Theft, fraud, coercion, use without permission etc. Several local and national frameworks, policies and agencies combine to make up the context of safeguarding and protection in the UK, including: The primary piece of legislation related to the safeguarding and protection of adults is the Care Act 2014. This may also include damage or theft of money or possessions as well as self-harm. This page is designed to answer the following questions: NOTE: This page has been quality assured for 2023 as per our Quality Assurance policy. If you are facing trouble in your assessment of Safeguarding and Protection in Care Settings then keep your worries aside by taking help from us, we provide plagiarism-free answers to your coursework writing and you can hire a UK essay writer to write all your related assessments. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. Protecting their rights to live in safety, free from abuse . Explain the emergency procedure to be followed if a fire occurs in work settings. Identify legislation and codes of practice that relate to handling information in care settings, Unit 8 Promote Health, Safety and Well-being in Care Settings, 9.4. 2.4. Safeguarding is a term that encompasses a wide range of measures and principles that ensure that basic human rights of individuals are protected. They should have a good knowledge of your organisations agreed ways of working and the experience of using them. The aim is to ensure that the right things are done by the right people at the right time, working within their own agency and with partners. $`K$Ql/}l@V[~P"PDZd0HCP(-# @a&p'?hPBw|(|@0vbP.iBH+uHJA]vqLqO _)BAWIXMB8[XU0NS'4X$ qVdgb =-}A4N Ez! Legislation, national policies and local systems are the framework for safeguarding and protecting individuals from abuse. The cookie is set by Addthis which enables the content of the website to be shared across different networking and social sharing websites. First introduced by the Department of Health in 2011, but now embedded in the Care Act, these six principles apply to all health and care settings. Score: 4.1/5 (75 votes) . 3.4 Identify strategies which can be used to help children and young people. The person chosen - is the designated "Enquiry Practitioner" within these procedures. We will also explore how to respond to disclosures or allegations of abuse/neglect and how to reduce the likelihood of it occurring in the first place. If you feel that the procedure may be too lengthy and action is required immediately or that you dont believe your concerns are being treated seriously, you should pass the information on to the police or social services. This can be caused directly, for example by hitting or withholding medication or indirectly, for example, by neglect or spending all of an individuals money so that they cannot afford to buy food for themselves. It contains an encrypted unique ID. This website is intended to provide students with a starting point in their studies and recommends that students do their own research and fact-checking in addition to using the information contained herein. weapons, condoms etc. You should be familiar with your organisations agreed ways of working (policies and procedures) and follow them to ensure that you work in a way that is safe, legal and in line with best practices. This is active participation. Access support and advice about: partnership working, resolving conflicts. In this video, we are helping to complete your #NVQ level-3 Health and Care Unit-7 assignments. It may be thought of as abuse or neglect if you cause harm to an individual or do not do the things you should to prevent them from being harmed. Following serious cases of abuse and neglect, investigations will take place to analyse what had happened and identify if agencies could have done more to prevent them from happening. Unscrupulous people could take advantage of vulnerable adults by influencing them over the Internet using chatrooms or social media. Standard 9: Awareness of Mental Health, Dementia and Learning Disability, Standard 15: Infection Prevention and Control, Implement Person-Centred Approaches in Care Settings, Health, Safety and Well-Being in Care Settings, Promote Personal Development in Care Settings, Promote Equality and Inclusion in Care Settings, Promote Person-Centred Approaches in Care Settings, Promote Health, Safety and Wellbeing in Care Settings, Promote Effective Handling of Information in Care Settings, Work in partnership in health and social care or children and young peoples settings, Facilitate Person-Centred Assessment to Support Well-Being of Individuals, Facilitate Support Planning to Ensure Positive Outcomes for Individuals and to Support Well-Being, Understand Personalisation in Care and Support Services, Health and Safety in Health and Social Care Settings, Professional Practice in Health and Social Care for Adults or Children and Young People, Safeguard Children and Young People who are Present in the Adult Social Care Sector, Develop, Maintain and Use Records and Reports, Understand Safeguarding and Protection in Health and Social Care Settings, Service improvement, entrepreneurship and innovation, Safeguarding and protection in care settings, how to respond to suspected child abuse and neglect, reducing the likelihood of abuse occurring. 6.1 Evaluate the role and responsibilities of the health and social care practitioner in relation to safeguarding individuals. If a care worker feels that their concerns have not been responded to seriously or appropriately, they should escalate it to senior management or outside agencies in line with the organisations whistleblowing policy and procedure. These are person-centred values. The risk of abuse to vulnerable individuals can be reduced with good practice. ?