Documente Academic
Documente Profesional
Documente Cultură
Support Material
August 2007
Care: Values and Principles, Higher
Acknowledgements
SFEU is also grateful for the contribution of the Scottish Qualifications Authority in
the compilation of these materials, specifically for its permission to reproduce
extracts from Course and Unit Specifications.
F17W 12
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Unit F17W 12, Values and Principles in Care.
Copyright for this pack is held by the Scottish Further Education Unit (SFEU).
However, teachers and lecturers have permission to use the pack and
reproduce items from the pack provided that this is to support teaching and
learning processes and that no profit is made from such use. If reproduced in
part, the source should be acknowledged.
Website: www.sfeu.ac.uk
Website: www.sqa.org.uk
Whilst every effort has been made to ensure the accuracy of this Support
Pack, teachers and lecturers should satisfy themselves that the information
passed to candidates is accurate and in accordance with the current SQA
arrangements documents. SFEU will accept no responsibility for any
consequences deriving either directly or indirectly from the use of this Pack.
Contents
Reference Section 7
What is the Care Course all about? 8
The Course in Care (Higher) 12
Unit Outcomes, PCs and Evidence Requirements 14
Tutor Support Section 17
How to Use This Pack 18
Rationale for teaching/learning approaches 19
Teaching Activities 21
Question Types in Higher Care Assessments 23
Guidance on Unit Delivery 24
Resources 25
Student Support Section 27
Key to Activity Symbols 28
Study Tips 28
OUTCOME 1 29
The Significance of Values in Care 31
Good and Bad Practice in Care 32
Relationship Between Values and Behaviour 35
Types of Service User 36
Discrimination and its Effects 38
Institutional Discrimination 44
Case Study on Discrimination – A Class Divided 45
Effects on Individuals: Worth, Dignity, Social Justice and Social
Welfare 46
Values for Professional Carers 47
Codes of Practice and Professional Conduct 50
Care Values and Communication 55
The Role of Effective Communication in the Caring Relationship 57
Verbal Communication 58
Non-Verbal Communication 62
Barriers to Effective Communication 67
Carl Roger’s Core Conditions 72
Gerard Egan – A Systematic Approach to Helping 74
Reflective Practice as a Tool for Evaluating Personal Practice 80
Formative Assessment – Outcome 1 81
OUTCOME 2 85
An Overview of Legislation 86
The Sex Discrimination Act (1975) 87
The Race Relations Act 1976 89
Disability Discrimination Act 1995 and Disability Discrimination Act
2005 91
The Commission for Equality and Human Rights. 93
NHS and Community Care Act 1990 94
Community Care and Health (Scotland) Act 2002 95
Data Protection Act 1998 96
Adults with Incapacity (Scotland) Act 2000 97
Regulation of Care (Scotland) Act 2001 98
Mental Health: Care and Treatment (Scotland) Act 2003 100
Ways in Which Legislation Acts as a Framework to Promote Positive
Care Practice 103
Formative Assessment Outcome 2 104
OUTCOME 3 106
The Care Planning Process 108
Good Practice in Care Planning 109
Care Planning Models 110
The Role of Care Workers in Care Planning and Implementation 112
Goal Setting: Short- and Long-term Goals in Care Planning 115
Assessment of Needs 116
Tools of Assessment 116
Needs Assessment Using a PROCCCESS Model 119
Reference Section
The mandatory content for this Unit is detailed in the Appendix to the Unit
Specification. This mandatory content is sampled in both Unit and Course
assessment.
ASSESSMENT
To achieve the Course award the candidate must achieve the Units as well as
pass the Course assessment. The candidate’s grade is based on the Course
assessment.
Assessment Objectives
• Analysis
Candidates should be able to select from, interpret and analyse different
sociological and psychological theories and models of care planning in the
context of care practice. In so doing, candidates should be able to present
information in a balanced, logical and coherent manner, which focuses clearly
on the issues under review. Candidates should be able to use, with
confidence, the language and concepts of care and demonstrate a clear and
in-depth understanding of the inter-relationship between evidence and theory.
Assessment of issues should be critical and comprehensive and should reflect
confidence in dealing with complex arguments.
• Application
Candidates should be able to demonstrate the application of theories,
concepts and methods covered in the Units and apply them to a care
situation. This will centre on case study and simulated situations from key
theoretical and practical issues in sociology and psychology as applied in care
practice, and values and principles in care.
• Evaluation
Candidates should demonstrate the ability to make balanced evaluations of
care related theories and practical examples and base these upon justified
and sustained arguments. Explanations offered and methods used by care
professionals should be examined critically and the conclusions drawn should
be well developed and reasoned, reflecting clear understanding of the care
topic being assessed.
Each assessment samples across the mandatory content for the individual
Unit and the nature of sampling is detailed in the Evidence Requirements
within the Statement of Standards within each Unit Specification. If re-
assessment is required, it should sample across a different range of
mandatory content.
Further details about Unit assessment for this Course can be found in the Unit
Specifications and the National Assessment Bank (NAB) materials.
Course assessment
Paper 1:
Paper 2:
The Course consists of three Units and an additional 40 hours study. The
Course assessment tests the candidates’ knowledge and understanding of
the content covered in all three Units and their ability to demonstrate and
apply knowledge and skills acquired throughout the Course.
• Retain knowledge and understanding from across all three Units of the
Course on a single occasion
• Analyse and evaluate theories and applications to the care context from all
three Units on a single occasion
• Apply theories and applications in a care context to a range of topics from
across the Units on a single occasion
• Integrate knowledge and understanding of theories and applications in a
care context
• Perform more complex analytical and evaluative tasks than required for
Unit assessment.
Course Rationale
Issues of health and social care are becoming increasingly important due to
an increase in the population of care service users. As a result, there is a
growing need for qualified health and social care professionals. The Higher
Care Course provides a strong foundation of knowledge and skills for
candidates who wish to progress to further or higher education or employment
in this area.
The Higher Course in Care relates to caring for people in society, other than
self or family, in an environment or agency whose codes of practice are
dictated to and guided by legislation, policy and professional ethics. This
includes formalised personal care in the community or home. It is concerned
with the holistic study of the client in context.
The Course will form an important part of the menu of provision, not only for
those who have identified the field of care as their chosen career path, but
also for any candidates who wish to extend their educational experience.
Aims
SUMMARY
This is a mandatory Unit in the Care (Higher) Course but it can also be taken
as a free-standing Unit.
The Unit is suitable for candidates who wish to gain employment in the health
and social care sectors at support worker level or to progress to further study.
OUTCOMES
1. Analyse the caring relationship between the carer and those requiring
care.
2. Explain the role of legislation in promoting positive care.
3. Evaluate the effectiveness of the care planning process.
OUTCOME 1
Analyse the caring relationship between the carer and those requiring care.
Performance Criteria
(a) Explain the significance of values and principles in care.
(b) Explain the role of effective communication in the caring relationship.
(c) Analyse caring relationships in terms of care values and communication.
OUTCOME 2
Performance Criteria
(a) Describe the main features of relevant legislation.
(b) Explain how legislation promotes positive care practice.
OUTCOME 3
Performance Criteria
(a) Explain the care planning process.
(b) Analyse approaches to assessing needs of service users.
(c) Evaluate strategies for meeting needs of service users.
The mandatory content for this Unit can be found in the Appendix at the end
of this Unit specification.
Each assessment must sample across the mandatory content of the unit and
will allow candidates to generate evidence which covers:
There are a number of ways to bring Values and Principles for Care to life and
so there is a range of material which can be used with different class groups,
depending on their ability. Not all the worksheets and activities are intended to
be used with every class. For groups taking the external exam Care Higher,
more time will need to be spent on helping students to memorise and
understand key terms, so more time may be spent on self, peer and formative
assessment. For classes who are doing this as a stand-alone unit, then tutors
may spend more time investigating some of the websites and discussing
some of the real stories that can be found on these sites.
A lot of information and exercises have been provided for tutors and students
and it would be impossible to use them all within the 40 hours allocated to the
unit. It is therefore likely that some of the material will be used when students
are revising for the Care Higher external exam. Key points have been
summarised to assist candidates to revise for external exams. However, it is
important that candidates realise that memorising facts will lead to low marks
and they will need to work on analysis, evaluation and application of
knowledge to attract higher marks in assessment and external examination.
Many of the websites mentioned in the pack have sections with personal
stories and these are excellent sources of ‘real life’ case studies.
This pack can only deal with points 1 and 2, but tutors will get an opportunity
to develop their skills in point 3 through SQA and SFEU workshops. A number
of the exercises in this pack will encourage the learner to reflect on their own
work and to assess other learners’ work, in order to build them into more
independent learners. This will include the use of formative assessment in
hopefully preparing learners to produce a more confident performance in
summative assessments and external exams.
