ASSIGNMENT BRIEF Qualification Title Unit Number/Title Edexcel BTEC Levels 4 and 5 Higher Nationals in Health and Social Care Unit 16: Understanding Specific Needs in Health and Social Care Unit Leader Name Dr.Shukti Biswas Date of Issue 23/01/2017 Date of Submission 15/04/2017 Coursework Rules and Regulations at St. Patrick’s International College Plagiarism – the College takes plagiarism and academic misconduct seriously and therefore, suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the procedures set down by the College. Please see your Student Handbook for further details of course of action for plagiarism issue. ‘Plagiarism’ is presenting somebody else’s work as your own. It includes copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Student Declaration – all coursework submission will need to bear a declaration signed by you. Submission Regulations 1 You are required to submit your coursework on-line through the College’s Virtual Learning Environment (VLE) which can be accessed through http://stpmoodle.net. Detailed information about this is available in the Student Handbook. 2 Details of submission procedures and related course of actions can be obtained from the Academic Administration Department or the Student Handbook. 3 If you are unable to submit your coursework on time due to extenuating circumstances, you are required to make an application to your respective Schools for it to be considered, using an ‘Extenuating Circumstances Form’ available from the Academic Admin Office. Do not ask the lecturers responsible for the course - they are not authorised to award an extension. The completed form must be accompanied by evidence such as a medical certificate in the event of you being sick. 4 Specific requirement or subject specific requirement for coursework submission will be stated further in the assignment brief or will be advised by your lecturer. Unit content 1. Understand perceptions of health, disability, illness and behaviour Concepts: normality, images, models, definitions, language and terminology Perceptions: labels, stigma, discrimination, oppression, rights Attitudes over time: historical perspectives, social and political developments, medical and technological advances Legislation and social policy: reflects changes in attitude, modifies attitudes and practices, inclusion, policies, community care initiatives; recent and emerging change; relevant acts e.g. Human Rights Act 1998, Carers (Equal Opportunities) Act 2004, Disability Discrimination Act 2005, The Mental Health Act 2007, The Health and Social Care Act 2008, The Children Act 2004: Every Child Matters; relevant policies e.g. Putting People First 2007, Our Health, Our Care, Our Say 2006 2 Understand how health and social care services and systems support individuals with specific needs Care needs: physical, social, emotional, language, intellectual, sexual, spiritual Organisations and systems: statutory, not-for-profit, voluntary; self-help, formal, informal care Services: health, social care; day, residential; education, recreation, transport; access e.g. geographical, physical, financial 3 Understand approaches and intervention strategies that support individuals with specific needs Approaches and interventions: self-help, direct action, partnerships, evidence-based practice, advocacy, guardianship, autonomy and empowerment, risk management; medical, technological, therapeutic products, lifestyle choices and therapies Potential tensions: rights versus protection of self and others; alleviation of needs versus remedial therapy; risk versus autonomy and independence; choices and preferences; service dilemmas and policies eg cost benefit analyses, priorities Emerging developments: medical and technological advances, changes to legislation and policy, local, national and international perspective 4 Understand strategies for coping with challenging behaviours associated with specific needs Challenging behaviours: learning disabilities, physical disabilities, ill health (physical and mental), physical impairment, acquired brain injury, drugs and alcohol Methods of working: communication, setting clear boundaries/targets, time out, rewards and sanctions, medication Organisational implications: legal framework, professional standards, codes of practice, policies and procedures Learning Outcomes Assessment Criteria To achieve the criteria the evidence must show that the student is able to: Task No LO 1. Understand perceptions of health, disability illness and behaviour 1.1 Analyse concepts of disability, illness and behaviour in relation to Health and social care service users. TASK-1 1.2 Assess how perceptions of specific needs have changed over time. 1.3 Analyse the impact of legislation, social policy, society and culture on the ways that services are made available for individuals with Specific needs. LO 2. Understand how health and social care services and systems support individuals with specific needs 2.1 Analyse the care needs of individuals with specific needs. TASK-2 2.2 Explain current systems for supporting individuals with specific Needs. 