P3-1
‘Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services’ by T Tilmouth and J Quallington, Hodder Education, 2010. Read chapter 11 ‘Lead and manage group living for adults’ NB You do not have to buy this book, you should be able to buy it from your local library.
Table of Contents
- Tutorial Video
- Tutorial Video
- Reading Materials
- ‘Overview of social role valorization theory’ from the Social Role Valorization website.
- ‘Personalisation’ from the Community Care website.
- ‘Legislation’ from the United Kingdom Homecare Association website.
- ‘Key legislation – Health and safety legislation’ from the Social Care Institute for Excellence (SCIE).
- 'Bell and Hart’s Eight Causes of Conflict’ from the Mind Tools website.
- ‘Should care homes follow hospitals in setting safe staffing guidelines’ from the Community Care website.
- 'Group theory’ from Crowe Associates Ltd.
- 'Improving group dynamics: helping your team work more effectively’ from the Mind Tools website.
- 'Leadership styles’ from the Mind Tools website.
- 'The built environment and health: and evidence review’ from the Glasgow Centre for Population Health.
- Presentation
- Good Practice Example
- Good Practice Example
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- Read the following document ‘Equity and excellence: Liberating the NHS’ published by the Department of Health in July 2010.
- ‘Multi-agency working and information sharing project: Early findings’ issued by the Home Office in July 2013. This document contains some of the early findings from a project to improve national and local understanding of the different local multi-agency models in place to support information sharing around safeguarding responses.Click on the icon to the left to read this document.
- This document, ‘Valuing people: A new strategy for learning disability for the 21st century’, was produced by the government in 2001 to look at problems and challenges, and changes that needed to be made.
- ‘Care planning guidance’ produced by Cambridgeshire and Peterborough NHS Foundation Trust. This document was developed to support clinical staff in the care planning process and gives helpful case studies and information.
- ‘Older adults: Practical strategies for promoting physical activity’ from the British Heart Foundation National Centre. Physical activity in later life can help maintain mobility, prevent falls and enhance mental wellbeing and cognitive functioning.
- CQC’s website for ‘Regulations for service providers and managers’ which describes how providers and managers can meet the regulations, including the fundamental standards below which care must never fall.
- ‘Activities of daily living (ADL) checklist’. This example is produced by Oregon government.
- ‘Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services’ by T Tilmouth and J Quallington, Hodder Education, 2010. Read chapter 11 ‘Lead and manage group living for adults’ NB You do not have to buy this book, you should be able to buy it from your local library.
- ‘Meaningful social interactions between older people in institutional care settings’ by Gill Hubbard, Susan Tester and Murna G. Downs, published in 2003.
- ‘Connect for mental wellbeing’ from NHS Choices. This article is part of the NHS’s website about stress, anxiety and depression.
- ‘Which activities are most engaging for people with dementia living in care homes?’ by Clive Ballard, published in the Alzheimer’s Society’s Research e-journal Issue 11.
- ‘Workforce’ from The King’s Fund website. This article looks at trends in the health and social care workforce.
- ‘Safe staffing levels – a national imperative: The UK nursing labour market review 2013’ produced by the Royal College of Nursing.
- ‘Adult social care workforce: Recruitment and retention strategy 2014 – 2017’ prepared by Skills for Care on behalf of the Department of Health’s recruitment and retention group.
- Click on the link to read the Social Care Institute for Excellence Report, ‘Changing social care: and inclusive approach’.
- Think And Challenge
- Think And Challenge
- Case Study 2 Investigate the changes in legislation and regulation on daily living activities and how it has changed your own practice in the care setting over the last five years or so.
- What changes have there been?
- How have you developed the assessment process to take into account any changes in the law?
- How will you need to change in light of the Care Act 2014 when it comes into practice in 2015?
- It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your assessor.
- Think And Challenge
- Case Study 3 Click on the icon to the left to read this case study which is an extract from ‘Meaningful social interactions between older people in institutional care settings’ by Gill Hubbard, Susan Tester and Murna G. Downs, published in 2003.
- How would you deal with resolving the conflicts and tensions in this group? Refer to reference theorists on conflict resolution.
- It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your assessor.
- Think And Challenge
- Case Study 4 Review the effectiveness of your own approach to resource management in your own area of responsibility in maintaining a positive group living environment. Based on last year’s financial activity, complete a case study to show how effective this was.
- Reflect on how the staff knew whether they could spend out on activities and if they were aware of the budgets available for this. If not, how could you make the staff more aware of this in the future?
- Is there anything that you would like to change for this coming year or are you happy with what you have achieved with the budget?
- It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your assessor.
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