInvestigate the principles behind enabling individuals with care and supportneeds to overcomechallenges

DInvestigate the roles of professionals and how they work together to providethe care and support necessary to meet individualneeds.

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UNIT 5: MEETING INDIVIDUAL CARE AND SUPPORTNEEDS

Summary ofunit

LearningaimKey contentareasRecommendedassessmentapproach
AExamine principles,values and skills whichunderpinmeeting the careand support needsof individuals / A1 Promotingequality, diversity andpreventing discrimination
A2 Skills andpersonalattributes requiredfor developingrelationshipswithindividuals
A3 Empathy andestablishingtrust withindividuals / A report in response tocase studies of individualsofdifferent ages thatconsidersthe principles, values andskillsneeded to provide careandsupport for otherswhilemaintaining anethicalapproach andenabling individuals toovercome challenges.
BExamine the ethicalissues involved whenproviding care and support tomeet individualneeds / B1 Ethical issuesand approaches
B2 Legislation andguidanceon conflicts ofinterest,balancing resourcesand minimisingrisk
CInvestigate theprinciples behind enablingindividuals with care andsupportneeds toovercome challenges / C1 Enabling individualstoovercomechallenges
C2 Promotingpersonalisation
C3 Communicationtechniques
DInvestigate the rolesofprofessionals and howthey work together toprovide the care andsupportnecessary tomeetindividualneeds / D1 How agencieswork together to meetindividualcare and supportneeds
D2 Roles andresponsibilities of key professionalsonmultidisciplinaryteams
D3 Maintainingconfidentiality
D4 Managinginformation / A report based on casestudies on how working practicesare used to successfullymeetindividualneeds.

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UNIT 5: MEETING INDIVIDUAL CARE AND SUPPORTNEEDS

Content

Learning aim A: Examine principles, values and skills which underpinmeetingthe care and support needs ofindividuals

A1 Promoting equality, diversity and preventingdiscrimination

  • Definition of equality, diversity anddiscrimination.
  • Importance of preventingdiscrimination.
  • Initiatives aimed at preventing discrimination in care, e.g. the use of advocacyservices.

A2 Skills and personal attributes required for developing relationships withindividuals

Toinclude:

  • the 6Cs – care, compassion, competence, communication, courage andcommitment
  • people skills – empathy, patience, engendering trust, flexibility, sense ofhumour, negotiating skills, honesty and problem-solvingskills
  • communication skills – communicating with service users, colleagues andother professionals, e.g. active listening and responding, using appropriate tone of voiceand language, clarifying, questioning, responding to difficultsituations
  • observation skills, e.g. observing changes in an individual’s condition, monitoringchildren’s development
  • dealing with difficultsituations.

A3 Empathy and establishing trust withindividuals

Learners require an overview of the different theories of empathy and the various methodsofestablishing positive relationships with individuals in theircare.

  • Attachment and emotional resilience theory, to include the effect of secureattachmentsand support on emerging autonomy andresilience.
  • The triangle ofcare.
  • Empathy theories, e.g. Johannes Volkelt, Robert Vischer, Martin Hoffman and MaxScheler.

Learning aim B: Examine the ethical issues involved when providing careandsupport to meet individualneeds

B1 Ethical issues andapproaches

  • Ethical theories, to include consequentialism, deontology, principlism and virtueethics.
  • Managing conflict with service users, carers and/or families,colleagues.
  • Managing conflict ofinterests.
  • Balancing services andresources.
  • Minimising risk but promoting individual choice and independence for those withcare needs and the professionals caring forthem.
  • Sharing information and managingconfidentiality.

B2 Legislation and guidance on conflicts of interest, balancing resources andminimisingrisk

  • Organisations, legislation and guidance that influence or advise on ethical issues.Alllegislation and guidance must be current and applicable to England, Wales orNorthern Ireland.
  • Organisations, e.g. National Health Service (NHS), Department of Health (DH),NationalInstitute for Care Excellence (NICE), Health and Safety Executive(HSE).
  • Legislation, e.g. Mental Health Act 2007, Human Rights Act 1998, Mental CapacityAct2005, National Health Service Act 2006 Section 140, Equality Act 2010, Care Act2014.
  • Guidance,e.g.:
  • the DH Decision SupportTool
  • five-stepframework
  • NICE and NHS guidance on Care Pathways and CarePlans
  • Managing Conflicts of Interest: Guidance for Clinical Commissioning Groups (2013)(NHS)
  • HSE guidance on riskassessments.