2.3 Evaluate the services available in a chosen locality for individuals with specific needs LO 3. Understand approaches and intervention strategies that support individuals with specific needs 3.1 Explain the approaches and interventions available to support individuals with specific needs. TASK-3 3.2 Evaluate the effectiveness of intervention strategies for an individual with specific need(s). 3.3 Discuss the potential impact of emerging developments on support for individuals with specific needs. LO 4 Understand strategies for coping with challenging behaviours associated with specific needs. 4.1 Explain different concepts of challenging behaviour. TASK-4 4.2 Describe the potential impact of challenging behaviour on health and social care organizations. 4.3 Analyse strategies for working with challenging behaviours. In addition to the PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades Grade Descriptors Indicative characteristic/s Contextualised characteristics M1 Identify and apply strategies to find appropriate solutions An effective approach to study and research has been applied To achieve M1, Submits work by the agreed due date. AND Has identified the care needs of individuals with specific needs and has applied an effective approach to provide support for their specific needs (2.1). OR Has identified and applied an effective strategy/approach in supporting individuals with Challenging behaviour (4.3). M2 Select / design and apply appropriate methods / techniques A range of sources of information has been used To achieve M2, Has cited all references and sources of materials used and given in text citation using the Harvard referencing system, consistently within the assignment. M3 Present and communicate appropriate findings An appropriate structure and approach has been applied throughout the assignment To achieve M3- Has ensured that appropriate structure and approach in analysing concepts of disability have been applied (1.1). OR Appropriate structure and approach in explaining different concepts of Challenging behaviour have been applied (4.1). D1 Use critical reflection to evaluate own work and justify valid conclusions Conclusion arrived at through synthesis of ideas & justified To achieve D1 Has critically evaluated the effectiveness of intervention strategies for an individual with specific need and has arrived at the right conclusions. (L3.2) OR Has critically evaluated the current systems available in own locality. (2.3). D2 Take responsibility for managing and organising activities The importance of interdependence and independent thinking recognized and achieved To achieve D2, Has demonstrated independent and organised activities in relation to approaches and interventions available to support individuals with specific needs.(In 3.1) OR Has managed to demonstrate the impact of CB on H&S Organisation (4.2) D3 Demonstrate convergent /lateral /creative thinking Innovation/Creative thought have been applied To achieve D3- Has generated ideas on analysing the impact of legislation, culture and social policy that services are made available for individuals with Specific needs (1.3). OR Has generated ideas on current systems supports to specific needs of people (2.2). (The suggested word count for the entire assignment is 4000 words; however, you are not restricted from expressing your ideas.) Description of problem to be solved As a Health and Social Care Practitioner, your responsibilities include, among others, assessing specific needs of people with disabilities, analysing their care needs and also, evaluating strategies for giving support to people with challenging behaviours. You are therefore required in this assignment to demonstrate your understanding of Specific needs in Health and Social Care. Refer to the cases studies provided and other case scenarios from your own research to illustrate your answer for each task. Guidance The tasks are based on the above Learning Outcomes. Use freely, other sources of literature information obtained from your own research and give the sources of information you use. Please refer to the Merit and Distinction descriptors to help you pitch your performance to the level that you desire and you must first pass all Assessment Criteria shown above. The suggested word-count is 4000 words. For this assignment, a good piece of work is one that is structured, not too wordy (i.e. it does not exceed the suggested word count in excess of 10%) and follows the instructions and grading criteria in the assignment. Task 1 The first part of your essay requires you to analyse concepts of disability, illness and behaviour in relation to Health and Social Care service users and give your assessment of how perceptions of specific needs have changed over time. You are also to examine the impact of legislation, social policy, society and culture on the ways that services are made available for individuals with specific needs. You may use the case study given or any case study of your choice, to illustrate the impact of legislation on the ways that services are made available for individuals with specific needs. Task 2 In this section, you are required to demonstrate an understanding of how health and social care services and systems are used to support individuals with specific