BOOK
BTEC Tech Award Health and Social Care Student Book
Brenda Baker | Colette Burgess | Elizabeth Haworth
(2017)
Additional Information
Book Details
Abstract
- full coverage of all three components, structured to match the spec
- content broken down into 1 hour lessons to help with your planning and delivery
- plenty of case studies and examples that students can relate to
- additional features including key terms, 'did you know' sections and plenty of assessment practice
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Contents | iii | ||
| About this book | v | ||
| How to use this book | vi | ||
| Component 1: Human Lifespan Development | 2 | ||
| Learning aim A | 4 | ||
| Main life stages | 4 | ||
| What happens at each life stage? | 4 | ||
| Areas of growth and development | 6 | ||
| Physical development – types | 8 | ||
| How we develop | 8 | ||
| Early stages of development | 8 | ||
| Top to toe | 8 | ||
| Inner to outer | 8 | ||
| Same patterns at diff erent rates | 9 | ||
| Physical development in infancy and early childhood | 10 | ||
| Development of physical skills | 10 | ||
| Early childhood 3 to 8 years | 11 | ||
| Physical development in adolescence and early adulthood | 12 | ||
| Adolescence 9 to 18 years | 12 | ||
| Puberty | 12 | ||
| Physical signs of puberty | 12 | ||
| Primary sexual characteristics | 13 | ||
| Secondary sexual characteristics | 13 | ||
| Early adulthood 19 to 45 years | 13 | ||
| Physical development in middle and later adulthood | 14 | ||
| Middle adulthood 46 to 65 years | 14 | ||
| What happens during menopause | 14 | ||
| Later adulthood 65+ years | 15 | ||
| Physical appearance | 15 | ||
| Motor skills | 15 | ||
| Intellectual development | 16 | ||
| Infancy | 16 | ||
| Early childhood | 16 | ||
| Adolescence | 17 | ||
| Early and middle adulthood | 17 | ||
| Later adulthood | 17 | ||
| Language development | 18 | ||
| How language develops | 18 | ||
| Emotional development in infancy and early childhood | 20 | ||
| Infancy | 20 | ||
| Bonding and attachment | 20 | ||
| Security | 21 | ||
| Contentment | 21 | ||
| Independence | 21 | ||
| Emotional development in adolescence and adulthood | 22 | ||
| Independence | 22 | ||
| Security | 22 | ||
| Contentment | 22 | ||
| Self-image and self-esteem | 22 | ||
| Social development in infancy and early childhood | 24 | ||
| Forming attachments and friendships | 24 | ||
| Social development in adolescence and adulthood | 26 | ||
| Informal relationships | 26 | ||
| Friendships | 26 | ||
| Formal relationships | 26 | ||
| Intimate relationships | 26 | ||
| Component 2: Health and Social Care Services and Values | 64 | ||
| Learning Aim: A | 66 | ||
| Primary care | 66 | ||
| Primary care providers | 66 | ||
| Accessing health care online | 67 | ||
| Secondary and tertiary care | 68 | ||
| Secondary care | 68 | ||
| Tertiary care | 68 | ||
| Rehabilitation | 68 | ||
| Palliative and end-of-life care | 69 | ||
| Hospice at Home | 69 | ||
| Primary, secondary and tertiary services working together | 69 | ||
| Allied health professionals | 70 | ||
| Allied health professional roles | 70 | ||
| Allied health professional qualifi cations | 70 | ||
| Clinical support staff | 70 | ||
| Clinical support roles explained | 71 | ||
| Services for children and young people | 72 | ||
| Reasons for needing support | 72 | ||
| Types of support | 72 | ||
| Foster care | 72 | ||
| Residential care | 72 | ||
| Youth work | 72 | ||
| Support workers | 73 | ||
| Services for adults or children with specific needs | 74 | ||
| How specific needs are supported | 74 | ||
| Learning disabilities | 74 | ||
| Sensory impairments | 74 | ||
| Long-term health issues | 74 | ||
| Types of care | 74 | ||
| Residential care | 74 | ||
| Respite care | 75 | ||
| Domiciliary care | 75 | ||
| Changing needs of the individual | 75 | ||
| Services for older adults | 76 | ||
| The problems of ageing | 76 | ||
| Choices for older people: accommodation | 76 | ||
| Informal social care | 78 | ||
| Who are the informal carers? | 78 | ||
| What informal carers do | 78 | ||
| The future of informal care | 79 | ||
| Physical barriers | 80 | ||
| Why people struggle with access | 80 | ||
