OCR Health & Social Care Level 3 Unit 7 Safeguarding

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  • Safeguarding
    • 1. Types and signs of abuse
      • 1.1 Types of abuse
        • • physical • sexual • emotional/psychological • neglect • financial • institutional (e.g. sexual, physical and neglect) • bullying • discrimination • exploitation / mate crime
      • 1.2 Signs of these types of abuse
        • unexplained injuries (e.g. burns, fractures, breaks, bruising, cuts, scars) • malnourishment • changes in behaviour (e.g. mood swings, social withdrawal, fear, suicidal thoughts) • low self-esteem • self-harm • inappropriate or sexualised behaviour • unexplained loss of money or possessions • fear of certain people or situations
    • 2. Factors which may lead to abusive situations
      • 2.1 Adults, young people and children most at risk from abuse due to, i.e. • learning disability • dementia • lack mental capacity, i.e.difficulties communicating o comatose • sensory impairment • physical disabilities • looked after children
      • 2.2 Environmental factors that may make abuse more likely, i.e. • care services with institutional practices • adults and children residing in health and social care settings • health services (GP surgeries, physiotherapy practices) • independent living
      • 2.3 Other factors that may make abuse more likely, i.e. • situations where people are dependent on others (e.g. an older person with dementia who depends on others for personal care, management of money, etc.) • relationships where there is an imbalance of power • social isolation (e.g. living independently, possibly with no care or support) • situations where there is an invasion of privacy • staffing issues (e.g. lack of staff or lack of staff training)
    • 3. Understand legislation, regulatory requirements and guidance which govern the safeguarding of adults, young people and children
      • 3.1 Current Applicable legislation, i.e. • Human Rights Act 1998, Health and Social Care Act 2008 (Care Quality Commission) • Safeguarding Vulnerable Groups Act 2006 • Disclosure and Barring Scheme, “No Secrets” (Department of Health 2000) • Mental Capacity Act 2005 and Deprivation of Liberty Safeguards • Equality Act 2010 • Public Interest Disclosure Act 1998 (the “whistleblowing” Act) • Rehabilitation of Offenders Act • Children Act 2004 – Every Child Matters • Working together to safeguard children (2006) • Data Protection Act
    • 4. How to deal with suspected abuse and disclosures of abuse
      • 4.1 People who might suspect or be told about abuse, i.e. • peers • family • siblings • teachers • social workers • other professionals (e.g. doctors, nurses) • other members of the public (e.g. neighbour)
      • 4.2 How to deal with disclosures of abuse and suspected abuse, i.e. • duty to report • report appropriately (e.g. to a line manager, NSPCC, police) • reporting procedures (e.g. recording information accurately, organisational procedures) • support and comfort • do not judge • maintain conf
    • 5. Working strategies and procedures for the safeguarding and protection of adults, young people and children
      • 5.1 The policies and procedures that health and social care settings should have in place to safeguard vulnerable adults from abuse, i.e. • staff training, recruitment procedures • Disclosure and Barring Service • multi-agency approach • risk assessments • accessible complaints procedures • Designated Protection Officer
      • 5.2 The policies and procedures that health and social care/child care environments should have in place to safeguard children from abuse, i.e. • safeguarding policy • confidentiality policy • risk assessment (e.g. educational outings, classroom activities) • staff recruitment/training • Disclosure and Barring Service • Designated Child Protection Officer
    • 6. Understand how workers within health, social care and child care environments can minimise the risk of abuse
      • 6.1 Minimising the risk of abuse, i.e. • Person-centred planning • duty of care • effective record keeping • following policies and procedures • building a trusting professional relationship • effective communication channels • continuing Professional Development 
      • 6.2 Developing the confidence and resilience of individuals who receive care and support, i.e. • supporting positive risk-taking • promoting active participation • promoting choice • teaching personal safety

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