Diploma qualification units can be knowledge or skills based. Each different unit within the qualification has specific requirements and will have different evidence to demonstrate your ability to meet the requirements of the unit. Your coach will plan the most appropriate types of evidence with you. If you identify your own that is even better as it will clearly show your coach that you have a good understanding of the requirements and will have your qualification achieved much faster.

 

Title

Support the Well-being and Resilience of CYP in Residential Childcare

Type

Knowledge and Skills

Learning outcomes

Assessment criteria

Potential Evidence

1

Understand the well-being and resilience of children and young people

1.1

Explain factors that impact on the well-being of children and young people

Showcasing your knowledge: –

Tutor marked assignment – one of:

a) Assessment Pack

b) Resource Pack                      

c) Essay

 

All Assignments MUST use and be submitted with an appropriate referencing system

Professional Discussion

E-learning

Prior Learning / Certificates

Learning Journal

 

Showcasing your skills:

Observations

Witness Testimonies

Workplace Records

Minutes of Meetings

Care Plans

Daily notes

Supervision / Appraisals Records

Medication Administration Records

In put – Out put Records

Turn Charts

Reports

Prior Learning / Certificates

Learning Journal

 

 

 

 

 

 

 

 

1.2

Explain why it is important for children and young people to develop resilience

1.3

Describe attitudes and approaches that support children and young people to develop their well-being and resilience in a residential childcare setting

1.4

Describe ways of working with key people to enable them to support well-being and resilience in children and young people

2

Be able to support the development of children and young people’s social and emotional identity and self esteem

2.1

Explain why social and emotional identity are important to the well- being and resilience of children and young people

2.2

Use a range of methods to encourage children or young people to be confident in their social and emotional identity

2.3

Support children or young people to strengthen their sense of identity and self-esteem through developing new or existing abilities, talents and interests

2.4

Support children or young people to recognise and value their own abilities, talents and achievements

2.5

Explain how planning and decision- making offer a way to develop a child or young person’s social and emotional identity and self esteem

3

Be able to support children and young people to develop a positive outlook on their lives

3.1

Use a solution focused approach to encourage children or young people to develop a positive outlook on their lives

3.2

Support children or young people to respond positively to challenges and disappointments

3.3

Support children or young people to express their feelings, views and hopes

3.4

Use own actions and interactions to reflect a positive outlook for children or young people

4

Be able to recognise and respond to signs of distress in children and young people

4.1

Explain why children and young people may communicate distress through behaviour rather than verbally

4.2

Explain how to recognise when day to day difficulties can amount to mental health concerns that require intervention for the individual child or young person

4.3

Describe types of behaviour that may indicate distress or are likely to compromise a child or young person’s wellbeing

4.4

Take action to report, address and record concerns following agreed procedures

4.5

Support children or young people to consider choices for positive change in their lives

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