~Q!E z\c8L\vDhaB [#$4)l4 For example, if an individual discloses that they have been abused but asks you to keep it a secret, you should inform them that it is your duty to pass this information on. The policies will state who the safeguarding lead is and who concerns . We use cookies on our website to give you the most relevant experience by remembering your preferences. This may be a designated safeguarding lead, your line manager or somebody else. Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. What are your responsibilities in relation to safeguarding Re-engage Volunteer Volunteer resources Training Core training Introduction to safeguarding What are your responsibilities in relation to safeguarding Cookies are used to help make this website work and to enhance your experience. Roles and responsibilities of safeguarding Providers of health and social care services should ensure they have the key people, relationships, values and systems in place that will help them keep the people they serve safe. To Download this unit 7 L.O answer click on the below link -h. These cookies can only be read from the domain that it is set on so it will not track any data while browsing through another sites. 5 0 obj DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. By communicating with everyone involved and sharing responsibilities, it avoids duplication of tasks and services, ensuring the best possible service and outcomes are achieved. The findings are usually published in a report. Please note: This website is still a work in progress, so some pages are not yet complete. These channels are often one-to-one, which means that individuals can be vulnerable to personal threats, coercion, harassment, bullying, social engineering, fraud and deception. Living with dementia can have a big emotional, social, psychological and practical impact on a person. This is because such settings often care for those who are most at risk of harm or abuse, such as children or adults with support needs. Safeguarding and Protection in Care Settings, 1.2 Explain own role and responsibilities in safeguarding individuals, REFLECTIVE PRACTICE: A COMPREHENSIVE GUIDE, Unit 3.10: Develop the speech, language and communication of children, Critically evaluate provision for developing speech, language and communication for children in own setting, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a language rich environment which develops the speech, language and communication of children in own setting, Unit 3.9: Facilitate the cognitive development of children, Critically evaluate the provision for supporting cognitive development in own setting, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create an environment which facilitates cognitive development of children in own setting, Analyse the use of technology in supporting the development of cognition in children, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe theoretical perspectives in relation to cognitive development, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Make recommendations for meeting childrens individual literacy needs, Analyse own role in relation to planned activities, Evaluate how planned activities support emergent literacy in relation to current frameworks. People facing challenges of old age. This is one of the few mitigating circumstances where confidentiality may be broken. This can also help us to identify risks and problems more quickly, which will hopefully enable us to prevent them from becoming serious issues. 6 explain the role of inquiries in shaping policy and approaches to protect individuals Your organisations safeguarding policy will specify the process for reporting suspicions of abuse. No guarantee is given for the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information contained on this website. Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. P4 show that you know your role in safeguarding individuals and how this fits with local procedures and agreements P5 show that you know the role of different agencies and multi-agency . 1.1 Describe the duties and responsibilities of own work role. Modern technologies can pose additional risks to vulnerable adults. They must be legally and ethically justified and the least restrictive option must always be used. There will also be a whistleblowing policy and procedure, which explains how concerns should be escalated and guarantees the protection of the whistleblower. Describe the role and responsibilities of the registered manager in relation to compliance with regulations. 10.1a Explain the term safeguarding adults; 10.1b Explain their own role and responsibilities in safeguarding individuals; 10.1c List the main types of abuse; 10.1d Describe what constitutes harm; 10.1e Explain why an individual may be vulnerable to harm or abuse Again, by ensuring that individuals are empowered, they can better understand their rights, protect themselves and speak up. You also have the option to opt-out of these cookies. Hitting, kicking, burning, scalding, slapping, pushing etc. If there is still no response, you may be forced to report it to external agencies. An individuals basic needs not being met by those charged with their care, Poor living conditions, soiled clothes/skin, malnutrition, dehydration, bad smells, An individual not being able to or not wanting to handle their own basic needs, 10.1a Explain the term safeguarding adults, 10.1b Explain their own role and responsibilities in safeguarding individuals, 10.1e Explain why an individual may be vulnerable to harm or abuse, 10.1f Describe what constitutes restrictive practices, 10.1g List the possible indicators of abuse, 10.1h Describe the nature and scope of harm to and abuse of adults at risk, 10.1i List a range of factors which have featured in adult abuse