Record Book for evidence for Unit 45 Independent Learning ... · we had yesterday with her mum,...
Transcript of Record Book for evidence for Unit 45 Independent Learning ... · we had yesterday with her mum,...
P
age1
Record Book for evidence for
Unit 45 Independent Learning in Health & Social Care
Name:
1. Dewy Decimal System
Useful classification numbers
300-399 – Social sciences
300 Social sciences, sociology &
anthropology
300 Social sciences
301 Sociology & anthropology
302 Social interaction
303 Social processes
304 Factors affecting social
behaviour
305 Social groups
306 Culture & institutions
307 Communities
360 Social services; association
361 General social problems
362 Social welfare problems &
services
363 Other social problems &
services
364 Criminology
365 Penal & related institutions
366 Association
367 General clubs
368 Insurance
369 Miscellaneous kinds of
associations
370 Education
371 School management; special
education
372 Elementary education
373 Secondary education
374 Adult education
375 Curriculums
376 No longer used—formerly
Education of women
377 No longer used—formerly Ethical
education
378 Higher education
379 Government regulation, control,
support
610 Medical sciences; Medicine
611 Human
anatomy, cytology, histology
612 Human physiology
613 Promotion of health
614 Incidence & prevention of disease
615 Pharmacology and therapeutics
616 Diseases
617 Surgery & related medical
specialties
618 Gynaecology & other medical
specialties
619 Experimental medicine
P
age2
Where would you find the Dewy Decimal System?
Describe how the system works?
Describe how you found the following book: (fill in from name on the slip given in class)
Give the correct reference for this book as you would for in a bibliography
2. The LRC
Describe what resources (apart from computers) you might find in the LRC
Name 3 journals useful to health & social care that are stocked in the LRC
3. Private Health Care websites
Find a website for a either a private health company or a private social care company.
Name of company:
What information is on the website?
How accurate do you think that information is?
How can you check the accuracy?
P
age3
Go back to the website and use the information to describe how the setting provides for the
individual needs of service users
You are now going to write a step by step guide for someone who wants to find out about the NHS
from its website.
You need to start from google and end with a page from the NHS which explains about Primary Care
Trusts
(Add more boxes if necessary)
P
age4
Job Roles in Health & Social Care
Where can you find information about the different jobs in health or social care?
Choosing information about jobs
Read the four articles in the appendix and answer the following questions:
1. Who is the target audience for each article?
Extract 1
Extract 2
Extract 3
Extract 4
2. How useful is each article for giving information about the relevant jobs? Explain.
Extract 1
Extract 2
Extract 3
Extract 4
P
age5
3. How accurate and valid is each extract
Extract 1
Extract 2
Extract 3
Extract 4
4. Which is the most useful for finding out about a job?
Create a reference for each article
Extract 1
Extract 2
Extract 3
Extract 4
Look at http://www.prospects.ac.uk/ click on Health & social care under Your Sector,then click
on either Health or social. Then explain how useful this site is and why.
P
age6
For the assignment you will need to choose 3 jobs to research. The third job is to give you evidence
for Unit 6 (P7 describe the roles, responsibilities and career pathways of three health or social care
workers).
As you complete your research you need to keep a log of all the
sources you have used.
It may help for you to list these below. If you have problems trying to reference look at the
bibliography in your text book, from the book search at the start of this unit or on the specification
on Moodle. http://referencing.port.ac.uk/apa/index.html is a great help too!
Books Alphabetical order by author
Author
Year of Publication
Title Publisher Place of Publication
Websites
Web address Date retrieved
Articles Alphabetical order by author
Author Date Title of article Title of newspaper or journal
Page number
P
age7
REPORTS
Why write a report?
To inform, explain or persuade. To transmit ideas or information, facts or
findings
To research or define a problem and draw conclusions about it
To make recommendations about ways of doing things, making
improvements or changes
To record information for other people to refer to
What you should do before you start.
Think about the audience that will read the report, and write clearly in a
way they will understand and which demonstrates your knowledge
Use key vocabulary and technical terms
Be precise
Write a plan detailing the information headings you need to include
As you collect your information, note where it came from - author, title,
date, publisher, place of publication
Do not write in the first person, and use the past tense to describe your
findings -
e.g. 'It was found that'
BBC.co.uk
Famous reports:
P
age8
How to Write a Report
Report format:
Title page - subject of the report, author, date
Terms of reference - who ordered the report, when and why, any conditions
Contents page - all section numbers and titles, using exactly the same wording as in the report
Abstract - brief summary of report - task, summary of conclusions and recommendations
Introduction - background information
Main body of report - findings, description, facts, opinions, etc. This must be well structured
Conclusion - summary of results
Recommendations - usually in the form of a list
Appendices (not always necessary) - additional details, tables, graphs, detailed analysis. These
must be numbered and cross referenced in the text
References
How do reports differ from essays and presentations?