• ‘Comment Only’ Marking i.e. they don’t get a mark, but do get feedback on
how to improve their answer. This is intended to encourage the learner to
think about what they can do to improve their work rather than just think:
‘Great. I’ve scraped a pass.’ followed by turning round to ask the mark of
the person sitting next to them. This type of feedback ties in to promoting
the learner’s intrinsic valuing of their work and taking pride and
responsibility for achievement and progress, rather than the extrinsic
pass/fail mentality.
• Peer- or Self-Assessment. These skills help the learner to develop an
awareness of what makes a good piece of work. It asks them to
independently judge what is strong or weak in an answer, rather than to
rely on the tutor. The tutor needs to support learners to achieve the
confidence and ability to do this, but it is a very useful technique once
developed.
The two techniques could be used together, with the student awarding
themselves a mark after considering the comments from the tutor. They can
then match this with the mark that the tutor would have awarded them.
The Curriculum for Excellence Report aims to ensure seamless education for
children and young people (CYP) in Scotland, aged 3 – 18. The Care Course
can contribute to this by directly or indirectly meeting the aspects in bold
below. This subject area and the methods of teaching that are used are ideal
for meeting these aims.
Teaching Activities
A number of the suggested teaching activities suggested in the Curriculum
for Excellence framework are already used widely in care courses:
• Activity based
• Creative/innovative
• Direction of travel: do students know where they are going. Do they know
how to get there?
• Narrative: what is the story you want to tell? Not how difficult it is, but how
relevant/interesting it is.
This HMIe report states that the development of skills for citizenship in
education is a priority in Scotland and throughout Europe. Citizenship involves
the development of skills and attributes to enable young people to participate
in the making of decisions, within the political, economic, social and cultural
contexts of their lives. Other aspects of citizenship education include the
development of knowledge and understanding; a focus on values and
citizenship issues; and opportunities for engagement in, and reflection on,
citizenship activities.
This unit enables students to develop skills for citizenship through course
content which encourages awareness of individual difference and
understanding of the needs of a range of people. The unit also provides peer
and self-assessment activities which help learners develop independence in
learning and critical thinking.
The report notes the need for ‘Programmes of learning that contribute to the
continuous development of the social services workforce’ and which ‘Support
the establishment of career pathways and career progression, in line with
emerging policy needs’. This course, based at SCQF level 5 enables learners
to enter into the social service workforce at care assistant level, or to develop
further underpinning knowledge by advancing to Higher and HNC care
Courses.
Please note that the materials and activities contained in this pack are
not intended to be a mandatory set of teaching notes. They provide
centres with a flexible set of materials and activities which can be
selected, adapted and used in whatever way suits individual centres and
their particular situations.
Source: http://www.officeport.com/edu/blooms.htm
Students should be made aware of the different types of answers they should
give, depending on the command word in the question
There are a number of sites on the internet which give more information about
Bloom’s taxonomy, such as http://www.educationforum.co.uk/HA/bloom.htm.
Unit Content
1 Overview of unit learning outcomes
Introduce Outcome 1
Good and bad caring relationships
Values for professional care workers
2 Professional codes
3 Effective communication
4 Effective communication
Working with different service users
5 Rogers core conditions
Egan’s skilled helper model
6 Effects of stereotyping, prejudice and
discrimination
7 Revision of outcome 1 Opportunity for Formative
Assessment and Feedback
8 Investigating Key features of legislation
9 Investigating Key features of legislation
10 Promoting positive care with legislation
11 Revision of Outcome 2 Opportunity for Formative
Assessment and Feedback
12 Introduction to Outcome 3
The care planning process
Models in care planning
Care workers and the multi-disciplinary
team
13 Assessment of needs and goal setting
Using tools of assessment
14 Approaches to assessment
PROCCCESS
Malsow’s hierarchy
15 Analysis and evaluation of needs
Strategies to meet needs
16 Revision of Outcome 3 Opportunity for Formative
Assessment and Feedback
17 SUMMATIVE ASSESSMENT
18 Feedback on Assessment and Remediation Review of Unit
Resources
Book
Miller, J. and Gibb, S. (Eds) (2007) Care In Practice for Higher (2nd Edn)
Hodder and Stoughton
Your college or local library might subscribe to these. If not, look them up on
the internet. They have up to date information about the ways in which the
approaches and theories discussed in this unit are applied in care settings.
www.careappointments.co.uk/
Care Appointments is an online resource for people involved in the caring
professions. It has relevant news, features and interviews, as well as
information about jobs and training courses.
Community Care
www.communitycare.co.uk
Nursing Times
www.nursingtimes.net/
The Herald: They have a special ‘Society’ section on Tuesday which covers
relevant issues for this unit.
www.theherald.co.uk/heraldsociety/
The Scotsman
thescotsman.scotsman.com/health.cfm Click on ‘ Health’, ‘Education’ and
‘Scotland’ topics.
children and young people should be free from poverty, abuse and
discrimination.
National Developments
Film
Group Investigation
Study Tips
None of the key words have been put into bold in this unit, as it will be more
useful for you to be actively involved in highlighting the keywords on each
page. If you don’t already have some, go and buy yourself some highlighter
pens!
The point of highlighting each keyword is so that when you read over your
notes, the main point on each page jumps out at you. Therefore, it is crucial
that you only highlight one or two words at a time. If you highlight too much,
then nothing will jump out at you and you’ll need to wear sunglasses to read
your notes!
OUTCOME 1
There are three learning outcomes for the Values and Principles (Higher) Unit.
Each outcome has a list of topics which is the mandatory content. These
topics form the structure for these teaching support notes and will provide the
basis for national assessment bank and exam questions. The first section of
the teaching notes relates to the mandatory content for outcome 1, and is
shown below.
OUTCOME 1
Analyse the caring relationship between the carer and those requiring care
Caring relationships:
• Worth
• Dignity
• social justice and social welfare.
• the value of respect for the worth and dignity of every individual
• the value of according social justice and promoting the social welfare of
every individual.
ACTIVITY/DISCUSSION
You may have discussed values such as education, the right to vote, money,
health and relationships. Because we consider these things to be important
they are worth something to us; they have value. So, a value can be defined
as ‘that which is desirable and worthy for its own sake’. For example the
words of the Declaration of Arbroath, 1320, reflect a number of values.
‘It is in truth not for glory, nor riches, nor honours that we are fighting, but for
freedom – for that alone which no honest man gives up but with life itself’
Answer: The values reflected in the statement are truth, glory, riches,
honours, freedom, honesty and life. All of these things are seen
to have value here, but what is valued most, and is seen to be
worth fighting for, is freedom.
As you work through this unit you will discover that it is important for all care
workers to express agreed care values so that service users will benefit from
the care that they receive. Values for care workers are reflected in Codes of
Professional Conduct and Care Standards and it is vital that these values are
shown in the words and actions of care workers. Care values are significant
because they underpin care practice and service users have the right to
expect care workers to adhere to these values so that service users can be
confident in the standard of care that they will receive.
Good practice in care demonstrates agreed care values. The two core values
for care are:
• the value of respect for the worth and dignity of every individual
• the value of according social justice and promoting the social welfare of
every individual
(Miller & Gibb 2007)
1. Explain why each of the scenarios listed below represents bad practice.
2. Explain the likely effect of the carer’s behaviour on the service user
3. Describe the care that the service users, in each situation, should have
received.
4. Explain the difference that good care practice would make to their
situation.
Sadly all of the above incidents are real and all of these incidents have
occurred because care workers have failed to:
For more information you may wish to visit the following websites:
http://www.learningdisabilities.org.uk
www.elderabuse.org.uk
Summary
Key Points
However, if I decide that I want to become a formal care worker I will find that
I will have to examine my views. I would need to be aware that I have a
negative view of male carers, that is, I have a prejudiced attitude towards
male carers. If I continued to be unaware of this I might behave differently
towards male carers, and view their contribution to care less favourably than
that of a female carer. If my prejudiced views persist, and if I am involved in
recruiting staff, then I might not appoint men to care jobs; that is, my actions
would be discriminatory. This would be unacceptable and would be contrary
to core care values.
Action 1
Work in groups of 3 or 4.
Select one of the following service user groups and find out about services
that exist in your local area.
Mind mapping is a useful way to help organise information and help you
to remember important points.
Action 2
Draw a mind map to describe the services available in your local area.
A STEREOTYPE
IS A SET IMAGE
ACTIVITY
• Goths
• Celtic supporters
• Teachers
• Asylum seekers
Task 1
Write down any stereotyped images that might be associated with each
group.
PREJUDICE IS A PRE-FORMED
OPINION OR JUDGEMENT,
OFTEN NEGATIVE
Task 2
Take a few minutes to write down any prejudiced judgements or opinions that
might be based on these stereotypes.
ENTRY
Task 3
• The Goth who fails to get into care work is unable to reach his or her
potential; simply because of the way that they are dressed.
