Unit 10: Safeguarding in Health and Social Care

Unit 10:
Safeguarding in Health and
Social Care
Unit code:
L/601/1600
QCF level:
4
Credit value:
15
• Aim
The
aim of this unit is to enable learners to develop an understanding of the
factors of abuse, and study the working practices and strategies to reduce and
prevent its occurrence.
• Unit abstract
The
unit enables learners to understand the different types of abuse that can occur
within the community. Learners will study the signs of abuse and factors that
can contribute towards individuals being vulnerable. This will be followed by
identifying legislation and policies that are in place and how professionals
work within the guidelines and professional standards to safeguard both
practitioners and users of health and social care services.
Learners
will consider the multi-agency approach and look at the strategies that are in
place for all health and social care professionals to work together to minimise
occurrences of abuse in health and social care contexts. Finally learners will
consider the effectiveness of these working practices and strategies.
• Learning outcomes
On successful completion of this unit a
learner will:
1
Understand
the factors that contribute to the incidence of abuse and harm to self and
others
2 Understand
current legislation, policy and professional involvement regarding abuse in
health and social care contexts
3
Understand working practice and strategies
used to minimise abuse in health and social care contexts.

BH023333 – Edexcel
BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care

45
Issue 1 – May 2010 ©
Edexcel Limited 2010
UNIT 10: SAFEGUARDING IN HEALTH AND SOCIAL CARE
1
Understand the factors that contribute
to the incidence of abuse and harm to self and others
Different types of
abuse:
physical, emotional, sexual, neglect, financial Different types of self-harm:
self-inflicted wounds, drugs and alcohol
Signs of abuse and self-harm:
inappropriate bruising, burns, scalding, malnourishment, low self-esteem,
emotional withdrawal, neglect, other risk factors
Individuals
vulnerable to abuse: children, young people, people with
learning disabilities, people with mental health issues, elderly people,
people with dementia
Individual
factors: self-esteem, identity, gender, previous abuse,
relationships, drug and alcohol abuse, type of family background, mental
health issues, psychological basis of abuse
Contexts
and relationships where abuse may occur: home, community,
residential care, institutional care, relationships involving power,
caring relationships, within the family, domestic violence
Social factors:
health, housing, education, poverty, social exclusion and disadvantage, networks
of support
Cultural

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factors:
ethnicity, discrimination, religion
2 Understand
current legislation, policy and professional involvement regarding abuse in
health and social care contexts
Legislation and policy initiatives:
national, regional and local policies; professional standards and
guidance as appropriate; individual rights; Fraser guidelines
Range
of professionals: range of professionals from health and
social care including social workers, social service staff, National
Society for the Prevention of Cruelty to Children (NSPCC), health professionals
3
Understand working practice and
strategies used to minimise abuse in health and social care contexts
Working
practices: written and oral communication, use of ICT in sharing
information between professionals, anti-oppressive practice,
anti-discriminatory practice, thresholds, risk factors, risk predictions, framework
of assessment, identifying children in need
Strategies:

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working in partnership with users of health and social care services, between
professionals and within organisations, decision-making processes and
forums, safeguarding children boards, the ‘at risk’ register, area child
protection committee, organisational policies and training

46
BH023333
– Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and
Social Care

Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 10: SAFEGUARDING IN HEALTH AND SOCIAL CARE
Learning outcomes and assessment criteria

Learning outcomes
Assessment criteria
for pass
On successful
completion of
The learner can:
this unit a learner
will:
LO1 Understand the
factors that
1.1
explain why particular individuals
and groups may be
contribute to the incidence
vulnerable to abuse and/or harm to
self and others
of abuse and harm to self
1.2
review risk factors which may lead
to incidence of abuse
and others
and/or harm to self and others
1.3
analyse the impact of social and
cultural factors on
different types of abuse and/or harm
to self and others
LO2 Understand
current
2.1
analyse the strengths and weaknesses
in current
legislation, policy and
legislation and policy relating to
those vulnerable to
professional involvement
abuse
regarding abuse in health
2.2
explain how key professionals are
involved in the
and social care contexts
protection of individuals and groups
vulnerable to abuse
LO3
Understand working practice
3.1
explain existing working practices
and strategies
and strategies used to
designed to minimise abuse in health
and social care
minimise abuse in

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health and
contexts
social care contexts.
3.2
evaluate the effectiveness of
working practices and
strategies used to minimise abuse in
health and social
care contexts
3.3
discuss possible improvements to
working practices and
strategies to minimise abuse in
health and social care
contexts.

BH023333 – Edexcel
BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care

47
Issue 1 – May 2010 ©
Edexcel Limited 2010
UNIT 10: SAFEGUARDING IN HEALTH AND SOCIAL CARE
Guidance

Links
This unit has links
with, for example:
• Unit
1: Communicating in Health and Social Care Organisations
• Unit
2: Principles of Health and Social Care Practice
• Unit
9: Empowering Users of Health and Social Care Services
• Unit
16: Understanding Specific Needs in Health and Social Care
• UnitHND Assignment Help
19: Contemporary Issues in Health and Social Care.
This
unit also has links with the National Occupational Standards in Health and
Social Care. See Annexe B for mapping.
This
unit also has links with the National Occupational Standards in Leadership and
Management for Care Services. See Annexe C for mapping.
Essential
requirements
This unit requires formal classroom delivery
incorporating theoretical concepts, research findings, evidence from
documentation, policy and legislation. Learners will need to work with a wide
range of case studies that illustrate abuse scenarios. Consideration will need
to be given to the concepts of risk, harm, abuse and intervention strategies.
Due
to the sensitive subject matter in this unit, tutors must ensure learners have
access to support systems outside of the classroom.
Employer engagement
and vocational contexts
Due
to the sensitive nature of this unit, any reference to authentic vocational
contexts should be used with respect for the anonymity of individuals involved,
and acknowledgement of the need for confidentiality. It is suggested that practitioners
from various health and social care settings contribute to formal classroom
delivery and that learners work in small groups to explore the often difficult
emotive content.

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