P
age9
Assess Usually a merit task
Give careful consideration to all the factors or events that apply and choose which are the most
important or relevant From BTEC
Assess the importance of the “nothing below the elbow” guidance in health care
Ideas – any order
Then!
Comment on each point and conclude about the importance of the principal statement. i.e. why is the most important point so important
Evaluation Usually a distinction task
Definition: judge, criticise in terms of impact/significance, and investigate the implications
Example: An evaluation of capital punishment would involve a discussion of the practice, and then an assessment of whether it is effective (in deterring would be criminals, in meting out
justice, in making wise use of public resources), or whether it is moral, or whether it is
constitutional, or some combination of these and others.
Evaluate the value of BTEC Extended Diploma in Health & Social Care
And come to a conclusion!
Ideas – in order of importance
P
age1
0
Reflection
What is reflective writing?
Reflective writing is evidence of reflective thinking. In an academic context, reflective thinking
usually involves:
1 Looking back at something (often an event, i.e. something that happened, but it could also be an
idea or object).
2 Analysing the event or idea (thinking in depth and from different perspectives, and trying to
explain, often with reference to a model or theory from your subject).
3 Thinking carefully about what the event or idea means for you and your ongoing progress as a
learner and/or practising professional.
Reflective writing is thus more personal than other kinds of academic writing. We all think
reflectively in everyday life, of course, but perhaps not to the same depth as that expected in good
reflective writing at university level.
Hampton, M,
http://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/f
iletodownload,73259,en.pdf assessed 10/020/12
Assess the importance of reflection for your progress on the course
P
age1
1
Appendix 1
http://www.teachingexpertise.com/articles/day-life-child-and-family-support-worker-school-5636
Extract 1
Child and family support worker
As a child and family support worker at Kingfisher Primary School in Smiths Wood, Solihull, Debbie Todd explains what her role involves
Background Kingfisher School serves an area of high deprivation within the borough of Solihull. There are high levels of financial hardship, domestic violence, drug and alcohol abuse, gang crime, and the area is in the midst of regeneration… need I go on?
I was originally employed in Kingfisher five years ago as the first learning mentor in a primary school in Solihull. While supporting children, it became evident that a lot of the barriers affecting children’s ability to fully engage in learning were often linked to their family and home environment. Consequently, my role evolved to involve closer work with parents and families and I became a child and family support worker four years ago.
A typical day in my working life
8.00am: Switch work mobile on: three messages from parents:
Message 1: Parent saying her daughter will not be in today, she has head lice and can I get her the lotion and arrange for a food parcel to be sent out as she has no money until she gets her benefits Tuesday.
Message 2: Parent asking me to collect her son from home as she is not having a good morning. This mum has alcohol/drug issues and it has taken a long time for her to get to this stage. Previously she kept him at home and disengaged with all support agencies.
Message 3: Mum wanted an appointment to see me urgently as her ex-partner had gone to the house last night ‘kicking off’.
8.45am - After collecting the child and responding to other texts I arrive at school to find two parents waiting to see me.
Parent 1: A Dad who has been unemployed for four years, has suffered with severe depression since losing his 14-month-old-son four years ago. I have been seeing him and his wife regularly for two years with different issues. He wanted to tell me that he was now ready to have a chat with a counsellor if I could arrange it. I was overjoyed; hopefully his wife will now seek the support she too needs. Fingers crossed!!
Parent 2: Wanted to know if I could recommend a wig specialist for her daughter, as she ‘was sick to death of her having nits’ and wanted to ‘shave her hair off’. Without going into every detail, we had a long chat on other options that were available and not so extreme and that will have less of a serious impact on her nine-year-old daughter’s emotional wellbeing! The
P
age1
2
mother was adamant that she was going to do this, but agreed to speak to our school nurse if I could arrange it today. Phew!!!!
10.15am - Organised food parcel from local church, collected headlice lotion from chemist and dropped off to the mum.
10.45am - Appointment with parent following this morning’s text message about the domestic violence incident. Referral made to Women’s Aid, and a call to housing with regard to the Sanctuary Project (they change locks and attend to other safety issues).