• The Celtic supporter has been denied the opportunity of getting some free
tickets. The Celtic supporter may be the only Celtic supporter in a house
full of Rangers supporters!
• The teacher becomes more and more stressed. If the person who holds
the prejudice is the care professional who is supposed to be helping, then
their feelings of being unable to cope will be intensified.
• People seeking asylum will feel rejected and anxious about their future. If
care workers and other professionals hold these prejudices then the
asylum seeker will struggle to get information about housing, health and
welfare benefits.
Take a few minutes to think about the prejudice opinions you have had about
people, or groups of people.
Set yourself the goal of finding out some facts about the people or groups that
you have pre-judged. Challenge your own and other people’s assumptions by
finding out the facts.
• Visit the ‘See Me’ website and read and take notes on some of the
personal stories of stigma and discrimination.
http://www.seemescotland.org.uk
Using information from the site, write a paragraph to describe the effects of
stigma and discrimination on individuals with mental health problems.
Question: Explain why John should carry out each of the above actions.
You should also analyse the contribution that these actions could
have in combating discrimination against people with mental
health problems, and in promoting good practice in care.
Institutional Discrimination
Discrimination doesn’t only happen at individual level. When an organisation
disadvantages a person or group of people either deliberately or unwittingly
then this is known as institutional discrimination. The discrimination can be in
the form of attitudes, systems, services or behaviour.
The McPherson Report, issued following the public inquiry into the murder of
Stephen Lawrence, defined institutional racism as follows:
from: http://www.archive.official-documents.co.uk
http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html
• Discuss the ways in which the blue and brown eyed children are
discriminated against.
Social Welfare
Social Justice
This refers to the provision
This refers to the fair that exists to support
treatment of an disadvantaged people in
individual and their right society. This can include
to a just share of housing, education, care
society’s benefits and financial aid.
• the value of respect for the worth and dignity of every individual
• the value of according social justice and promoting the social welfare of
every individual.
Respecting the worth and dignity of every individual requires care workers to
recognise a person’s importance as a human being with a set of unique
characteristics and personality. To show respect is to show regard for the
other person by being considerate and courteous. To ensure this,
professional carers work from a value base and use caring skills such as
empathy to develop an understanding of the individual.
One of the first, and perhaps most important, actions that care workers can
take is to critically examine themselves for any personally held stereotyped
ideas or prejudiced attitudes. This is to raise personal awareness of the
possibility that as a care worker the person may act favourably or
unfavourably towards others based on their biases. Care workers do not
have to ditch individually held beliefs or convictions e.g. about issues of
abortion or euthanasia, but these must be recognised and are not permitted to
become issues that will harm or discriminate against any individual cared for.
So, we can respect individuals by recognising stereotyping, prejudice and
discrimination both in our own attitudes and behaviour and in the attitudes and
behaviour of other care workers. Stereotyping, prejudice and discrimination
should always be challenged so that service users are not unfairly
advantaged or disadvantaged for any reason.
Other actions that care workers can take to demonstrate respect for the worth
and dignity of every human being, relates to the actions taken to understand
the service user’s individual needs. People have specific social, physical,
emotional, cognitive and cultural needs.
S P E C C
O H M O U
C Y O G L
I S T N T
A I I I U
L C O T R
A N V A
L A E L
L
When working with people requiring care, using a value base will maintain
and nurture the service user’s identity. They can be themselves. There is a
sense of acceptance which will contribute to a positive self-esteem and help
people to self-actualise. That is to say, that the service user will feel good
about his/herself and can achieve their potential. If needs are not met, or
denied, this will also affect a service user’s self-esteem. In this situation self-
esteem will be damaged and the person will not reach their potential.
The value of according social justice and promoting the social welfare of every
individual refers to the idea that everyone in a society has the right to fair and
correct treatment. Social justice is the idea of fair treatment for people. It
means that service users should have equal access to resources (a resource
is something or someone that can help) and that the resources should be
fairly shared. Resources should be allocated on the basis of need and not
given to people we like or who we think deserve the help.
When care is delivered using a value base this has a positive effect on the
service user: Of course, when values are not put into action as principles of
practice then the effect or consequence on the service user is negative.
ACTIVITY
Visit the websites of the following organisations to investigate, and take notes
on, the values and aims of these self-help/voluntary organisations:
• ENABLE
• Quarriers
• Downs Syndrome Scotland
• Age Concern Scotland
KEY POINTS
• the value of respect for the worth and dignity of every individual
• the value of according social justice and promoting the social welfare
of every individual.
Stereotype means a ‘set image’ and is an instantly formed mental image
of a person or group, based on assumptions about their characteristics.
Stereotyping takes no notice of individual differences.
When care is delivered using a value base this has a positive effect on
the service user; in other words the service user benefits from the care
received.
1. Protect the rights and promote the interests of service users and carers
2. Strive to establish and maintain the trust and confidence of service users
and carers
4. Respect the rights of service users while seeking to ensure that their
behaviour does not harm themselves or other people
6. Be accountable for the quality of your work and take responsibility for
maintaining and improving your knowledge and skills
Each of the above main points of the code is broken down into more detail in
the publication.
http://www.sssc.uk.com
F. Be trustworthy.
Each of the above main points of the code is broken down into more detail, in
the publication.
http://www.nmc-uk.org
ACTIVITY
Visit the Scottish Social Services Council websites and view or download a
copy of the code of practice to enable you to carry out the following exercise.
http://www.sssc.uk.com
Review the SSSC code of practice and select one main point where the carer
involved in this incident failed to uphold the standard stated in the code and
explain what the carer should have done.
CODE OF PRACTICE
WHAT THE CARER
SHOULD HAVE DONE
ACTIVITY
Visit the Nursing and Midwifery Council website and view or download a copy
of the code of professional conduct to enable you to carry out the following
exercise.
http://www.nmc-uk.org
Review the NMC code of professional conduct and select one main point
where the nurse involved in this incident failed to uphold the standard stated
in the code and explain what the nurse should have done.
CODE OF PRACTICE
POINT IGNORED
CODE OF PRACTICE
WHAT THE CARER
SHOULD HAVE DONE
Key Points
1. Protect the rights and promote the interests of service users and carers.
2. Strive to establish and maintain the trust and confidence of service users
and carers.
3. Promote the independence of service users while protecting them as far as
possible from danger or harm.
4. Respect the rights of service users while seeking to ensure that their
behaviour does not harm themselves or other people.
5. Uphold public trust and confidence in social services.
6. Be accountable for the quality of your work and take responsibility for
maintaining and improving your knowledge and skills.
Key Points
If values are important in the caring relationship then the carer’s ability to
demonstrate these values through effective communication is essential.
Communication is the way that information is shared between two or more
people and reading, writing and speaking are all forms of communication. In
the course of their work as the care worker may communicate with service
users, families, volunteers, colleagues and other professionals. In this section
we will focus on communication with service users but it is important to also
apply this knowledge to work effectively as a team member.
To communicate effectively carers need to think about the way that they
communicate. Carers should reflect on their interactions and evaluate their
ability to communicate so that they can learn from their experiences and make
plans to improve their effectiveness. Interpersonal communication,
communication between people, is a complex process involving listening,
questioning, understanding and responding to what is being communicated.
Effective communication is achieved when the messages that are given and
received are transmitted successfully and interpreted accurately.
Take a few minutes to consider the relative importance of each of the above
components (as a percentage) in transmitting a message. The three parts
should add up to 100%
Verbal %
Message 100 %
55%
38%
7%
Verbal
Non Verbal - facial expression and body language
Non Verbal - paralanguage or vocal tones
Message
21Receiver
Sender y
Interprets
Communicates Message
Message
Verbal and Non-
Verbal and Non- verbal signals
verbal signals are noted,
Feedback sent to using all
original sender who will available senses
receive and interpret the
response
Verbal Communication
Verbal communication is concerned with the actual words used in
communicating a message.
Verbal communication relates to the actual words and sounds used in the
communication. Words and sounds have meaning and the words that we
choose to use convey the message we want to send. However, the words a
carer uses should be carefully chosen, so that the intended meaning is clear.
We will consider three main points in relation to verbal communication.
Firstly, words and sounds convey meaning. They are symbolic; this means
that they are used to represent ideas. Sometimes the meaning is culturally
specific, and the meaning is understood in different ways by different people.
Language also evolves over time and meanings change. So, for example the
word ‘cool’ has several meanings. If someone says ‘He was rather cool.’
Does this mean icy, detached, calm or trendy? If the receiver has other
information about the context or situation they may be able to extract the
exact meaning. But without additional information it is impossible to be sure
what is meant.
