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 | Internal Verifier Name |
Anastasia Ochieze | Olusola Leighe |
Date of Issue | 29/04/2019 |
Date of Submission | 21/07/2019 |
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 have been applied throughout the assignment | To achieve M3- Has ensured that appropriate structure and approach have been applied consistently within the assignment. Has written the assignment concisely and succinctly, developing arguments in an ordered fashion (in the context of a case scenario) |
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. (3.2) 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 XXXXXXXXXXOR 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, 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 study 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 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
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/
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 illustrates 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 |
- 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 is adhered to when writing your coursework.