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  • How this guidance may be counterbalanced by other factors, e.g. religion, personalchoice, governmentpolicies.

Learning aim C: Investigate the principles behind enabling individuals withcareand support needs to overcomechallenges

C1Enablingindividualstoovercomechallenges

  • Different types of challenges faced by individuals with care and support needs, toinclude:
  • awareness andknowledge
  • practicalchallenges
  • skillschallenges
  • acceptance and beliefchallenges
  • motivationalchallenges
  • communicationchallenges.
  • Methods of identifying challenges, to include observation, focus groups, talkingtoindividuals informally or viaquestionnaires.
  • Strategies used to overcome challenges, to include educational informationmaterials, training courses, opinion leaders, clinical audits, computer-aided advicesystems,patient-mediatedstrategies.
  • Role of policy frameworks in minimising challenges,including:
  • NHS Patient Experience Framework, in particular understanding of the eightelementsthat are critical to the service users' experience of NHSservices
  • Health Action Plans and how they are used to minimisechallenges
  • Adult Social Care Outcomes Framework(ASCOF)
  • Common Assessment Framework(CAF).
  • Impact of not enabling individuals to overcomechallenges.

C2 Promotingpersonalisation

  • Personalisation – ensuring that every person receiving care and support is able tosettheir personal goals and has choice and control over the shape of their care andsupport.
  • Methods of recognising preferences, to include care plans, learning plans,behaviouralplans, specialist support from health and social careprofessionals.
  • The importance of promoting choice and control and the financial impact of thisoncareprovision.

C3 Communicationtechniques

  • Different approaches for effective communication, to include humanistic,behavioural,cognitive, psychoanalytical andsocial.
  • Types of communication examples, to include verbal, body language, written,formalandinformal.
  • Alternative communications, to include Makaton, British Sign Language (BSL),braille, communication boards and symbolsystems.
  • Theories of communication, to include Argyle, Tuckman,Berne.
  • New technologies and communicationtechniques.

Learning aim D: Investigate the roles of professionals and how theyworktogether to provide the care and support necessary to meet individualneeds

D1 How agencies work together to meet individual care and supportneeds

  • Role of organisations responsible for commissioning healthcare services, e.g.ClinicalCommissioning Groups in England, Local Health Boards in Wales, Health and SocialCare Board in Northern Ireland; formation, organisation roles andmembers.
  • Role of organisations responsible for commissioning social care services, e.g.localauthorities.
  • Role of bodies responsible for integrating health and social care, e.g. Healthand Wellbeing Boards(HWB).

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UNIT 5: MEETING INDIVIDUAL CARE AND SUPPORTNEEDS

  • Role of assessment and eligibility frameworks, to include Common AssessmentFramework (CAF), the National Eligibility Criteria (Care Act 2014), Department of Health,NationalFramework for NHS ContinuingHealthcare.
  • The Education, Health and Care plan(EHC).

D2 Roles and responsibilities of key professionals on multidisciplinaryteams

  • Multidisciplinary teams, members andformation.
  • Specific roles and responsibilities relating to meeting individual needs of a variety ofhealthand care professionals in a multidisciplinary team, toinclude:
  • healthcare professionals, e.g. GP, nurse, paediatrician, clinicalpsychologist
  • social care professionals, e.g. social worker, occupationaltherapist
  • education professionals, e.g. special educational needs co-ordinator(SENCO), educationalpsychologist
  • allied health professionals, e.g. speech and languagetherapist
  • voluntary sector workers, e.g. Macmillan nurses, family supportworkers.
  • How multi-agency and multidisciplinary teams work together to provideco-ordinatedsupport, e.g. an autistic child may have involvement with the following agenciesand professionals: NHS (GP, paediatrician, clinical psychologist, counsellor, speechand language therapist), local authority and education services (social worker,SENCO, educational psychologist), and the voluntary sector (family support officers fromthe National AutisticSociety).