Thirdly, language used can also convey prejudice and care workers should
think about the meaning, in terms or prejudice that the words that they use
might convey. For example greeting an older man as ‘gramps’ or referring to
a service user as ‘mental’ conveys stereotypical meanings that are unhelpful
when trying to reflect the values of respect and dignity. Language is an
important factor in demonstrating respect and is vital to building up a trusting
caring relationship.
ACTIVITY
To find out more about verbal communication using symbols and signs, visit
the following websites.
http://www.findavoice.org.uk/symbolpages/makaton/mak-1.htm
http://www.british-sign.co.uk/
Open Questions give the service user an opportunity to provide more detail.
This in turn allows the carer to develop a more in depth understanding of the
service user’s situation. For example ‘What do you like about going to
college? Or ‘What does the pain feel like?’ This gives the service user a
chance to talk freely about their experience. If you want to limit the response
you can prefix (put at the beginning of) the question with a phrase such as
‘Briefly tell me, what do you like about it?
Non-Verbal Communication
Non-verbal communication refers to all the aspects of communication apart
from the actual words used. We have already found out that non-verbal
communication (NVC) can be divided into two main components;
paralanguage or vocal tones (which makes up approximately 38% of the
message) and body language and facial expression (which makes up
approximately 55% of the message).
Mandeep is my keyworker but she has never come with me to the cinema.
Mandeep is my keyworker but she has never come with me to the cinema.
Although both of the sentences contain the same words, the meaning appears
to change by emphasising different words in the sentence. Emphasising ‘my
keyworker’ sounds as if the speaker is keen to stress a relationship with
Mandeep. However, the emphasis on ‘me’ in the second example implies that
Mandeep has gone to the cinema, but not with ‘me’.
Paralanguage in care work involves using the correct pace and tone to
communicate with the service user. To motivate a child you may use
encouraging tones whereas to calm an anxious or angry service user you
would slow down your speech and use soothing tones.
Body language refers to the many signals that we transmit using gestures,
posture and touch. The first thing to bear in mind is that body language is
culturally specific. For example raising a thumb to an American will be
interpreted as a supportive good luck gesture whereas someone from Iran
would take offence as it regarded as an obscene gesture, a bit like a two
fingered gesture in Britain. In Britain it is considered polite to look at someone
when they are speaking to you whereas in Japanese culture direct eye
contact is limited and prolonged eye contact can be considered to be
disrespectful or even aggressive. We will look at body language and facial
expression from a British perspective, but as we live and work in a multi-
cultural society, carers should always be open to learning more about how
people from a variety of cultures may express themselves differently using
body language.
Body language includes eye contact, facial expression, proximity, posture and
gesture.
This exercise can be found at the web site below and there is a completion
panel for you to decide what the expressions signify.
http://www.cultsock.ndirect.co.uk/MUHome/cshtml/nvc/nvc3a.html
• Anger
• Disgust, contempt
• Fear
• Happiness
• Interest
• Sadness
• Surprise
Proximity refers to the distance between you and the person you are
interacting with. Generally speaking the more intimately you know someone
then the more comfortable you are with being physically close to them. There
are cultural variations but intimate space is thought to be around 15cms.
However if a stranger or even your class teacher came to within 15cms of
your face to ask you the time, you may think that this person was a bit too
close for comfort and is invading what psychologists refer to as a person’s
personal space. Psychological studies propose that personal space is around
15cm – 1 metre, and is the distance we like to be able to keep between
ourselves and others. So, we may be able to tell something about the
relationship between two people by the distance between them. When
working with service users we should be aware that being too close can be
threatening for the service user whereas if we don’t get close this might
suggest that we are disinterested.
Activity 1
• Record a television programme (10 minutes) and view it with the sound
off.
• Watch the way that people interact and try to work out what is happening
by observing their body language. Note down your understanding of what
is happening.
• View the recording with the sound and evaluate your understanding. How
accurate was your understanding? What body language clues did you
observe?
Activity 2
• Work in pairs
• You should sit facing each other
• You should both wear blindfolds and sit on your hands
• Discuss a topic of interest, for example where you like to go on holiday.
Try to spend 5 – 10 minutes talking to each other before removing your
blindfold.
• Evaluate this experience. Was it easy or difficult to keep the conversation
going? Were you more aware of clues from tone of voice in the absence
of visual cues? Did you want to use your hands to express yourself?
• Explain the insights that this exercise can provide to help you when
working with a blind service user?
Message 21
Sender
Barrier
Barrier
y Receiver
Feedback
Removing barriers
To give and receive messages from service users, care workers need to
develop effective communication skills. These include:
Effective listening involves paying attention to the speaker. This means that
the care worker should demonstrate their attention using appropriate body
language. If the service user is unable to see, then using touch and tone of
voice should be used to reassure the person that you are paying attention.
Gerard Egan suggests the following acronym to remember how to
demonstrate attentive listening:
When communicating, carers can use open and closed questions to check the
service user’s understanding. The carer can also check their own
understanding of what the service user is saying. They can do this by
reflecting back what is said, to check the meaning by paraphrasing or
summarising
Carer Reflecting Back: I’m sorry that you’ve been feeling sick all day.
When did this feeling start and how is it affecting
you now?
Service User: It started soon after lunch. Now I’ve got pains in
my stomach and I want to throw up.
Select at least five of the above client groups. For each group, write a short
paragraph to explain two specific ways that you as a carer, would improve
communication for this client group. You should avoid writing very general
statements such as ‘I would be aware of body language’. You should be very
specific, for example ‘When communicating with an older adult with dementia
I would note facial expression, as interest is a characteristic that is evident in
a person’s facial expression. This would help me to be aware of topics of
interest or items that hold a special significance for this individual and I would
be able to develop strategies for holding the person’s attention.’
There are many ways of improving communication between carer and service
user. Some suggestions are appropriate for a range of service users. There
are a number of possible answers but it is important to try to think of things
that may be particularly important for the service user you are working with.
Older adults with dementia • Remind the service user of your name
• Speak slowly and clearly
• Use short simple sentences.
Children with cerebral palsy • Use simple language as you are speaking
to a child
• Check the child’s understanding by asking
open questions
• Do not rush the child when he or she is
speaking.
People with hearing • Make sure that the person can see you
impairments approaching. (Don’t surprise them
suddenly from behind)
• If the service user can lip read make sure
you are sitting in a good light where they
can see you.
• Don’t cover your mouth when you are
speaking.
• If the person uses hearing aids, make
sure they are available and working.
Don’t shout.
People with visual • Let the person know that you are there
impairments and who you are.
• You can use touch to let the person know
how close you are; offer to let the service
user touch your face and hair to find out
more about you.
• Describe objects and events in detail to
enhance the service user’s experience
and understanding
Advocacy
Congruence is the idea of being ‘in tune’ with the service user. This means
that the service user is being genuine with the service user and is open and
honest with them. Congruence is about people being real with each other and
not pretending to be what the other person wants them to be. Both people in
the relationship should be able to be open and transparent but it is the carer
who has to work hard to help this happen. If the carer says they will maintain
confidentiality this has to be true. If the carer says that they are not shocked
to know that the service user has downloaded pornographic images on their
computer, this has to be true. The carer can only achieve congruence by
being aware of his or her own personal feelings and thoughts. If the carer is
persistently offended by something that the service user says or does, and
has strong feelings about this, then the carer should be aware that this is
something that may ‘leak out’ to the service user, probably non-verbally, and
get in the way of the therapeutic relationship. So, if the carer is shocked that
the service user is downloading pornography, this should be voiced so that
there is no deception in the relationship. However, although there is shock
there is still ‘acceptance’ of the person. Unconditional positive regard, by the
carer, is maintained and the service user should find that they are increasingly
able to be him or her self rather than pretend in the relationship.
1. The current scenario is the stage where the helper (or care worker),
enables the service user to explore their situation from their own frame of
reference and then to focus on specific concerns. During this stage the carer
finds out the service user’s story. There may be parts of the story that the
service user brushes over or ignores and the carer is alert to these ‘blind
spots’ and helps the service user to explore these areas to expose all aspects
of the situation. The carer also helps the service user to focus on issues that
are of particular concern to the service user and to decide on priorities; that is,
the issues in order of importance.
c. LEVERAGE • EMPATHY
• Use open and closed questions
• Paraphrase (restate the story to
check your understanding)
• Reflect feelings (check you
understand how the person feels)
Summarise the story and help the
person to focus on specific issues
• Observe non-verbal
communication.
2. The preferred scenario is the stage where the helper (or care worker),
helps the service user to understand and consider all the choices and
possibilities available to them. The care worker helps the service user to
imagine all the options and to consider the resources that are available to
support them to make changes. The service user is empowered through this
process and a change agenda or plan is formulated. The care worker helps
the service user to work through the implications of these potential changes
and to formulate some goals. It is also necessary to check the commitment of
the service user to achieving these goals.
