BOOK
BTEC First in Health and Social Care Student Book
Heather Higgins | Sîan Lavers | Penelope Garnham | Elizabeth Haworth
(2017)
Additional Information
Book Details
Abstract
Resources designed to support learners of the new next generation BTEC First in Health and Social Care specification*.
- Covers all four mandatory units and eleven of the optional units.
- Units are presented in topics to ensure the content is accessible and engaging for learners.
- Covers of all the underpinning knowledge and understanding needed at level 2 to ensure that learners are fully prepared for this course.
- Activities in each unit provide support and clear direction for learners and can be used in the classroom or for independent work.
- New Assessment Zone guides learners through the challenges of both internal and external assessment for BTEC.
- Practice assignments and assessment guidance will help learners to achieve their potential in internally assessed units.
* From 2012, Pearson’s BTEC First qualifications have been under re-development, so schools and colleges could be teaching the existing 2010 specification or the new next generation 2012-2013 specification. There are different Student Books to support each specification. If learners are unsure, they should check with their teacher or tutor.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover\r | Cover | ||
| Contents | iii | ||
| Acknowledgements\r | iv | ||
| About this book\r | v | ||
| How to use this book\r | vi | ||
| Study skills\r | x | ||
| Unit 1: Human Lifespan Development\r | 3 | ||
| Introduction\r | 2 | ||
| Marching on through life?\r | 4 | ||
| Growth and development\r | 4 | ||
| Self-image and self-esteem\r | 4 | ||
| Starting out\r | 6 | ||
| Infancy (0–2)\r | 6 | ||
| Bigger and better?\r | 8 | ||
| Early childhood (3–8)\r | 8 | ||
| Teenage years\r | 10 | ||
| Adolescence (9–18)\r | 10 | ||
| Being independent\r | 12 | ||
| Early adulthood (19–45)\r | 12 | ||
| Halfway through?\r | 14 | ||
| Middle adulthood (46–65)\r | 14 | ||
| Later adulthood (65+)\r | 16 | ||
| Born this way?\r | 18 | ||
| The influences on human growth and development\r | 18 | ||
| Social, cultural and emotional factors\r | 20 | ||
| Play in infancy and childhood\r | 20 | ||
| Role models\r | 21 | ||
| Culture\r | 21 | ||
| Influences on life\r | 22 | ||
| Economic factors\r | 22 | ||
| Physical environment factors\r | 23 | ||
| Psychological factors\r | 23 | ||
| Life events\r | 24 | ||
| Expected life events\r | 24 | ||
| Unexpected life events\r | 25 | ||
| Managing changes\r | 25 | ||
| Unit 2: Health and Social Care Values\r | 29 | ||
| Introduction\r | 28 | ||
| Values in health and social care\r | 32 | ||
| Exploring care values (1)\r | 34 | ||
| Confidentiality\r | 34 | ||
| Dignity\r | 35 | ||
| Exploring care values (2)\r | 36 | ||
| Respect for the individual\r | 36 | ||
| Safeguarding\r | 37 | ||
| Exploring care values (3)\r | 38 | ||
| Person-centred care\r | 38 | ||
| Exploring care values (4)\r | 40 | ||
| Duty of care\r | 40 | ||
| Empowering individuals\r | 42 | ||
| Adapting activities and environments\r | 42 | ||
| Taking account of the individual\r | 43 | ||
| Working in partnership with other people\r | 44 | ||
| Promoting choice\r | 46 | ||
| Why do we support individuals?\r | 47 | ||
| Communication\r | 48 | ||
| Preferred ways of communicating\r | 48 | ||
| Positive working practices\r | 50 | ||
| Unit 3: Effective Communication in Health and Social Care\r | 53 | ||
| Introduction\r | 52 | ||
| Why do we communicate? (1)\r | 56 | ||