D3 Maintainingconfidentiality

  • Definition ofconfidentiality.
  • Working practices to maintain confidentiality, toinclude:
  • keeping yourself informed of the relevantlaws
  • keeping information locked away or passwordprotected
  • sharing information only with people who are entitled to have access tothe information, e.g. other people in the multidisciplinary team, service users andtheircarers or families (depending on thesituation)
  • being professional about how information isshared.
  • Codes of practice for care workers establishing importance ofconfidentiality.
  • Relevant aspects of legislation, e.g. Health and Social Care Act2012.
  • Role of the Health and Social Care Information Centre(HSCIC).

D4 Managinginformation

  • Working practices for managing information, toinclude:
  • identifying why the information isneeded
  • identifying what information isneeded
  • searching for theinformation
  • using information legally andethically.
  • The importance of sharing information with colleagues, other professionals, theindividualwith care needs and theirfamily.
  • Impact of new technologies on managinginformation.
  • Bodies that control the management of information, e.g. the National Adult SocialCare Intelligence Service(NASCIS).
  • Legislation and codes of practice that relate to the storage and sharing of informationinhealth and social care. Legislation and codes of practice must be current and applicableto England, Wales or Northern Ireland,e.g.:
  • Data Protection Act1998
  • The Freedom of Information Act2000
  • Mental Health Act2007
  • Mental Capacity Act2005
  • Care Quality Commission (CQC) codes ofpractice
  • The Health and Care Professions Council (HCPC) codes ofpractice.

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UNIT 5: MEETING INDIVIDUAL CARE AND SUPPORTNEEDS

Assessmentcriteria

Pass / Merit / Distinction
Learning aim A: Examine principles, values andskillswhich underpin meeting the care and support needsofindividuals / A.D1Evaluate thesuccess ofpromoting
anti-discriminatory practice forspecific individualswith differentneeds.
BC.D2 Justify thestrategies and techniques usedto overcome ethicalissues andchallenges experiencedby individualswith different needswhen planning andproviding care.
A.P1 Explain the importanceof promoting equalityand diversity forindividuals with differentneeds.
A.P2 Explain the skillsand personalattributes necessary forprofessionals who care forindividuals with differentneeds. / A.M1 Analyse the impactof preventingdiscrimination for individualswith differentneeds.
A.M2 Assess differentmethods professionals mightuse whenbuilding relationshipsand establishing trustwith individuals withneeds.
Learning aim B: Examine the ethical issuesinvolvedwhen providing care and support to meetindividual needs
B.P3 Explain how toincorporate ethical principles intothe provision of supportforindividuals withdifferent needs. / B.M3 Analyse how anethical approach toproviding support wouldbenefit specific individualswith differentneeds.
Learning aim C: Investigate the principlesbehindenabling individuals with care and support needsto overcomechallenges
C.P4 Explain the strategiesand communicationtechniques used withindividuals different needsto overcomedifferent challenges.
C.P5 Explain the benefitsof promotingpersonalisationwhenovercoming challenges facedby individualswith
differentneeds. / C.M4 Assess the strategiesand communicationtechniques used toovercome differentchallenges
faced byindividuals with different careand supportneeds.
Learning aim D: Investigate the roles ofprofessionalsand how they work together to provide the careandsupport necessary to meet individualneeds / D.D3Justifyhow
organisationsand professionalswork together tomeet individual needswhile managinginformation andmaintaining confidentiality.
D.D4Evaluatehow
multi-agencyand multidisciplinary working can meetthe care and supportneeds of specificindividuals.
D.P6 Explain why meetingthe needs of theindividuals requires theinvolvement of differentagencies.
D.P7 Explain the rolesand responsibilities ofdifferent members ofthe multidisciplinary teamin meeting the needsof specificindividuals.
D.P8 Explain thearrangements for managinginformation betweenprofessionals. / D.M5 Assess the benefitsof multidisciplinaryand multi-agency workingfor specific individualswith care and supportneeds.
D.M6 Analyse the impactof legislation andcodes of practice relatingto
informationmanagement onmultidisciplinary working.

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UNIT 5: MEETING INDIVIDUAL CARE AND SUPPORTNEEDS

Essential information forassignments

The recommended structure of assessment is shown in the unit summary along with suitableforms of evidence. Section 6 gives information on setting assignments and there is further informationonourwebsite.

