BOOK
Apprenticeship Adult Care Support Worker Level 2 Learner Handbook + Activebook
Carolyn Aldworth | Colette Burgess | Andrew Carter-Whiting | Heather Higgins | Sian Lavers
(2018)
Additional Information
Book Details
Abstract
An ideal companion to support apprentices throughout their on-programme learning.
Apprenticeship Handbook for Adult Care Level 2 provides apprentices with all the support they will need throughout the on-programme component of their apprenticeship. It is a course companion that includes all the knowledge required by the apprenticeship Standard and set out in the Pearson EPA specification, as well as providing opportunities for skills development and an appreciation of appropriate behaviours in the workplace
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Contents | iii | ||
| How to use this book | iv | ||
| Topics | 1 | ||
| A: Job role and responsibilities (Siân Lavers) | 1 | ||
| Your job, tasks and responsibilities | 1 | ||
| The tasks and responsibilities of your job role | 2 | ||
| Your job role | 2 | ||
| Different tasks to support individuals | 4 | ||
| Support individuals according to their personal care/support plan | 6 | ||
| Implementing care according to the care plan | 6 | ||
| Professional boundaries and limits of your training and expertise | 8 | ||
| Boundaries | 8 | ||
| Guidance | 8 | ||
| Training and development | 9 | ||
| Ask for help when not confident or skilled in any aspect of your role | 10 | ||
| Feedback | 11 | ||
| Relevant statutory standards and codes of practice | 12 | ||
| CQC Standards | 12 | ||
| The Care Certificate | 13 | ||
| Provide information to enable choice | 14 | ||
| Duty of care | 16 | ||
| How does duty of care affect you in your work role? | 16 | ||
| Duty of care checklist | 16 | ||
| Duty of candour | 17 | ||
| Making complaints | 17 | ||
| Handling complaints | 18 | ||
| Mental capacity | 18 | ||
| Confidentiality | 19 | ||
| Encourage active participation | 20 | ||
| Contribute towards a care plan | 22 | ||
| Why have care plans? | 22 | ||
| Care planning cycle | 22 | ||
| Ensure the individual knows what they are agreeing to | 24 | ||
| Identify, respond to and escalate changes to physical, social and emotional needs | 26 | ||
| Maslow’s hierarchy of needs | 26 | ||
| Changes to physical needs | 27 | ||
| Changes to social needs | 27 | ||
| Changes to emotional needs | 27 | ||
| How to respond to changes | 27 | ||
| Escalating changes | 27 | ||
| Contribute to the ongoing development of care/support plans | 28 | ||
| Communication | 29 | ||
| Regulations and organisational policies and procedures | 30 | ||
| Policies and procedures | 31 | ||
| Support individuals with cognitive, physical or sensory impairments | 32 | ||
| Situational judgement questions | 34 | ||
| B: Values and behaviours (Colette Burgess) | 35 | ||
| What are your values? | 35 | ||
| Help individuals to achieve their personal aims and goals | 36 | ||
| Put the user of the service at the centre of your care | 36 | ||
| Choices and risks | 36 | ||
| Demonstrating empathy and person-centred work | 38 | ||
| Support individuals to achieve their aims | 40 | ||
| Demonstrating person-centred care | 42 | ||
| Supporting individuals to achieve | 44 | ||
| Different views and ideas | 44 | ||
| How to achieve your aims and goals | 45 | ||
| Demonstrate person-centred skills and empathy | 46 | ||
| What dignity means | 48 | ||
| Protecting an individual’s dignity | 48 | ||
| Ensuring dignity | 50 | ||
| Respecting diversity and equality | 52 | ||
| Treating people fairly | 52 | ||
| Legal protection | 53 | ||
| Demonstrate courage | 54 | ||
| Policies and procedures | 56 | ||
| Discrimination | 56 | ||
| Finding information | 57 | ||
| Demonstrating courage and promoting equality | 58 | ||
| Situational judgement questions | 60 | ||
| C: The importance of communication (Heather Higgins) | 61 | ||
| Communication in care settings | 61 | ||
| Barriers to communication | 62 | ||
| The importance of positive communication in care settings | 62 | ||
| Barriers in the workplace | 63 | ||
| Examples of barriers | 65 | ||
| Identify and reduce barriers to communication | 66 | ||
| Use preferred methods of communication | 67 | ||
| Impact of non-verbal communication | 68 | ||
| Posture | 68 | ||
| Body orientation | 68 | ||
| Eye contact | 68 | ||
| Use of personal space | 69 | ||
| Appropriate use of touch | 69 | ||
| Active listening | 70 | ||
| Mapping document - Apprenticeship standards and\rBTEC Level 2 Diploma in Care | 183 | ||
| Answers to Situational Judgement questions | 189 | ||
| Glossary | 190 | ||
| Index | 192 | ||
| Back Cover | Back Cover |