explain own role and responsibilities in safeguarding individuals

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explain own role and responsibilities in safeguarding individuals

2 Describe the actions to take when children or young people are ill or injured. The roles of different agencies in safeguarding and protecting individuals from abuse. 10.1 Understand the principles of Safeguarding adults. support for the service users, in a safe and person centred environment. Individuals should be advised not to share their usernames and passwords with anyone else and log out of their banking app immediately after use. There may be justification for preventing individuals from using technology in some cases. Explain the role and responsibilities of the nominated individual. 4.1 Explain own roles and responsibilities as an employee and those of the employer in the prevention and control of infection; 4.2 Explain the causes and spread of infection in care settings; 4.3 Demonstrate the recommended method for hand washing settings; 4.4 Demonstrate the use of Personal Protective Equipment (PPE) and when to use it This is active participation. Summarise the main points of legal requirements and codes of practice for handling information in care settings, 1.1. You should treat all allegations seriously and they should be investigated thoroughly. A Safeguarding & Protection Officer would lead the Adult Protection Alert. 9 The roles, responsibilities and accountabilities of others with whom you work. This document will describe how the organisation helps protect individuals from harm, abuse and neglect and the protocols to follow if there are allegations, suspicions or concerns. Standard 9: Awareness of Mental Health, Dementia and Learning Disabilities, Standard 15: Infection Prevention and Control, Implement Person-Centred Approaches in Care Settings, Safeguarding and Protection in Care Settings, Health, Safety and Well-Being in Care Settings, Understand the Context of Supporting Individuals with Learning Disabilities, 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, Explain own role and responsibilities in safeguarding individuals, 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, 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, Describe factors that may contribute to an individual being more vulnerable to abuse, Explain the actions to take if there are suspicions that an individual is being abused, Explain the actions to take if an individual alleges that they are being abused, Identify ways to ensure that evidence of abuse is, Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse, Explain the roles of different agencies in safeguarding and protecting individuals from abuse, Identify factors which have featured in reports into serious cases of abuse and neglect, Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing, Identify when to seek support in situations beyond your experience and expertise, 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, Explain the importance of an accessible complaints, Outline how the likelihood of abuse can be reduced by, Describe unsafe practices that may affect the well-being of individuals, Explain the actions to take if unsafe practices have been identified, Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response, 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, Explain ways of reducing the risks presented by each of these types of activity, Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices, 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, Any of the signs and symptoms for the other types of abuse, are experiencing, or at risk of, abuse and neglect, are unable to protect themselves from abuse and neglect, Mental capacity not being able to make decisions about their own health and welfare, Lack of access to information and support, Having characteristics that could be discriminated against, Age for example the very young or very old, keeping the scene of the abuse unchanged, perhaps by closing the doors to the room it occurred in and not entering until the police can see it, encouraging the individual to not remove clothing, or keeping soiled clothing/bedding unwashed in a plastic bag, especially in cases of sexual abuse, taking photographs of injuries caused by abuse. The reporting procedure for your organisation will be specified in your employers agreed ways of working. This includes all procedures designed to prevent harm, also refers to the process of protecting children and adults - by providing safe and effective care What is safeguarding defined as for adults? It is also recommended to make a written record of the concern. It is your responsibility to protect the individuals that you work with from harm this could be harm that is caused by both doing something and doing nothing. 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. Understanding how the Prevent duty is embedded as part of your school's wider safeguarding policies will help you to: Protect students from radicalising influences Build your students' resilience to extremist narratives Identify any vulnerabilities or worrying changes in behaviour Know what to do if you have concerns about a student 2. This cookie is set by the provider Addthis. If harm has occurred within the workplace, the Health & Safety Executive (HSE) would be involved, and if harm is caused to individuals receiving care, the Care Quality Commission (CQC) would have a role to play. Follow agreed procedures for checking the identity of anyone requesting access to premises, information, 7.4. Our business does NOT deal with ghostwriting services as we are aware of this being one of the academic misconducts. This website uses cookies to improve your experience while you navigate through the website. There are several risks to the well-being of vulnerable adults through the use of Internet-related technologies, so it is essential to be aware of them and how they can be prevented. 