| Communication skills\r | 56 | ||
| Contexts\r | 57 | ||
| Effective verbal communication\r | 57 | ||
| Why do we communicate? (2)\r | 58 | ||
| Effective non-verbal communication\r | 58 | ||
| Alternative forms of communication\r | 60 | ||
| Investigate different forms of communication\r | 62 | ||
| Barriers to communication\r | 64 | ||
| Factors that affect communication\r | 64 | ||
| More factors\r | 65 | ||
| Overcoming barriers to communication (1)\r | 66 | ||
| Effects of barriers\r | 66 | ||
| Overcoming barriers\r | 66 | ||
| Overcoming barriers to communication (2)\r | 68 | ||
| Benefits to individuals when barriers are removed\r | 68 | ||
| Developing communication skills (1)\r | 70 | ||
| Communicating with groups and individuals\r | 70 | ||
| Developing communication skills (2)\r | 72 | ||
| Effectiveness of communication | 74 | ||
| Can you read that?\r | 74 | ||
| Unit 4: Social Influences on Health and Wellbeing\r | 77 | ||
| Introduction\r | 76 | ||
| Socialisation\r | 80 | ||
| Primary socialisation\r | 80 | ||
| Secondary socialisation\r | 81 | ||
| Effects of socialisation (1)\r | 82 | ||
| Gender roles\r | 82 | ||
| Shaping of attitudes\r | 83 | ||
| Effects of socialisation (2)\r | 84 | ||
| Shaping of moral choices\r | 84 | ||
| Religious and secular beliefs\r | 84 | ||
| Attitude to authority\r | 84 | ||
| Development of social norms and values\r | 84 | ||
| Influence on lifestyle choices\r | 86 | ||
| Smoking\r | 86 | ||
| Explore the effects of socialisation on the health and wellbeing of individuals\r | 87 | ||
| Influences of relationships on individuals\r | 88 | ||
| Different types of relationships\r | 88 | ||
| Influences of relationships on the health and wellbeing of individuals (1)\r | 90 | ||
| Relationship changes\r | 90 | ||
| Influences of relationships on the health and wellbeing of individuals (2)\r | 92 | ||
| Social factors\r | 94 | ||
| Social class\r | 94 | ||
| Effects of social factors on health choices\r | 96 | ||
| Health-related choices\r | 96 | ||
| Effects of social factors on the health and wellbeing of individuals\r | 98 | ||
| Unit 5: Promoting Health and Wellbeing\r | 101 | ||
| Introduction\r | 100 | ||
| What is health promotion?\r | 104 | ||
| What is it?\r | 104 | ||
| What is its purpose?\r | 104 | ||
| What are the aims of health promotion?\r | 104 | ||
| Types of health promotion\r | 106 | ||
| Health-risk advice\r | 106 | ||
| Examples of advice\r | 107 | ||
| Medical intervention and benefits\r | 108 | ||
| Types of medical intervention\r | 108 | ||
| The benefits of health promotion to the health and wellbeing of an individual\r | 110 | ||
| Benefits\r | 110 | ||
| The benefits of health promotion to the nation (1)\r | 112 | ||
| Reducing levels of illness and disease\r | 112 | ||
| Impact on crime levels\r | 112 | ||
| Increased uptake in vaccination and screening programmes\r | 113 | ||
| The benefits of health promotion to the nation (2)\r | 114 | ||
| Addressing high-profile health and wellbeing concerns\r | 114 | ||
| Reduced financial cost to the NHS and the government\r | 114 | ||
| Targeting selected health risks\r | 116 | ||
| Topics for health promotion\r | 116 | ||
| Forms of health-promotion materials\r | 117 | ||
| Research and data gathering (1)\r | 118 | ||
| Research using different sources\r | 118 | ||
| Other research sources\r | 119 | ||
| Research and data gathering (2)\r | 120 | ||
| Gathering data\r | 120 | ||
| Target groups in health promotion\r | 122 | ||
| Target-group appropriate health-promotion materials\r | 122 | ||
