Unit Breakdown

This shows how we capture all the evidence to obtain enough credits for this part of your award

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

Work in Partnership with Families to Support Individuals

Type

Knowledge and skills

Learning outcomes

Assessment criteria

Potential Evidence

1

Understand partnership working with families and family members in care and/or support.

1.1

Describe the contribution families and family members have in caring for and/or supporting individuals

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

Identify factors that may affect the level of involvement of family members.

1.3

Describe dilemmas or conflicts that may arise when working in partnership with families.

1.4

Explain how the attitudes of a worker affect partnership working.

2

Be able to establish and maintain positive relationships with families and family members in care and/or support

2.1

Interact with family members in ways that respect their culture, values, experiences and expertise.

2.2

Show dependability in carrying out actions agreed with families.

2.3

Describe principles for addressing dilemmas or conflicts that may arise when working in partnership with families.

3

Be able to plan shared approaches to the care and support of individuals with families and family members in care and/or support.

3.1

Agree with the individual, family members and others the desired outcomes of partnership working within scope of own role.

3.2

Clarify own role, role of family members and roles of others in supporting the individual.

3.3

Support family members to understand person-centred approaches and agreed ways of working

3.4

Plan ways to manage risks associated with sharing care or support within scope of own role.

3.5

Agree with the individual, family members and others processes for monitoring the shared support care plan within scope of own role.

4

Be able to work with families to access support in their role as carers.

4.1

Identify the support required from families to fulfil their role.

4.2

Provide accessible information about available resources for support.

4.3

Work with family members to access resources for support.

5

Be able to exchange and record information about partnership work with families.

5.1

Exchange information, within scope of own role, with the individual and family members about:

• implementation of the plan • changes to needs and preferences.

5.2

Record information in line with agreed ways of working about:

• progress towards outcomes • effectiveness of partnership working.

6

Be able to contribute to reviewing partnership work with families.

6.1

Agree criteria and processes for reviewing partnership work with families and family members within scope of own role.

6.2

Involve the individual and family members in the reviews.

7

Be able to provide feedback about support for families.

7.1

Provide feedback to others about the support accessed by family members.

7.2

Report on any gaps in the provision of support for family members.

7.3

Describe ways to challenge information or support that is discriminatory or inaccessible.

 

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