1.2. Good communication between them all is vital and failing to do so could mean that a child who is suffering will be left unnoticed. K1.2 Explain how own and others' roles fit within the structure and context of the . 3.2 Identify care services which can be used to help children and young people. There are no eligibility criteria for adult safeguarding services. conflicts. Domestic servitude, forced labour, human trafficking etc. Duties and responsibilities should be set out clearly in job descriptions. Analyse factors that can trigger stress, 9.1. And, of course, reading your organisations policies and procedures particularly the safeguarding policy and whistleblowing policy will be a great source of information. Living with dementia can have a big emotional, social, psychological and practical impact on a person. Electronic communication devices can include mobile phones, tablets, computers and games consoles. Students Assignment Help Uk is not sponsored or endorsed by any college or university. Also, if youre looking for high-quality resources such as journals and articles, pdf files, videos, research papers, e-books, and other secondary literature to write your assignment task, then we can certainly help you out. 2.1. It contains an encrypted unique ID. 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. This cookie is used for social media sharing tracking service. Staff should also read and be familiar with their organisations safeguarding policy and understand when and how to report suspicions of abuse. The Safeguarding Adults Manager is responsible for decision making and ensuring that safeguarding enquiries are proportionate, and deciding on the most appropriate individual and from which organisation, to undertake the enquiry. keeping evidence of suspicious transactions such as credit card bills, bank statements etc. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. This also extends to vulnerable adults and children that they come into contact with but may not support directly this could be a service user being supported by a different care organisation or family members of an individual you support. '1*`%\G+E l!X,A-}00.A``G#P EL4q=VP 0r_arcKS kC+0~y&LB0KP8$@A`],B!0tb%o$^z]0JW~?^\8 These cookies do not store any personal information. locked doors, locked food cupboards etc. The Police will investigate and prosecute abusive cases, they will work with other agencies, to provide support to victims and raise awareness of abuse. Therefore, abuse and neglect are examples of harm. straps, belts etc. This cookie is used for sharing of links on social media platforms. There are ten types of abuse. Regardless, you should familiarise yourself with the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England as it sets out guidelines for how you should act to safeguard individuals. 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. 1.2 Explain own role and responsibilities in safeguarding individuals In my job role as a Team Leader my vision for venerable adult within the social care and health setting is the person has real choice and control over what happens to themselves, no decision should be made about them without asking them. 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. 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. 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. 3 Identify circumstances when children and young people might require urgent medical attention. Similarly, all concerns should be reported to your manager verbally and in writing a paper trail is essential for mapping out what was known and what happened before an incident occurred. 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. The purpose of the cookie is not known yet. Explain how to access support sources, 9.3. Many organisations have a named person that deals with all safeguarding issues, however if your organisation does not, you should report a suspicion of safeguarding to your manager. A big part of your safeguarding responsibilities is making sure your workforce, including any volunteers and non-care staff, have the right skills and knowledge to recognise actual or potential abuse or neglect. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc. Similarly, if you do nothing, that could also cause them harm. 8 Your own roles, responsibilities and accountabilities with their limits and boundaries. Unit: Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children Learning outcome: 2 Understand policies and procedures for the safeguarding, protection and welfare of children Assessment criteria: 2.3 Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children Explain the term safeguarding Safeguarding is protecting individuals which we support in the care industry from harm or neglect. 2.2. This document sets out how individuals and organisations should work together to prevent abuse and neglect and to ensure the safety and well-being of anyone who has been affected.Poor care, neglect and abuse are all part of the same problem and addressing this locally requires action from anyone involved in looking after those who need care. This includes both the prevention of harm, abuse and neglect and how to respond to it. Injuries should be photographed and evidence, including the crime scene should be preserved as well as possible. Unscrupulous individuals may use this information to take advantage of them. 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. Regulation 13 is specifically concerned with safeguarding and protecting individuals receiving care services. Abuse must be dealt with quickly and efficiently, so if you feel your manager is not treating it seriously you may be forced to escalate it further to senior management or even disclose what has happened to the individuals advocate, social worker or the police.

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