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 |