needs. You are to: Analyse the care needs of individuals with specific needs. (Note: think about different types of individuals with impairment/disability in the context of need concepts) Explain current systems for supporting individuals with specific Needs (Note: consider support systems common for all individuals and support systems specifically for people with specific needs) Evaluate the services available in a chosen locality (i.e. your own locality) for individuals with specific needs Task 3 In this section, you are expected to demonstrate understanding of approaches and intervention strategies that support individuals with specific needs by doing the following: Explain the approaches and interventions available to support individuals with specific needs. (These could be individuals with specific needs in the borough that you live or any location in England that you identify). Evaluate the effectiveness of the intervention strategies used for an individual with specific needs. (Note: the evaluation of intervention strategies for a particular individual that you identify is required) Discuss the potential impact of emerging developments on support for people with specific needs. (Refer to impacts of policy and legislation or technological, cultural and societal developments) Task 4 In this section, you are expected to demonstrate an understanding of strategies for coping with challenging behaviours associated with specific needs as follow: Explain different concepts of challenging behaviour. Describe the potential impact of challenging behaviour on health and social care organizations. (Consider impacts on the carer; the care institution-a care home or hospital; cost of care and impact on other service users) Analyse strategies for working with challenging behaviours. Case study-1: Hannah's Story Hannah is a busy, bright young lady who loves her life and everything that she can pack into it. Hannah has cerebral palsy associated with fascial weakness and learning disability with weakness in all limbs. She loves spending her time going out and about with ‘The Disabilities Trust’ and also ‘the Prince’s Trust’. She takes part in college course for art and cookery, she enjoys pottery. Hannah is also always willing to help others in the house, with making greetings cards and solving IT problems. Hannah has always lived with her disability and attended mainstream primary school in Hastings (supported by SEN), before moving to secondary school at Vallance School in Kent, and completing her education at Treloar’s College. The move to Shinewater Court happened in 2014 and Hannah felt the building suited her needs and her wish to be more independent. Hannah is a wheelchair user but does not let her chair stop her doing anything at all in life. Hannah has just become a team member for the Prince’s Trust in Eastbourne and is working with the trust towards her qualification. Hannah has joined in all the activities including wheelchair vs go-kart racing. She has also set up the community project and supervises the other team members while they are gardening. Hannah will become an ambassador for the Trust at the end of her award. Hannah stated that “The Disabilities Trust has helped me to gain more confidence and has helped me to keep working on the independence that I have worked towards all through my life. They have helped me to become the person I want to be.” Source: http://www.thedtgroup.org/physical-disabilities/our-services/shinewater-court/case-studies/hannahs-story/ Case Study-2: Barbra Dozier's Blog Just another WordPress.com weblog Physical Activity Intervention for Older Adults with Minimal Disabilities Physical Activity Intervention for Older Adults with Minimal Disabilities Name Institution Physical Activity Intervention for elderly with Minimal Disabilities. Background The number of elderly persons is projected to increase significantly over the next decade. In particular the number of persons entering the above 85 age bracket is expected to increase considerably. One of the key problems of an increasingly elderly population is the emergence of a population that is classified as having disuse syndrome or physical syndrome. The phenomena can be attributed to low physical activity. It is estimated that around 40% of elderly persons of above 70 years do not undertake any exercise (Fielding, 2007). Another 60% of individuals above the age of 75 years do not exercise. The impact of low physical activity coupled with poor diet has led to an upsurge in the number of elderly people with obesity as well as the number of people who are severely impaired (Elsawy & Higgins, 2010). The purpose of this paper is to develop a physical exercise intervention for older persons with minor disabilities so as to improve the quality of life, physical performance, daily physical activity and walking ability. The proposed intervention will target elderly men and women receiving long term care in nursing facilities for a duration of 12 months. Eligible participants are those aged 75 years to 95 years. The intervention will target around 30 individuals who experience physical instability during their day to day activities. Only those individuals receiving