| Overcoming access difficulties | 80 | ||
| Overcoming other difficulties | 81 | ||
| Sensory barriers | 82 | ||
| The importance of senses | 82 | ||
| Types of sensory impairment | 82 | ||
| Vision | 82 | ||
| Hearing | 82 | ||
| Helping people who have sensory difficulties | 83 | ||
| Social, cultural and psychological barriers | 84 | ||
| Anxiety about accessing services | 84 | ||
| Cultural considerations | 84 | ||
| Breaking down barriers | 85 | ||
| Language barriers | 86 | ||
| The problem with language | 86 | ||
| Overcoming language barriers | 87 | ||
| Electronic assistance | 87 | ||
| Geographical barriers | 88 | ||
| Reasons for barriers | 88 | ||
| Overcoming barriers | 89 | ||
| Intellectual barriers | 90 | ||
| Understanding intellectual disabilities | 90 | ||
| Detection | 90 | ||
| Effect on someone’s health | 90 | ||
| Support | 90 | ||
| Support with reading and writing | 91 | ||
| Resource barriers for service providers | 92 | ||
| What resources are needed | 92 | ||
| Paying for resources | 92 | ||
| Barriers created by lack of staff | 93 | ||
| Making the most of what is available | 93 | ||
| Financial barriers | 94 | ||
| Who pays and who goes free | 94 | ||
| Barriers to accessing a needed service | 95 | ||
| Travel costs | 95 | ||
| Loss of income during treatment | 95 | ||
| Learning aim A: assessment practice | 96 | ||
| How you will be assessed | 96 | ||
| Learning aim B | 98 | ||
| Empowering and promoting independence | 98 | ||
| Care values | 98 | ||
| Empowerment | 98 | ||
| Independence | 99 | ||
| Caring for individuals who lose independence | 99 | ||
| Respect for others | 100 | ||
| Tolerance and acceptance | 100 | ||
| Respecting privacy | 100 | ||
| Respecting mental health needs | 100 | ||
| Respecting older people | 101 | ||
| Respecting adolescents | 101 | ||
| Maintaining confidentiality | 102 | ||
| Confidentiality and rights | 102 | ||
| Breaches of confidentiality | 102 | ||
| Social media and breaches of confidentiality | 103 | ||
| Keeping information private | 103 | ||
| Preserving dignity | 104 | ||
| Preserving an individual’s dignity | 104 | ||
| Why an individual might lose their dignity | 104 | ||
| How carers can demonstrate dignity | 104 | ||
| Effective communication | 106 | ||
| Why we communicate | 106 | ||
| Electronic communications | 106 | ||
| Who needs help with communication | 106 | ||
| Good communication | 107 | ||
| Safeguarding and duty of care | 108 | ||
| Why do we need to safeguard? | 108 | ||
| Types of abuse | 108 | ||
| Safeguarding individuals | 109 | ||
| What to do | 109 | ||
| Duty of care | 109 | ||
| Promoting anti-discriminatory practice | 110 | ||
| What is discrimination? | 110 | ||
| Why people discriminate | 110 | ||
| Effects of discrimination | 111 | ||
| Anti-discriminatory practice | 111 | ||
| Applying care values in a compassionate way | 112 | ||
| Care values and how we apply them | 112 | ||
| Empathy and caring | 112 | ||
| Working together | 114 | ||
| Every care worker counts | 114 | ||
| Staff training | 114 | ||
| What service users think | 114 | ||
| Making mistakes | 116 | ||
| The consequences of mistakes | 116 | ||
| Dealing with mistakes | 116 | ||
| Reviewing own application of care values | 118 | ||
| Learning about our own skills | 118 | ||
| Strengths | 118 | ||
| Areas for development | 118 | ||
| Confidentiality | 119 | ||
| The importance of regular reviews | 119 | ||
| Receiving feedback | 120 | ||
| Purpose and types of feedback | 120 | ||
| Giving feedback to others | 120 | ||
| How feedback helps | 121 | ||
| Using feedback | 122 | ||
| Turning negatives into positives | 122 | ||
| Feedback action plans | 122 | ||
| Involving others | 122 | ||
| An action plan case study | 123 | ||
| Some things to remember… | 123 | ||
| Learning aim B: assessment practice | 124 | ||
| How you will be assessed | 124 | ||
| Component 3: Health and Wellbeing | 126 | ||
| Learning aim A | 128 | ||
| Definition of health and wellbeing | 128 | ||
| Positive definition | 128 | ||
| Negative defi nition | 128 | ||
| A holistic definition of health and wellbeing | 128 | ||
| Life stages and our needs | 129 | ||
| Glossary | 210 | ||
| Index | 212 | ||
| Back Cover | Back Cover |