| Ethics\r | 123 | ||
| Forms of media\r | 123 | ||
| How materials could be adapted for different target groups\r | 124 | ||
| Evaluation\r | 125 | ||
| Assessment\r | 125 | ||
| Unit 6: The Impact of Nutrition on Health and Wellbeing\r | 127 | ||
| Introduction\r | 126 | ||
| Components of a balanced diet (1)\r | 130 | ||
| Essential nutrients\r | 130 | ||
| Components of a balanced diet (2)\r | 132 | ||
| Essential nutrients\r | 132 | ||
| Components of a balanced diet (3)\r | 134 | ||
| The five food groups and their functions\r | 134 | ||
| Components of a balanced diet (4)\r | 136 | ||
| Recommended Daily Intakes (RDIs)\r | 136 | ||
| Long-term effects of a balanced diet\r | 138 | ||
| What is a balanced diet?\r | 138 | ||
| Long-term effects of an unbalanced diet (1)\r | 140 | ||
| Malnutrition\r | 140 | ||
| Long-term effects of an unbalanced diet (2)\r | 142 | ||
| Vitamin deficiency\r | 142 | ||
| Mineral deficiency\r | 143 | ||
| Nutrient excess\r | 143 | ||
| Factors influencing the diet of individualsand their associated dietary needs (1)\r | 144 | ||
| Religion and culture\r | 144 | ||
| Moral reasons\r | 145 | ||
| Factors influencing the diet of individuals and their associated dietary needs (2)\r | 146 | ||
| Environment\r | 146 | ||
| Socio-economic factors\r | 146 | ||
| Personal preferences\r | 147 | ||
| Factors influencing the diet of individuals and their associated dietary needs (3)\r | 148 | ||
| Illness\r | 148 | ||
| Underlying health conditions\r | 148 | ||
| Nutritional variation during life stage development (1)\r | 150 | ||
| Life stages\r | 150 | ||
| Nutritional variation during life stage development (2)\r | 152 | ||
| Considerations for nutritional planning\r | 154 | ||
| Unit 7: Equality and Diversity in Health and Social Care\r | 157 | ||
| Introduction\r | 156 | ||
| A diverse society\r | 160 | ||
| Diversity\r | 160 | ||
| Non-discriminatory practice\r | 161 | ||
| Discriminatory and non-discriminatory practice in health and social care\r | 162 | ||
| Discriminatory practice\r | 162 | ||
| Non-discriminatory practice\r | 163 | ||
| Impact of discriminatory and non‑discriminatory practice\r | 164 | ||
| Effects of discrimination on service users\r | 164 | ||
| Non-discriminatory practice meeting the diverse needs of individuals\r | 164 | ||
| Meeting legal and workplace requirements\r | 164 | ||
| Following workplace and national codes of practice (1)\r | 166 | ||
| Codes of practice\r | 166 | ||
| Regulatory bodies\r | 166 | ||
| How legislation and codes of practice support non-discriminatory practice\r | 167 | ||
| Following workplace and national codes of practice (2)\r | 168 | ||
| Factors that may affect care needs (1)\r | 170 | ||
| Factors that may affectc are needs (2)\r | 172 | ||
| Factors that may affect care needs (3)\r | 174 | ||
| Religion and belief (1)\r | 176 | ||
| Christianity\r | 176 | ||
| Islam\r | 177 | ||
| Religion and belief (2)\r | 178 | ||
| Judaism\r | 178 | ||
| Buddhism\r | 179 | ||
| Adapting services\r | 180 | ||
| Secular groups\r | 180 | ||
| Adapting services to meet needs\r | 180 | ||
| Unit 8: Individual Rights in Health and Social Care\r | 183 | ||
| Introduction\r | 182 | ||
| Rights of individuals using services\r | 186 | ||
| Upholding service users' rights (1) \r | 188 | ||
| Upholding service users' rights (2)\r | 190 | ||
| Anti-discriminatory practices | 190 | ||
| Empathy and honesty\r | 190 | ||
| Legislation at work\r | 192 | ||
| Equality Act 2010\r | 192 | ||
| Human Rights Act 1998\r | 193 | ||