12.30pm - Year 4 child came to see me to tell me that following a meeting we had yesterday with her mum, things were much better at home last night. She was overjoyed that mum had played a game with her when her siblings had gone to bed.
1.00pm - Social worker came to see me asking if I could do a home visit with her to see a parent whose brother was currently in prison for paedophilia. Charges against the parent had been withdrawn but he still posed a risk. The social worker was having problems engaging the parent and, as I knew the family, she felt this may help.
1.30pm - There was no answer at the home I visited with the social worker, so I return to school and catch up on missed calls and messages.
2.00pm - Core group meeting for a family whose children had recently been placed on the child protection plan, following a disclosure at school. We attend these meetings between case conferences.
3.00pm - A very long meeting with the school nurse and Parent 2 from this morning. The school nurse made an emergency appointment with the dermatology nurse as mum informed us that her daughter also has psoriasis and it was very inflamed.
4.15pm - I took the child and her mum to see the dermatology nurse, cream was given and the mum advised to go back in five days’ time. She reluctantly said this was the last thing she would try.
5.00pm - Back at school, answer messages, return calls and write up notes.
6.00pm - Time to go home
P
age1
3
From The Daily Express
Extract
'TICK-BOX' SOCIAL WORK CRITICISED Tuesday February 1,2011
Social workers should spend less time filling in forms and more time talking to children, the head of an independent review into child protection in England has said.
Professor Eileen Munro also wants to strip Ofsted of the power to evaluate reports into the deaths of abused or neglected children. And the regulator should scrap making pre-planned checks on children's services in favour of unannounced visits, the review found. Prof Munro's report also stresses the importance of having a management and inspection process that monitors whether children are getting the help they need, rather than being a "tick-box exercise". She said: "Everyone in the profession can think of meetings and forms that don't actually make a child safer. Whilst some regulation is needed, we need to reduce it to a small, manageable size. "Professionals should be spending more time with children, asking how they feel, whether they understand why the social worker is involved in their family, and finding out what they want to happen. Placing a timescale on completing a form puts pressure on professionals which can distract from making decent quality judgments." Her second interim report found that experienced social workers should be kept on the front line to supervise more junior staff. It also stressed the importance of giving health, police and family support professionals easier access to social work advice when they have concerns about abuse and neglect. The Munro Review of Child Protection was created following a number of high-profile cases in recent years that have highlighted failings in the protection of young people. An Ofsted spokesman said: "Ofsted welcomes the report and the proposals both for the children's social work field and for the inspection of these services. We endorse the importance placed on prevention and early intervention, as well as services focused on those children identified as being at risk. "While we believe that Ofsted's work in the evaluation of serious case reviews (SCRs) has had a positive impact in improving their quality, we agree that these should now end and have been suggesting this ourselves for some time. Ofsted supports the review's proposals for how SCRs are likely to be approached in the future to maximise learning and improve practice."
P
age1
4
Extract 3
P
age1
5
Extract 4
P
age1
6
Appendix 2:1
Complete this when you have handed in your first assignment
The most useful part of learning for this assignment was
I am now confident in using
The most important aspect to me as a learner is
This study skill will be useful
What new study skills did you learn?
What study skills do you now have more confidence in?
What study skills do you think you need to practice?
As a next step, I need to
Complete this when you have received your first assignment back
Did you expect the comments, grade that you got?
Explain in approx. 100 words:
What can you do to improve your work? (about 100 words)
P
age1
7
Appendix 2:2
Complete this when you have handed in your second assignment
The most useful part of learning for this assignment was
I am now confident in using
The most important aspect to me as a learner is
This study skill will be useful
What new study skills did you learn?
What study skills do you now have more confidence in?
What study skills do you think you need to practice?
As a next step, I need to
Complete this when you have received your second assignment back
Did you expect the comments, grade that you got?
Explain in approx. 100 words:
What can you do to improve your work? (about 100 words)
P
age1
8
Appendix 2:3
Complete this when you have handed in your third assignment
The most useful part of learning for this assignment was
I am now confident in using
The most important aspect to me as a learner is
This study skill will be useful
What new study skills did you learn?
What study skills do you now have more confidence in?
What study skills do you think you need to practice?
As a next step, I need to
Complete this when you have received your third assignment back
Did you expect the comments, grade that you got?
Explain in approx. 100 words:
What can you do to improve your work? (about 100 words)