Shc 34 1.1 1.2

throughout. TASK ONE SHC 31 (4.1, 4.3) CYP 3.6 (3.3) CYP 3.3 (4.3, 3.3) SHC34 (2.1, 2.2, 2.3) (ERR – 2.4, 2.1) Explain the meaning of the term “confidentiality” Describe and analyse the potential tension between maintaining an individual’s confidentiality and disclosing concerns. (e.g. where abuse of a child or young person is suspected, when it is suspected that a crime has been/may be committed) What personal

and Social Care (Adults) for England (QCF) All Mandatory Units Knowledge and Performance Criteria Unit 1: Promote Communication in Health, Social Care or Children’s and Young People’s Settings Unit code: SHC 31 1.1 Identify the different reasons people communicate 1.2 Explain how communication affects relationships in the work setting 2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals 2.2 Describe the factors to consider when

Unit SHC 34 Principles for implementing duty of care in health, social care or children’s and young people’s settings 1.1 Explain what is means to have a duty of care in own work role | As a childminder I have a duty of care to keep all my minded children safe, healthy and comfortable while making sure their rights are guarded. I have a duty of care to keep children from harm whether physical or psychological. I carry out risk assessments in my home and when out and about to avoid potential

CACHE Qualification Specification CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE © Copyright 2011 All rights reserved worldwide.   Reproduction by approved CACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their own

CACHE Qualification Specification CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) © CACHE 2011 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in Microsoft

1 promote communication in health, social care or children and young people’s settings (ShC 31) Chapter 1 aC 1.1 1.2 What you need to know the different reasons people communicate how communication affects relationships in the work setting aC What you need to do 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals Describe the factors to consider when promoting effective communication Demonstrate

`SHC 34 PRICIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDRREN’S AND YOUNG PEOPLE’S SETTINGS 1.1 Explain what it means to have a duty of care in your own work role Wikipedia describes “a duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care while performing any acts that could foreseeably harm others”. I understand that a Duty of Care within my work role requires many things. Firstly, the children

loss after balloon angioplasty can be separated into 3 distinct stages: Early loss associated with elastic recoil, late loss due to negative remodeling, and neointimal hyperplasia. Elastic recoil occurs immediately following angioplasty with reports of 34% loss in lumen diameter within 15 minutes of balloon inflation and may account for up to 50% of loss in the acute lumen gain after angioplasty

3 Understand the role of learning and development activities in meeting individual needs Your assessment criteria: 1.1 Describe the benefits to individuals of engaging in learning or development activities. Benefits to individuals of engaging in learning and development activities What does being ‘active’ in learning and development mean? Do you think of yourself

1 1.1 BACKGROUND .......................................................................................................................... 1 1.2 RESEARCH PROBLEMS ........................................................................................................... 3 1.3 RESEARCH OBJECTIVES ..........................