level 1 care in a nursing facility will be eligible to participate in the intervention. Description of the Proposed Program Essentially, the intervention is multicomponent employing different exercise strategies to reduce frailty in the target population. The following table shows the exercises that are included in the multicomponent exercise program: Period Category Intensity Type Equipment Content First 1 to 3 months of the intervention Chair sitting exercises light Light aerobic activity coupled with light stretching Ball and a towel Rhythmic movement of the trunk, arm and the legs according to the rhythm of the music. Strength activity exercise involving both lower body and upper body exercises Ball and a rubber band Rhythmic movement of the foot, knees, elbow, trunk, hip and the shoulder. Upper body exercises include wrist and arm curls, raising side arms, chair dip, and doing seated rows using the resistance band. Lower body exercises include back leg raises, light exercises to straighten the legs and knee curls. 4th to 6 month of the intervention Chair Sitting Light intensity Similar as above exercises Same equipment Same procedure as above although the duration will increase according to the needs and the ability of each individual. Standing Slightly moderate Strength activities Resistance rubber band and a chair Stand, do half squats, tiptoe, extend ones hips and raise your knees. Walking Moderate Aerobic activity s. N/a Around six minutes of moderate walking 7th to 12 moth of the intervention Chair sitting Slightly moderate Light aerobic activity coupled with light stretching Same as above Similar to the intervention in the fourth to 6th month, however the intensity will increase depending on the progress of individual Standing Slightly moderate Strength activities Resistance rubber band and a chair Stand, do half squats, tiptoe, extend one’s hips and raise one’s knees. Balancing exercises that maybe combined with other exercises moderate Resistance band and a soft ball One legged standing, sitting on the soft ball while trying to maintain a stable posture Walking moderate Aerobic activity none The intensity of the aerobic activity will be increased depending on the progress of the patient. It will be prolonged for more than 6 minutes All exercises will start slowly with more emphasis being put on the safety of the participants. At the beginning of each session, the participants will perform slow gentle movement while still seated for around thirty minutes so as to enhance mobility of the trunk as well as the upper body and the lower body as indicated in the table above (Fielding, 2007). The intensity of the sessions is as recommended by the American College of Sports Medicine. During the first three months, all exercises will be performed using a chair. Exercises to increase flexibility will involve aerobic exercises which will be accompanied by music to enhance rhythm and will involve continuous movement of the upper body and the lower body (Chou, Hwang, & Wu, 2012) On the other hand, strength exercises will involve the shoulder targeting the adductors, rotators and abductor muscles; the flexors and extensors on the elbow; the flexors, adductors, abductors and extensors of the hip; extensors and the flexors of the knee as well as the plantar flexors and the ankle dorsal muscles of the ankle. The intensity of the exercises will be increased depending on the progress of the participant. Self-supervised session will be similar to the expert supervised sessions (American College of Sports and Medicine, 2009). Operational Details The proposed intervention will involve an expert supervised and a self-supervised module. The expert supervised module will involve a weekly 80 minute session. Within the course of the intervention, there will be 55 expert supervised exercise sessions. The supervised sessions will involve different exercises which are geared at enhancing the strength, endurance, flexibility, physical performance as well as body awareness of the targeted individuals. Each session will be led by a certified expert. The participants will be divided into 6 subgroups each consisting of 5 participants each, with one staff member supervising each subgroup. As such, there will be a single exercise expert and 6 staff who will supervise each subgroup in a single session. Some of the equipment that will be used during the intervention includes a resistance band, a chair and a soft ball. Around 3 meters squared of space will be left for each participant. All participants receiving level 1 care at the selected nursing facility will be chosen to participate in the intervention. However, only thirty participants will be selected. Other inclusion factors include, age of between 75 to 85 years, low levels of disability and experiences of instability to perform basic life tasks in their day to day activities. Prior to the recruitment, physical performance tests, health related quality of life, mass body index and walking ability will be assessed. Test for physical performance of the participants will encompass: a) test to determine muscle strength that will involve measuring grip strength as well as the lower limb strength: b) balancing