3. The action strategies formulate the third stage of Egan’s model. At this
point the care worker helps the service user to look at ways of achieving the
goals that they have set. Possible actions are considered and the advantages
and disadvantages of these actions are evaluated. The service user begins to
achieve a sense of the most appropriate action to take in their situation; that is
to say the actions that are best fitted to achieving the desired goals. Once the
service user has made these decisions a specific plan of action is formulated.
relationship
approach.
SOLER
using
Remember
Explore,
Rogers
Key Points
A professional care worker will reflect on their actions and the actions of
others, to learn from their experiences. Reflective practice lets the
professional care worker think about what they do and why they do it. The
aim of this reflective practice is to gain a deeper understanding of the service
user – carer relationship and to act on what is learned to improve care
practice.
Reflective Practice
Before you do this formative assessment you should review your notes. You
should try to make notes of the main points you need to remember. You can
highlight main points, use mind-maps, memory cards or mnemonics to help
you remember. Sometimes it is useful to work with one or a few other people
to revise. You can discuss topics together, take turns in explaining topics to
each other and also ask each other questions.
When you have completed your revision, try to do the assessment without
referring to your notes.
You should be aware that in the National Assessment Bank (NAB) instrument
of assessment and in external exams you will be asked questions that test
both Knowledge and Understanding (KU) as well as your ability to carry out
Analysis, Evaluation, and show the Application of theory to practice (AE/App).
KU marks are awarded for accurate information given in answers, AE/App
marks are awarded for doing something with this information, for example
discussing advantages and disadvantages or analysing or applying this
information in relation to a particular situation or client group using case study
material.
In this formative assessment there are no actual marks given but each
question indicates whether it requires KU and/or AE/App.
If you have difficulty answering the questions, review your notes again and
then try again. You may refer to your notes when answering the questions but
try to put things into your own words.
You should discuss your answers, and any difficulties you have with your
class tutor.
Read the following case study and answer the questions that follow.
You are on placement in a care home for older adults, some of whom have
dementia. You are assigned to work with a senior care assistant, Amy. It is
8.30 am and Amy tells you that the first job to be done is to get the residents
up for breakfast.
You follow Amy to the first room and she enters without knocking. ‘Time to
get up Fred, ‘wakey wakey’, she calls and goes over to the window to open
the curtains. Fred looks a bit startled and gives you a weary smile. Amy goes
into the cupboard and brings out some clothes for Fred to wear and asks you
to check that there are towels in the en-suite shower. Amy doesn’t introduce
you and you feel a bit awkward as there isn’t an opportunity to introduce
yourself as Amy has asked you to check for towels. You find that there are no
towels and tell Amy this. Meanwhile Amy has managed to get Fred out of bed
and has stripped his pyjamas off. ‘He’s wet himself’ she explains, old people
do that. ‘You keep an eye on Fred and I’ll get some towels’. She then rushes
out of the room to get the towels but leaves the door open. She returns after
a couple of minutes and shuts the door. Fred is helped to shower and dress.
He tries to put his own trousers on but Amy hurries him saying that there’s no
time to wait as breakfast is on the table. Fred uses a walking frame and you
and Amy help him to the table. On the way to the dining room, Amy explains
that Fred has dementia. She says that he has one son who lives in the town
but his son is an alcoholic and when he visits he just causes trouble. When
you get to the dining room Amy says he should sit beside the window, and
asks you to get him some porridge.
Later in the day you are assigned to Ron who is a care manager. Two people
are coming to see Ron, a woman and her son. The woman Jean Anderson,
has dementia and she lives with her son and his family. They want to find out
about the possibility of a short break at the home. Ron is preparing for their
visit. He says it might be possible for you to be present when he speaks to
them but he will have to ask for their permission. He asks if you have learned
anything about communication skills at college. You discuss the importance
of communication skills and are permitted to be present at the meeting. You
note that Ron uses verbal and non-verbal communication skills as well as
aspects of both Rogers and Egan’s theories.
When you are leaving for the day, you meet Amy again. Amy asks how you
got on and looks genuinely interested. Amy says that she is on a study day
tomorrow. The topic is ‘reflective practice’.
2. Select one main point from the Social Services Council Code of Practice
for Care Workers and evaluate Amy’s practice in relation to that point.
(KU/AE/App)
3. Select one other main point from a Professional Code of Conduct or Code
of practice and explain how this could be put into practice when working
with Fred. (KU/AE/App)
6. Explain one reason why care workers should be aware of their own body
language. (KU)
8. Explain two ways that Ron could demonstrate effective listening at the
meeting. (KU/AE/App)
10. Explain the purpose of reflective practice and why this might benefit Amy.
(KU/AE/App)
Key Points
1. Protect the rights and promote the interests of service users and carers.
2. Strive to establish and maintain the trust and confidence of service users
and carers.
4. Respect the rights of service users while seeking to ensure that their
behaviour does not harm themselves or other people.
Key Points
F. Be trustworthy.
OUTCOME 2
Explain the role of legislation in promoting positive care.
Performance Criteria
Mandatory Content
Legislation to be considered:
Introduction
In this section we will consider a number of Acts of Parliament that have been
introduced to address issues in society and which have direct relevance to
many service users. It is only necessary to know the main features of each
piece of legislation and to appreciate the difference that the particular piece of
legislation can make.
An Overview of Legislation
The key features of each piece of legislation are described and summarised in
the following pages. Links between some pieces of legislation are made,
where appropriate, to show the way that legislation has been developed and
changed. It is important to remember that legislation may change and to keep
up to date with these changes.
You should work through this information, visiting the websites referred to for
further information. The information mainly provides you with knowledge and
understanding. Visiting the websites and looking at some of the situations
where the legislation is used will give you the scope needed to help you to
analyse, evaluate and apply this knowledge and understanding.
You can keep up to date by visiting their website. You can also find an
excellent publication giving an overview of 30 years of progress since the Sex
Discrimination Act was introduced in 1975. http://www.eoc.org.uk
Key features
http://www.eoc.org.uk
The Race Relations Act (1976) is concerned with actions that discriminate
against people and the effects of these actions. It is unable to protect
individuals from the negative opinions and beliefs that other people might
have, that is to say, racial prejudice. For example, it would be illegal for a
health centre to display a sign saying ‘No Asylum Seekers’. This would be an
action that would discriminate against this group. However, a person working
in the health centre may hold prejudiced views about people seeking asylum.
So prejudice still exists but acting on this prejudice to disadvantage asylum
seekers, or any other group on the grounds or race, is illegal.
Victimisation means being singled out for unfavourable treatment. The Act
protects people who have complained under the terms of the Act from any
hostile repercussions.
Under the terms of the 1976 Act the individual has to show that he or she has
been treated less favourably than someone from a different racial group in
similar circumstances. So, for example a person from an ethnic minority
group is constantly having appointments to see a social worker or nurse
cancelled and always has to wait a long time for an appointment. However,
the same social worker or nurse is always available for local Scottish people,
who can always get an immediate appointment.
Key Features
Race Relations Act 1976 and Amendment 2000
The 1995 Act places duties on service providers and requires reasonable
adjustments to be made when providing access to goods facilities, services
and premises. The Disability Rights Commission was set up by the UK
Government to support the Act. You can visit their website at
http://www.drc.org.uk and follow the link to Scotland.
The Disability Equality Duty (DED) requires that a public authority, when
carrying out its functions must:
Key Features
Keeping up to date
The CEHR will bring together the work of the three existing Commissions, the
Commission for Racial Equality (CRE), Disability Rights Commission (DRC)
and Equal Opportunities Commission (EOC) in this new body.
Equality, diversity, and respect for the human rights and dignity of every man,
woman and child are defining values of British society. The CEHR will
enforce equality legislation on age, disability and health, gender, race, religion
or belief, sexual orientation or transgender status, and encourage compliance
with the Human Rights Act 1998. This development is aimed at challenging
prejudice and discrimination and removing barriers that may prevent
individuals from fulfilling their potential, or participating fully in society.
Equality Legislation
When working with service users it is vital for care workers to recognise
barriers that prevent people from fulfilling their potential.
One of the main changes under the act was the idea of assessing need in the
community. Local Authorities were given the responsibility of assessing the
needs of people in their area, and to arrange for the provision of care services
to meet these needs. Care services can include meals on wheels, home
care, respite or short-break schemes, day care and nursing home care.
Assessment of needs is carried out at macro level and at micro level. Macro
level simply means looking at the big picture. So, local authorities must
produce a community care plan every three years. This plan considers the
budget, existing service provision and the need that exists in their area. The
plan might be for the development of new services, the expansion of existing
services or the closure of services that are no longer needed.
Micro means small and this refers to the obligation on local authorities to
assess an individual’s needs. The aim of an assessment is to find out about a
person’s individual needs and the services and support required to meet
these needs. A person’s needs are assessed by a member of the community
care team. The assessment of needs is ‘person centred’. This means
considering need from the service user’s perspective
This is a move away from people with needs having to fit their lives around
available services to one where the services are ‘needs led’ and are provided
in a way that best suits the individual’s requirements.