| Mental Health Act 1983\r | 193 | ||
| Individuals' rights and diversity\r | 194 | ||
| Responsibility for safety\r | 196 | ||
| Employer responsibilities\r | 196 | ||
| Employee responsibilities\r | 197 | ||
| Duty of care\r | 197 | ||
| Risk assessment\r | 198 | ||
| Risk management\r | 198 | ||
| Preventing harm to service users\r | 200 | ||
| Safeguarding\r | 200 | ||
| Other causes of harm\r | 200 | ||
| Maintaining, storage and retrieval of information\r | 202 | ||
| Recording information\r | 202 | ||
| Confidentiality\r | 203 | ||
| Disclosing information\r | 204 | ||
| The Data Protection Act 1998\r | 204 | ||
| Breaching a service user's confidence\r | 205 | ||
| Unit 9: Healthy Living\r | 207 | ||
| Introduction\r | 206 | ||
| Defining a healthy lifestyle\r | 208 | ||
| Health and wellbeing\r | 208 | ||
| Defining effects of an unhealthy lifestyle\r | 210 | ||
| Effects of an unhealthy lifestyle\r | 210 | ||
| Diet and exercise\r | 212 | ||
| Diet and nutrition\r | 212 | ||
| Exercise\r | 213 | ||
| Home and work environments\r | 214 | ||
| Home environment\r | 214 | ||
| Work environment\r | 215 | ||
| Alcohol and smoking\r | 216 | ||
| Alcohol consumption\r | 216 | ||
| Smoking\r | 217 | ||
| Recreational drug use, sexual practices, personal hygiene and sleep patterns\r | 218 | ||
| Recreational drug use\r | 218 | ||
| Safe and unsafe sexual practices\r | 218 | ||
| Hygiene\r | 219 | ||
| Sleep patterns\r | 219 | ||
| Influences on adopting healthy and unhealthy lifestyles\r | 220 | ||
| Factors\r | 220 | ||
| Explore the factors that contribute to healthy and unhealthy lifestyles, and their effects on health and wellbeing\r | 222 | ||
| Identify areas for improvement and assess difficulties\r | 224 | ||
| Identify potential improvements\r | 224 | ||
| Implementation\r | 224 | ||
| Assess and overcome difficulties\r | 224 | ||
| Setting realistic targets\r | 226 | ||
| Targets\r | 226 | ||
| Intervention strategies and their effect on health improvement\r | 227 | ||
| Support available and barriers to success\r | 228 | ||
| Forms of support\r | 228 | ||
| Barriers\r | 229 | ||
| Unit 10: Human Body Systems and Care of Disorders\r | 233 | ||
| Introduction\r | 232 | ||
| Structure and function of main organs and major body systems and their interrelationships\r | 236 | ||
| The circulatory system\r | 238 | ||
| Main elements of the cardiovascular system\r | 238 | ||
| The respiratory system\r | 240 | ||
| Main elements of the respiratory system\r | 240 | ||
| The nervous system\r | 242 | ||
| Main elements of the nervous system\r | 242 | ||
| The renal system\r | 244 | ||
| Main elements of the renal (or excretory) system\r | 244 | ||
| The endocrine system\r | 246 | ||
| The digestive system\r | 248 | ||
| The reproductive system\r | 250 | ||
| The musculoskeletal system\r | 252 | ||
| The skeleton\r | 252 | ||
| Joints and ligaments\r | 253 | ||
| Muscles\r | 253 | ||
| Relationships between major body systems\r | 254 | ||
| The circulatory and respiratory systems\r | 254 | ||
| The musculoskeletal and nervous systems\r | 254 | ||
| The digestive and endocrine systems\r | 255 | ||
| The endocrine and reproductive systems\r | 255 | ||
| Coordination of systems through homeostasis\r | 256 | ||
| Circulatory system disorders\r | 258 | ||
| Common circulatory system disorders\r | 258 | ||
| Respiratory system disorders\r | 260 | ||
| Common respiratory disorders\r | 260 | ||
| Nervous system disorders\r | 262 | ||
| Common nervous system disorders\r | 262 | ||
| Digestive system disorders\r | 264 | ||