and neglect, 10.1j Demonstrate the importance of ensuring individuals are treated with dignity and respect when providing health and care services, 10.1k Describe where to get information and advice about their role and responsibilities in preventing and protecting individuals from harm and abuse, 10.2a Describe how care environments can promote or undermine peoples dignity and rights, 10.2b Explain the importance of individualised, person centred care, 10.2c Explain how to apply the basic principles of helping people to keep themselves safe, 10.2d Explain the local arrangements for the implementation of multi-agency Safeguarding Adults policies and procedures, 10.2e List ways in which the likelihood of abuse can be reduced by managing risk and focusing on prevention, 10.2f Explain how a clear complaints procedure reduces the likelihood of abuse, 10.3a Explain what to do if abuse of an adult is suspected; including how to raise concerns within local whistleblowing policy procedures, 10.4a List relevant legislation, local and national policies and procedures which relate to safeguarding adults, 10.4b Explain the importance of sharing information with the relevant agencies, 10.4c Describe the actions to take if they experience barriers in alerting or referring to relevant agencies, 1.2 Explain own role and responsibilities in safeguarding individuals, 1.3 Define the following terms: Physical abuse Domestic abuse Sexual abuse Emotional/psychological abuse Financial/material abuse Modern slavery Discriminatory abuse Institutional/organisational abuse Self-neglect Neglect by others, 2.1 Identify the signs and/or symptoms associated with each of the following types of abuse: Physical abuse Domestic abuse Sexual abuse Emotional/psychological abuse Financial/material abuse Modern slavery Discriminatory abuse Institutional/organisational abuse Self-neglect Neglect by others, 2.2 Describe factors that may contribute to an individual being more vulnerable to abuse, 3.1 Explain the actions to take if there are suspicions that an individual is being abused, 3.2 Explain the actions to take if an individual alleges that they are being abused, 3.3 Identify ways to ensure that evidence of abuse is preserved, 4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse, 4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse, 4.3 Identify factors which have featured in reports into serious cases of abuse and neglect, 4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing, 4.5 Identify when to seek support in situations beyond your experience and expertise, 5.1 Explain how the likelihood of abuse may be reduced by: working with person centred values encouraging active participation promoting choice and rights supporting individuals with awareness of personal safety, 5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse, 5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention, 6.1 Describe unsafe practices that may affect the well-being of individuals, 6.2 Explain the actions to take if unsafe practices have been identified, 6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response, 7.1 Describe the potential risks presented by: the use of electronic communication devices the use of the internet the use of social networking sites carrying out financial transactions online, 7.2 Explain ways of reducing the risks presented by each of these types of activity, 7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices, Physical restraints (e.g. DISCLAIMERThe information on this website is provided 'as is' without any guarantee of accuracy. 2.3. Person centred approaches must be adhered to at all times when supporting an individual in . Safeguarding and Protection in Care Settings, 1.2 Explain own role and responsibilities in safeguarding individuals, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, Level 3 Diploma for the Early Years Educator, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. Report it to your manager or your organisations safeguarding lead and follow your organisations safeguarding policy. There are ten types of abuse. Abuse is much less likely to occur if systems are in place to empower individuals to challenge the care and support they receive. This is set by Hotjar to identify a new users first session. The police force have a duty to protect the welfare of vulnerable individuals and investigate abuse or suspicions of abuse where a crime has been committed. This cookie is installed by Google Analytics. Its important to remember that patients are not just numbers or cases; they are real people with families and lives outside of the hospital or clinic. This must recognise that adults sometimes have complex interpersonal relationships and may be ambivalent, unclear or unrealistic about their personal circumstances. Local authorities are charged with leading safeguarding and protection services within their area of jurisdiction. This is employee and employer working together to make sure these steps are maintained to avoid abuse and neglect 2. Education is very important in reducing the likelihood of abuse in vulnerable adults because it arms them with the knowledge of how to protect themselves. Learning outcome: 1 Understand principles of safeguarding adults. Independence increases an individuals confidence and self esteem and empowers them to challenge things that they do not think are right. The purpose of the cookie is not known yet. This is usually performed by the Social Services department. laptops, phones etc. Students Assignment Help UK Rated 4.9/5 By 18000+ UK Customer Reviews. It looks at how to reduce the likelihood of abuse occurring and how to recognise and respond to suspicions of abuse as well as the national and local context of safeguarding. 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