• Nursing and personal care provided for people over the age of 65 is free of
charge.
• Local joint working between local authorities and NHS Scotland is to be
expanded. This has resulted in the formation of Community Health
Partnerships or Community Health and Care Partnerships.
• Direct payments for home care services is to be extended.
• Informal carers, including young carers have the right to assessment of
their own needs. Local authorities have a duty to ensure that carers are
aware of this right. This means that a parent who cares for a child with a
disability, or a husband who cares for a wife with dementia, can have their
needs assessed. The views of carers and the person they care for, have
to be considered before deciding which services to provide
To keep up to date with developments you can visit the Health and
Community Care section of the Scottish Executive website:
http://www.scotland.gov.uk/Topics/Health
This means that a carer who is working with a service user can only obtain
details that are necessary for the service that is to be provided. Data is
recorded in assessment of needs, care planning, letters and paper or
electronic files containing personal details. Data must be kept safely to
prevent loss or damage or unauthorised access and use of the information.
If an organisation holds personal information about an individual, the Act
makes provision for the person to access this information. The person can
make a ‘subject access request’ to the organisation asking for a copy of
information that they hold.
Key Features
Data Protection Act 1998
For more information about how one organisation applies this legislation you
can visit The NHS Scotland Confidentiality and Data Protection Website:
http://www.confidentiality.scot.nhs.uk
Key Features
Adults with Incapacity (Scotland) Act 2000
Safeguards the welfare and finances and property of adults with incapacity
You can visit the following website to find out how the Highland Council is
implementing policy to comply with the legislation.
www.highland.gov.uk/socialwork/olderpeopleservices/adultswithincapacity
The Act set up a new organisation called ‘The Scottish Commission for the
Regulation of Care’ known as ‘The Commission’. This new organisation is
responsible for the registration and inspection of care services.
Registration means that a range of care services including hospices and care
homes for older people must apply to The Commission to be put on a register
to offer a care service. Registered care services must abide by a set of Care
Standards which are agreed by the National Care Standards Committee and
published by Ministers in the Scottish Parliament. The Care Commission will
judge whether the service is able to comply with any legal rules and care
standards. If the service is approved it can be registered.
Inspection means that The Care Commission has the power to visit care
services to make sure that the service is keeping to the agreed legal rules and
care standards. The Commission uses the care standards to measure the
performance of the care service and will produce a report of their inspection.
If the inspectors find that the care given is not acceptable then the
Commission has the power to insist on changes and if the service fails to take
action, the Commission can close the service down.
• DIGNITY
• PRIVACY
• CHOICE
• SAFETY
• REALISING POTENTIAL
• EQUALITY AND DIVERSITY
You should become familiar with the principles and how care workers put
them into practice.
You can also visit the Care Commission Website at:
http://www.carecommission.com
The Regulation of Care (Scotland) Act 2001 also established the Scottish
Social Services Council (‘The Council’) to regulate social service workers and
to promote and regulate their education and training. The Scottish Social
Service Council publishes Codes of Practice for Social Service Workers and
Employers. These are standards of conduct and practice which must be
followed and which have been discussed in Outcome 1.
Key Features
Regulation of Care (Scotland) Act 2001
http://www.scotland.gov.uk/Resource/Doc/26487/0
013533.pdf
Firstly the law is based on a set of ten guiding principles, including the
principles of non-discrimination and equality. Anyone who takes any action
under the Act has to take account of the ten principles.
The Act sets out the circumstances in which a person with a mental disorder
may receive treatment and/or be detained on a compulsory basis: which
means against their will. When a person refuses the care and treatment
being offered to promote their health and wellbeing there are clear procedures
that have to be followed. When this help is considered to be essential to the
person’s wellbeing the person can be legally required to comply with this care
and treatment.
The Mental Health Tribunal is a special panel that was set up by the Act to
provide an independent and impartial service to decide on the compulsory
care and treatment of people with mental health problems.
http://www.mhtscot.org
The Act also deals with how the criminal justice system should deal with
someone with a mental disorder who is accused or convicted of a criminal
offence. This includes provision for ongoing treatment and care.
The Act sets out a number of rights and safeguards to protect the rights of a
person with mental disorder. This includes a new right for service users and
carers to request an assessment of the service. Local authorities have new
duties to provide ‘care and support services’ and ‘services designed to
promote well-being and social development’ for people who have, or have
had, a mental disorder. Health Boards will also have to provide services for
children and young people (aged under 18) that are appropriate for their
particular needs. A person with a mental disorder also has the right to access
independent advocacy services.
Key Features
REVISION
There are general benefits to the service user too. These are shown in the
diagram below.
Before you do this formative assessment you should review your notes.
When you have completed your revision, try to do the assessment without
referring to your notes.
If you have difficulty answering the questions, review your notes again and then
try again. You may refer to your notes when answering the questions but try to put
things into your own words.
1. What is the function of the Commission for Equality and Human Rights? (KU)
2. Describe two main features of the NHS and Community Care Act 1990
and Community Care and Health (Scotland) Act 2002. (KU)
3. Explain two ways that the Regulation of Care (Scotland) Act 2001 promotes
positive care. (KU)
4. Explain two ways that the Mental Health Care and Treatment (Scotland) Act
2003 supports the rights of people with mental health disorders. (KU)
5. Explain why care workers should know about legislation and suggest one way
that a care worker could keep up to date with changes to legislation. (KU)
Formative Assessment
Chloe is a 20 year old young woman, who has Down’s syndrome*. Chloe lives at
home with her mother and she has completed a catering course at a local college.
Chloe wants to work in a restaurant and has applied for a job in the college
canteen. At college she has made friends with Dan, who also has Down’s
syndrome. Dan is living in supported accommodation, and has a key-worker who
helps him with independent living and Dan can do his own shopping, cooking and
cleaning. Chloe likes the idea of independent living and has been talking to her
mother about this possibility.
1. Describe one key feature of one piece of legislation and explain the relevance
of this feature in supporting Chloe. (AE/APP)
2. Describe one key feature of a second piece of legislation and explain the
relevance of this feature in supporting Chloe. (AE/APP)
OUTCOME 3
Evaluate the effectiveness of the care planning process
Performance Criteria
• Social worker
• Community-based nurse
• Hospital-based nurse
• Speech therapist
• Dietician
• Occupational therapist
• Physiotherapist.
Goal setting:
Assessment of needs:
• Cognitive/intellectual needs
• Emotional needs
• Social and spiritual needs
• Maslow’s hierarchy of needs
• Involvement of others in assessing needs preferences and choices
• Values demonstrated in assessing and supporting needs
• Strategies for meeting the needs of service users.
Evaluation of strategies:
A care plan is a plan which identifies the most appropriate ways to meet the needs
of the service user as agreed in the assessment process. Resources have to be
available to meet the needs identified. Priorities have to be set with timescales
and action points. Many service users who have a care plan will have a range of
different types of need. A care plan may include a combination of support and
care, enabling and medical or therapeutic treatment as forms of intervention. For
some service users the care plan will be much simpler and identified needs may
just be met by the provision of a single service.
EVALUATE ASSESS
IMPLEMENT PLAN
ONGOING
MONITORING
AND
REVIEW
Figure 4. The Care Planning Process
1. Rest upon a firm value base with respect for the dignity of every individual
and promotion of choice, rights, empowerment and protection, at the
forefront.
2. Have the service user at the centre; be with, and not of, the service user and
be available to him or her. The aim is to empower and optimise the
participation of the service user in developing an agreed care plan.
3. Have good communication, including listening, at the core of the process.
4. Be part of an on-going process which should never be regarded as complete.
5. Be needs led and not service led; ‘needs led’ means focusing upon a full
examination of needs; ‘service led’ means the way in which, in the past,
people were assessed for a particular service for which they had been
referred – service came first, needs second.
6. Be based upon accurate, up to date information. It is important to distinguish
clearly what is fact, what is opinion, intuition or something else.
7. Guard against labelling, stigmatising or making a scapegoat of a person. For
example, if Joe is described as ‘difficult’ in an assessment this is a label
which can lead to stigma (a negative sign) which can lead to scapegoating
(being unjustly blamed for everything which goes wrong).
8. Be specific about who is responsible for what, and outline the responsibilities,
as well as the rights, which the service user has in the process.
9. Have a built-in evaluation procedure.
10. Emphasise that there is not just one right care plan, there are no absolutes
and assessment and care planning should be tailored to individual needs.
To use this model the care worker uses effective communication skills, including
problem-solving skills.
The principles that all care professionals put into practice are derived from the
same values. They also share many of the same skills, for example
communication and care planning skills. However each professional group has a
particular set of skills that may be more significantly used in relation to meeting
specific needs of particular service users.