| Common digestive system disorders\r | 264 | ||
| Renal system disorders\r | 266 | ||
| Common renal system disorders\r | 266 | ||
| Endocrine system disorders\r | 268 | ||
| Diabetes\r | 268 | ||
| Thyroid gland dysfunction\r | 269 | ||
| Disorders relating to other body systems\r | 270 | ||
| The reproductive system\r | 270 | ||
| Sexually transmitted infections\r | 270 | ||
| The musculoskeletal system\r | 271 | ||
| Regular monitoring and support of disorders by professionals\r | 272 | ||
| Regular self-monitoring of disorders\r | 274 | ||
| The impact of care on people with disorders\r | 276 | ||
| The positive effects of care\r | 276 | ||
| Emotional and social benefits\r | 277 | ||
| The negative effects of care\r | 277 | ||
| Carrying out and recording routine observations that support care\r | 278 | ||
| Some common observations\r | 278 | ||
| Interpreting results in relation to normal values\r | 279 | ||
| Unit 11: Services in Health and Social Care\r | 281 | ||
| Introduction\r | 280 | ||
| Structure of health and social care services (1)\r | 284 | ||
| Structure of health and social care services (2)\r | 286 | ||
| Primary care\r | 286 | ||
| Secondary care\r | 287 | ||
| Structure of health and social care services (3)\r | 288 | ||
| Tertiary care\r | 288 | ||
| Informal care\r | 289 | ||
| Types of health and social care provision (1)\r | 290 | ||
| Statutory care\r | 290 | ||
| Private and independent care\r | 291 | ||
| Types of health and social care provision (2)\r | 292 | ||
| Voluntary care\r | 292 | ||
| The impact of different forms of service provision on individuals who use the services\r | 293 | ||
| Current and relevant legislation\r | 294 | ||
| Main pieces of legislation\r | 294 | ||
| Other legislation\r | 294 | ||
| Factors that affect access to health and social care services (1)\r | 296 | ||
| Geographical location\r | 296 | ||
| Socio-economic\r | 297 | ||
| Equality and diversity\r | 297 | ||
| Communication\r | 297 | ||
| Factors that affect access to health and social care services (2)\r | 298 | ||
| Financial\r | 298 | ||
| Accessing services\r | 298 | ||
| Quality of care provision\r | 299 | ||
| Factors that affect access to health and social care services (3)\r | 300 | ||
| Partnership working in health and social care (1)\r | 302 | ||
| Multi-agency working\r | 302 | ||
| Multi-disciplinary working\r | 302 | ||
| Benefits of working in partnership\r | 303 | ||
| Partnership working in health and social care (2)\r | 304 | ||
| Difficulties of working in partnership\r | 304 | ||
| Partnership working in health and social care (3)\r | 306 | ||
| Unit 12: Creative and Therapeutic Activities in Health and Social Care\r | 309 | ||
| Introduction\r | 308 | ||
| Creative and therapeutic activities (1)\r | 312 | ||
| Art, crafts and performing arts\r | 312 | ||
| Creative and therapeutic activities (2)\r | 314 | ||
| Sport and exercise (1)\r | 316 | ||
| Sport and exercise (2)\r | 318 | ||
| Games and quizzes\r | 320 | ||
| Other activities\r | 322 | ||
| Appropriate settings (1)\r | 324 | ||
| Appropriate settings (2)\r | 326 | ||
| Benefits of creative and therapeutic activities (1)\r | 328 | ||
| Physical benefits\r | 328 | ||
| Benefits of creative and therapeutic activities (2)\r | 330 | ||
| Cognitive benefits\r | 330 | ||
| Benefits of creative andtherapeutic activities (3) | 332 | ||
| Emotional benefits\r | 332 | ||
| Benefits of creative and therapeutic activities (4)\r | 334 | ||
| Social benefits\r | 334 | ||
| Glossary\r | 356 | ||
| Index\r | 360 |