ability of the participants measured using the time that the participants can stand using one leg while both eyes are open; c) flexibility test will involve assessing the ability of the individual to reach for items while seated; and lastly, endurance to aerobic exercises will be measured by the distance the person can walk within the 6 minutes of the exercise (Powell, Paluch, & Blair, 2011). Walking aptitude will be gauged by evaluating movement of ankle, thigh angle and walking speed. Health related quality of life will be assessed using two key scales, the Mini-Mental State Examination scale and the Instrumental Activities of Daily Living Scale. Expected Outcomes As indicated earlier the purpose of the intervention is to increase the walking ability, health related quality of life measured as the ability to perform basic and non-strenuous everyday life activities, increased physical performance, endurance and flexibility. Additionally, it is projected that the age related deterioration among the participants will decrease significantly. Also, it is hoped that the participants will accrue physiological benefits that come with aerobic training such as increased bone density, decreased adipose tissue and lipid accumulation, increased cardiac function and improved stability and gait speed. The multicomponent exercise may also reduce the susceptibility of the participants to various chronic diseases (Elsawy & Higgins, 2010). Evaluation of the Program The success of the program will be evaluated by comparing the performance of the participants prior to participation and performance after participating in the intervention. Performance will be measured using physical performance tests, health related quality of life, mass body index and walking ability. Other additional measures that will be included in addition to those already discussed in the operational sections include assessing the strength of the lower limbs also known as “isometric knee extensor strength,” and level of physical activity measured using an accelerometer (Chou, Hwang, & Wu, 2012). An increase in physical activity after the program, increased quality of life and independence as well as a positive change in body mass index will signal the success of the program. References American College of Sports and Medicine. (2009). Exercise and Physical Activity for Older Adults. Washington, DC: American College of Sports and Medicine. Chou, C. H., Hwang, C. L., & Wu, Y. T. (2012). Effect of Exercise on Physical Function, Daily Living Activities, and Quality of Life in the Frail Older Adults: A Meta-Analysis. Archives of Physical Medicine and Rehabilitation, 93(2), 237-244. Elsawy, B., & Higgins, K. (2010). Physical Activity in Older Adults. American Family Physician, 81(1), 55-59. Fielding, R. (2007). Physical Activity and Older Adults. In C. Suitor, & V. Kraak (Eds.), Adequacy of Evidence for Physical Activity Guidelines Development: Workshop Summary (pp. 111-123). National Academy of Sciences. Powell, K. E., Paluch, A. E., & Blair, S. N. (2011). Physical Activity for Health: What Kind? How Much? How Intense? On Top of What? Public Health, 32(1), 349. Source: https://barbradozier.wordpress.com/2015/06/08/physical-activity-intervention-for-older-adults-with-minimal-disabilities/ Further Guidance Grading Each Unit will be graded as a Pass, Merit, and Distinction when all learning outcomes and assessment criteria have been met. A Pass is awarded for the achievement of all Learning Outcomes against the specified Assessment Criteria. A Merit or Distinction is awarded for higher level achievement upon achieving the M’s and D’s criteria. If all required assessment criteria have not been achieved the work is graded ‘Referred’. If the work illustrate more than the similarity % cap or concern over originality of part or all content of the work, it is graded ‘Withheld’. The student will then be interviewed to ascertain originality. In the case of incomplete work or partial submission (others such as blank template, no evidence of real attempt), the work is graded ‘Unreasonable Submission’. When a Unit has been assessed, Grades are reported on the College’s VLE. You can obtain the grade awarded by viewing the Submission Inbox, navigating different tabs to see the status of your submission. By viewing the Report, the Originality can be obtained. Clicking on the GradeMark tab will reveal the QuickMark comments. Clicking on the General Comment tab will reveal the comments made by the Assessor and Internal Verifier. Please note that the percentages below are used to classify the different grades awarded to support the system requirement on the College’s VLE. Grades are reported on the VLE as follow: % GRADES 75% Distinction 65% Merit 50% Pass 35% Referred 10% Withheld W1 – direct copy from various sources W2 – collusion (Note: detailed feedback on W1 and W2 will be provided by the Assessor in the General feedback section.) 5% Unreasonable Submission Additional Information • For any late submission without approved Extenuating circumstances prior to the set deadline, the grade is capped at a PASS. • It is expected that the guided word count are adhered to when writing your coursework.