ICT ACTIVITY
Work in groups to research careers in care work. You should use a range of
websites to research these careers, and complete the table below.
Careers Scotland and NHS Careers may be a useful starting point for your
search.
http://www.careers-scotland.org.uk
http://www.nhscareers.nhs.uk
Dietician
Hospital-based
nurse
Occupational
therapist
Physiotherapist
Social worker
Speech
therapist
When deciding on goals care workers should support the service user to set
SMART goals. They should be: Specific, Measurable, Achievable, Realistic and
Time framed.
If the goals set are specific, measurable and achievable it is more likely that the
service user will be motivated to keep working to succeed. If the goals are
unrealistic with no real way to measure success then people involved won’t be
able to tell if they are making any progress towards the goals. A short-term goal is
a step towards a long-term goal.
You may have learned about goal setting and completed exercises in the
Psychology for Care Higher Unit or the Intermediate 2 Values and Principles Unit.
Assessment of Needs
People who use care services have rights that are supported in law and when
needs are assessed this must be in accordance with the requirements of relevant
legislation.
When needs are assessed it is the service user who is given control over decision
making and in the case of someone with incapacity a named person will advocate
on their behalf. The NHS and Community Care Act (1990) introduced the
concept of a ‘needs led’ assessment. This means that it is the individual’s needs
that determine the services required to meet these needs. This is unlike a service
led assessment where the services are provided and a person has to try to fit into
existing services to have their needs met.
Services that can be drawn upon to meet an individual’s need may be sought
in the statutory or independent sectors, including voluntary and private care
providers. Informal care providers may also be involved in meeting need.
Sometimes it is difficult to know exactly what is needed, especially when needs
are complex. Tools of assessment are helpful in providing some objective
evidence of individual need.
Tools of Assessment
A person’s needs may be expressed subjectively, that is the person can tell you
how they feel, and also objectively by considering evidence of their situation
through observation or information from a range of sources. Tools of assessment
can be used to draw attention to a service user’s needs or changes in their needs.
These tools can take the form of meetings, assessment forms, checklists,
observation and asking questions, diaries and scrapbooks and shared activities.
A number of these tools can be used together so that a clear picture of an
individual’s needs may emerge.
Assessment forms are used to gather essential information about the needs of
the service user. The form usually poses a number of questions for the service
user to answer. The answers give the care provider an overview of the service
user’s general needs. There may be questions relating to mobility for example,
‘Do you walk without any help?’ ‘Do you use a walking stick or other walking aid?’
‘Are you unsteady on your feet?’
Checklists have a number of questions, usually in boxes, and the box is ticked to
indicate the service user’s situation. This kind of assessment is usually a starting
point for a more in depth assessment of need.
Diaries and scrapbooks are built up over a time to record significant feelings or
events in the life of the service user. This helps to build up a picture of the
individual’s experience over time and provides insights into the unique life
experience of the person and enables carers to identify particular areas of need.
Shared activities
A person’s needs may also become more apparent when a carer is doing
something with the person. You may be shopping with someone, helping prepare
a meal or playing bingo. The service user may discuss likes and dislikes, wants,
dreams and nightmares on such occasions. This information may make an
important contribution to care planning and shouldn’t be ignored.
Read the case study and discuss answers to the questions which follow.
For the last two years Andy has been drinking at weekends with his friends. It
began as a bit of a laugh but now Andy’s drinking is getting out of control. He
began adding vodka to cola in a bottle and drinking this every day, even at school.
There is now more vodka than cola in the bottle. He looks tired in class and lacks
interest in schoolwork and sport. Andy’s guidance teacher has been meeting with
Andy to try to get him to talk about the reasons for the changes in his behaviour.
Andy gets on well with the guidance teacher but is ashamed to admit that he is
abusing alcohol. He has started to steal money from his mother’s purse and is
dodging school. Andy’s mother has had several rows with him but he denies that
he has stolen any money and says he doesn’t have a problem. Things came to a
head last night when Andy came home drunk. He fell on the floor and began
vomiting. His mother became alarmed as he was unconscious and he nearly
choked on his vomit and died. Andy was taken to hospital where his condition
was monitored. Andy has been frightened by this experience and he has asked
one of the nurses what he should do.
4. Discuss how Andy’s guidance teacher could use observation and asking
questions to assess Andy’s situation.
5. How could Andy use a diary to help him assess the extent of the problem?
PROCCCESS
When a care worker is working with a service user to assess needs it is important
to do this in a logical and organised way to achieve a holistic assessment. A
holistic assessment considers the different needs that a person has and
recognises the inter-relationship of needs. There is a recognition that if one area
of need is not met then another area of need might also be negatively affected.
For example if someone is unable to get out because they have poor mobility
(physical need) then they may be unable to maintain friendships and attend social
events (social need).
Holistic Care
Holistic care is care that considers the needs of the whole person. This is
because there is an inter-relationship between the different needs that a person
has.
• The word depression tells us how Brian is feeling but we don’t know why he is
feeling this way. So as well as finding out that emotionally we want to plan to
help him to feel happier we need to consider other needs too.
• Assessing social needs would tell us something about employment and
relationships which can be an important factor in a condition like depression.
Social support may or may not be available, so these needs should be
considered as part of an assessment.
• Physical needs should also be assessed. Brian may look healthy but we know
from research and health promoting strategies that exercise can improve
mood. If Brian isn’t taking any exercise this might be included in the care plan.
• Cognitive assessment would tell us about what this man knows about
depression. He may need to be given new information to help him to make
future choices.
• Assessing cultural needs will provide an insight into his attitudes and beliefs.
As an adult male he may feel cultural pressure to have a heterosexual
relationship (with a woman) but he himself may not want this. If carers are to
be able to provide holistic care all of these factors are important in assessing
Brian’s need for care and support.
Read the case study and then carry out the activity that follows
Ali is eleven years old. He has cerebral palsy*. He needs some help to wash and
dress and has difficulty with speech. He lives at home with his mother, Fatimah,
who has been unusually tired and short tempered over the last few months. She
has now been told that she has a heart condition and will need a major operation.
She will need to rest for a few months following the operation. Fatimah’s husband
died three years ago and she has no family support
Use the PROCCCESS approach and write short notes explaining the possible
needs that could be considered using this model.
Discuss the usefulness of this approach in pairs or small groups and summarise
your discussion to help when you revise this topic.
Summary
Maslow (1954) proposed that all human beings have a number of needs. From
his investigation of human needs he found that we are all motivated to try to fulfil
these needs. It became evident that some needs are more important than others
so Maslow put these needs into a hierarchy.
Because unmet needs can be a cause of stress this theoretical model can be
used as a way of assessing the needs that a person may have.
Growth
Needs
Deficiency
Needs
From this diagram you can see that five levels of need are identified.
Physiological, safety, love and belonging, esteem needs and at the top is self-
actualisation. Needs at the bottom of the hierarchy are absolutely essential for life
e.g. food and water. To move up the hierarchy a person has to satisfy needs at
the lower levels first.
You can also see that there are two main types of needs: deficiency needs and
growth needs. Maslow believed that the lower levels were deficiency needs
because when they aren’t satisfied people are motivated to try to do something to
fulfil these needs. Higher level needs are known as growth needs. Activity that
relates to these is more concerned about making efforts to fulfil abilities and
talents. This leads to personal growth and is what Maslow called self-
actualisation or working towards reaching our full potential.
You should be aware that if you carry out more detailed study of Maslow’s work
that the original model illustrated in Figure 5 has been adapted and later models
(1970) and (1990) have additional levels for growth and development, including
cognitive and aesthetic needs.
• the value of respect for the worth and dignity of every individual
• the value of according social justice and promoting the social welfare of every
individual.
1. What is a need?
3. What is a want?
6. Draw a diagram of Maslow’s hierarchy and name the five main levels.
7. Put the following needs into the correct level of the hierarchy.
• Morality
• Food
• Confidence
• Access to employment
• Friendship
• Breathing
• Security
• Problem solving
• Sleep
• Family
• Respect of others
• Creativity
• Intimacy
• Protection from abuse
• Achievement
10. Why is it a good idea to involve others when considering needs, preferences
and choices?
CASE STUDY
Read the following case study and then answer the questions that follow.
Joe is seventy three and lives alone. He has lived in his present house for
over 50 years and is surrounded by pictures and souvenirs that have precious
memories for him. He is a well-known and popular person in the town. Joe
has one daughter. She and her family live in the north of England. Joe also
has two younger brothers who live in a nearby town. Although they only see
each other three or four times a year they consider themselves a close family.
They phone each week and never forget Joe’s birthday.
Over the past year his neighbours have noticed that he has been more and
more confused. He has been forgetting names and sometimes doesn’t seem
to know what day of the week it is. This week one of Joe’s neighbours,
Shamira saw him wandering late at night and nearly being run over by a car.