There is a maximum number of two summative assignment for this unit. The relationship ofthe learning aims and criteriais:

Learning aims: A, B and C (A.P1, A.P2, B.P3, C.P4, C.P5, A.M1, A.M2, B.M3, C.M4, A.D1,BC.D2)Learning aim: D (D.P6, D.P7, D.P8, D.M5, D.M6, D.D3,D.D4)

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Further information for teachers andassessors

Resourcerequirements

For this unit, learners must have accessto:

  • current policies, legislation and codes of practice – ideally, these should beprovidedthrough visiting guest speakers or, if they are undertaking work experience,through learners’ work experienceplacement
  • case studies on which to base their assignments. Teachers must provide learners witha range of case studies to choose from, or learners can choose their own case studywith the teacher’s approval. If learners are basing their assignments on real case studies,for example from their work experience placement, then confidentiality must berespected.

Essential information for assessmentdecisions

Learning aims A, B andC

For distinction standard, learners will select material from the provided case studies whichallows them to explore the issues surrounding equality and diversity, and preventing discrimination,and howsuccessfullypromotinganti-discriminatorypracticehasbeenachievedforeachcasestudy.

Learners will draw together their understanding of the empathy theories and how they areapplied,together with personal skills and attributes, to successfully promote anti-discriminatorypractice.

Learners must demonstrate clear understanding of the skills and attributes needed byprofessionals in order to meet individual care and support needs. Learners must consider the advantagesanddisadvantages of theories and use detailed analysis and research to reach reasoned andvalidconclusions and recommendations. Learners must demonstrate clear understanding of all ofthe terminology used in a health and social carecontext.

Learners will make reasoned judgements about different ethical issues and theirinfluence on planning support to meet individual care and support needs. Learners must suggesthow

professionals could best minimise risk and balance resources, to reach a justified conclusionof how this can have a positive impact on theindividual.

Learners will draw together their understanding of strategies that can be used to overcomethe challenges faced by individuals. They must consider the advantages and disadvantages ofthe strategies and use detailed analysis and research to reach reasoned and valid conclusionsandrecommendations. They must also explore a range of legislation and codes of practice andtheirinfluence in overcoming challenges, the ethical issues, the resulting conflicts of interest andhowthey can be resolved. Learners must consider the different approaches used by professionalswhen communicating with individuals with care needs and make reasoned judgements about thesuccessof the communication techniquesused.

For merit standard, learners will relate the situation of the individuals in the case studieswith the possible effects of discrimination, and the skills, attributes and empathy theories thatcan beemployedtopreventdiscrimination.Learnerswillbeexpectedtousevocationallanguageto

explore empathy and how professionals could establish trust with the individuals in theirdifferentcare environments. Learners could include a description of the six Cs of care and a rangeof communication skills that professionals use when building positive relationships. Theycouldconsider the impact of these skills on individuals when preventingdiscrimination.

Learners must demonstrate the relevance of each selected empathy theory. They shouldanalyse the value of each in explaining the importance of professionals building positive relationshipswithindividuals. They must use the case studies to demonstrate how professionals promoteequality,diversity and antidiscriminatorypractices.

Learners will carefully consider different ethical theories and approaches and drawconclusions about how the application of each one may impact on meeting individual care and supportneeds. Learnersmustdemonstrateunderstandingofmorecomplexinfluencingfactorssuchastheethicalissues on maintainingconfidentiality.

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Learners will use vocational language to analyse the success of strategies andcommunication techniques when used by professionals to overcome the challenges faced by individualswith care and support needs. They will also explore the impact of challenges on individuals andhowprofessionals use a variety of approaches to enable individuals to overcome suchchallenges.

Learners could research the range of legislation and codes of practice used whenovercoming challenges, using information from recognisedsources.

For pass standard, learners will consider the importance of promoting equality anddiversity, and preventing discrimination for each case study. Learners must recall and relateknowledge of how the professionals in the case studies promote equality and diversity and the skillsand

attributesneededtodothis.Theymustusethecasestudiestodemonstratetheirunderstanding

of the importance of promoting equality. Learners must explain the key principles of providingcare,showing an understanding of the skills and attributes required by those professionals who meetthe care and support needs ofindividuals.