She went to help Joe and saw that he was dressed in his pyjamas and a
jacket. Joe said that he was going to work. Joe had a career as a musician
and he is particularly fulfilled when he is playing and singing, especially jazz.
Shamira took Joe back home. She found that the house was cold and there
was a smell of gas. She saw that the gas fire had been left on but not lit.
Shamira made this safe and went to the kitchen to make him some warm tea.
She found that there was nothing in the cupboards and that the food in the
fridge was mouldy and out of date. Shamira phoned Joe’s daughter who is
very concerned about her father’s changing circumstances. She contacted
social services and Joe is to have an assessment of needs.
Safety
Love and
belonging
Esteem
Self-
actualisation
You might have noted some of the following points about Joe’s circumstances.
Joe has lived in his home for Joe needs his pictures and
over 50 years souvenirs as they have
important memories
Esteem Joe is respected in his local Joe needs to maintain links
community with his local community
where he is respected
“A care plan is a plan which identifies the most appropriate ways to meet the
needs of the service user as agreed in the assessment process. Resources have
to be available to meet the needs identified. Priorities have to be set with
timescales and action points. Many service users who have a care plan will have
a range of different types of need. For many service users the care plan will
comprise a combination of support and care, enabling and treatment forms of
intervention. For other service users the care plan will be much simpler and
identified needs may just be met by the provision of a single service.”
The implementation of the plan simply means putting the plan into action and
following the agreed decisions. The arrangements made to meet needs are the
various strategies that have been developed to meet the goals. For example if X
needs to sit up to avoid a chest infection and if X needs a hoist to move from bed
to chair then this should be done. If this is not done then there could be serious
consequences for the service user e.g. chest infection develops if left in bed or
dislocated shoulder if moved without the help of a hoist. There can also be
consequences for the care worker, e.g. back injury, as well as legal implications.
Care provision refers to the actions that are taken to meet a person’s needs.
There is therefore a relationship between recognising needs and providing
services to meet these needs. There are many different types of care provision.
Care can be provided in many different settings including hospitals, day centres
residential homes and a person’s own home. There are also different care
workers who provide care services including social workers, community-based
nurses, hospital-based nurses, speech therapists, dietician, occupational
therapists and physiotherapists.
Strategies are actions that are taken to meet needs. A variety of potential
strategies for developing a caring relationship are contained throughout this unit.
For example the following may be considered to be strategies:
• Anti-discriminatory practice
• Rogers’s core conditions
• Egan’s skilled helper
• Advocacy.
There are also a number of strategies used to meet identified needs. In care
planning, the service user may have a range of options to choose from. A
strategy is usually always implemented with the expectation that it will
successfully meet the aim and allow the service user to achieve their desired
goals.
However there may be a number of reasons why a strategy doesn’t work, for
example the person’s health or circumstances may change.
In the previous exercises you have analysed some of Joe’s potential needs.
These needs could be met in a number of ways.
Evaluation of Strategies
It is important to evaluate whether a care plan is meeting the desired aims.
Evaluation is built into the care plan so that a date is set for a formal evaluation of
the plan. This may involve a meeting but may equally involve completing a
checklist. However, rather than waiting for a formal review, strategies used to
meet goals should be continuously monitored and reviewed. If they aren’t working
for any reason then consideration should be given to changing the care plan
before the formal review takes place. If goals are being met, then new goals may
be discussed and agreed.
When you evaluate the effectiveness of strategies used in the care planning
process you need to analyse the particular reasons why the plan is or isn’t
working. It is useful to consider the effectiveness of communication with the
service user and with other members of the care team. It is also useful to
consider whether care values and principles were evident in the process. You
should recognise any barriers to progress, e.g. failure to communicate effectively
or prejudiced attitudes that exist.
Reflective practice, discussed in Outcome 1 is one way that care workers can
evaluate their own personal practice.
One possible strategy for meeting some or all of Joe’s needs would be for him to
move into a care home in the same town.
• Suggest two care professionals that could contribute to planning Joe’s care
and explain the contribution they could make.
• Suggest two goals for Joe.
• Suggest two different ways (strategies) that these goals could be met
(remember it is important to offer service users’ choices).
• Evaluate each of the strategies, outlining potential advantages and
disadvantages for Joe, his family and the community.
• Consider the needs of a variety of different service users and suggest
strategies for helping to meet these needs. Evaluate strategies by considering
advantages and disadvantages.
Before you do this formative assessment you should review your notes.
When you have completed your revision, try to do the assessment without
referring to your notes.
If you have difficulty answering the questions, review your notes again and then
try again. You may refer to your notes when answering the questions but try to put
things into your own words.
2. Explain why the involvement of significant others can be beneficial when care
planning. (KU)
3. Describe one level of Maslow’s hierarchy and explain how one assessment
tool could be used to assess need at this level.
(KU/AE App)
5. Describe two ways that an elderly person who has had a stroke that has
affected mobility and speech could be helped by a particular care professional.
(KU/AE App)
Formative Assessment
Read the case study and then answer the questions that follow.
Case Study
Sally is 43 years old. She is married with four children. She qualified as an
accountant and had a senior job with an organisation before choosing to leave
work when she had her children. She planned to return to work when her
youngest child started school. However at this time she became unwell and
was diagnosed as having multiple sclerosis. The main symptoms that Sally
has are fatigue and muscle spasms. Sometimes she uses a wheelchair to
minimise these symptoms and to improve her mobility. This makes travel on
public transport difficult and she was unable to go to a school meeting because,
although there is a lift in the school, the classroom was upstairs in an area of
the school without a lift. Sally has applied for several jobs but has never had
an interview when she has disclosed her condition on the application form.
When she omitted this information on one form she got a job interview. At
interview she discussed her situation but didn’t get the job. She was told that
she lacked recent experience but she believes that discrimination exists. Her
daughter Annie is 14. Annie is overweight and her three brothers sometimes
tease her about her weight. Annie has been quite withdrawn, not wanting to
go out with her family and friends and spending a lot of time in her bedroom.
Today Sally saw some cuts on Annie’s arms and she has found out that Annie
is being bullied at school. Annie started crying, she says that people call her a
‘freak’ and that she hates herself.
Several weeks have passed and a care plan is in place for Annie. A multi-
disciplinary team is working with the family. The team includes Kim, a
community psychiatric nurse. Kim is working with Annie to raise her self-
esteem and to help her work towards her goals, including the goal of becoming
more assertive. This involves her being able to speak up for herself.
Question Paper
Formative Assessment
2. Describe one professional care value and explain how this will influence the
care that Kim will offer Annie.
(KU 3 AE/App 3)
3. Describe the three core conditions of the person centred approach to helping
and evaluate the contribution that this approach could make, in facilitating
change for Annie.
(KU 6 AE/App 6)
5. Describe two key features of legislation relating to disability and explain their
relevance to Sally’s situation.
(KU 4 AE/App 4)
Glossary of Terms
2 marks are available for explaining 2 effects. For example 2 marks could be
given for an answer similar to the following:
2. Describe one professional care value and explain how this will influence the
care that Kim will offer Annie.
(KU 3 AE/App 3)
One care value is to respect the worth and dignity of every individual. This
means recognising that an individual is a unique human being and this is the
basis of their worth. It is not dependent on any other characteristic. Respect
and self-esteem are linked to dignity and an individual’s dignity is maintained
when their worth as a human being is recognised.
3 AE/App marks are available for explaining how this will influence the care
that Kim will offer Annie. This requires candidates to apply their knowledge and
a range of answers are possible. 3 marks could be given for an answer similar
to the following:
Respecting Annie’s worth and dignity will mean that Kim will treat Annie as an
individual. Kim will not judge Annie on the basis of her age or weight. Kim will
listen to Annie and recognise her right to be in control of her own life. Kim will
discuss options with Annie and respect her preferences and choices.
2 KU marks are available for the description of each of the 3 characteristics i.e.
2 marks for describing unconditional positive regard; 2 marks for describing
congruence and 2 marks for describing empathy.
If these are simply listed with no description then a total of one mark only can
be awarded.
6 AE/App marks are awarded for developing the above knowledge and linking
each of these core conditions to points such as:
2 AE/App marks can be awarded for explaining one advantage such as:
One benefit to Annie would be sharing of assessment information. This
would help Annie because members of the team could share information
and she would not have to repeat distressing events to different care
workers at different times for different assessments.
4 AE/App marks can be awarded for explaining how each of the points is
relevant to Sally’s situation. The points may be related to access to public
transport, involvement in school life or equality of opportunity in
employment.
4 KU points are available for an explanation that should make two main
points. For example these points might include:
Tel: 01786 892000 Fax: 01786 892001 E-mail: sfeu@sfeu.ac.uk Web: www.sfeu.ac.uk