Unit 4

PHYSICAL - New borns are completely dependent on their parents or carers to protect them from harm, feed them, and make sure they get enough rest and keep them warm and clean.

INTELLECTUAL - Infants depend on their parents and carers to stimultate them with words, toys and books.

EMOTIONAL - Bonding with parents or carers in the first year of life, through being loved and encouraged, creates a safe and stable relationship enabling the person to make effective relationships later in life.

SOCIAL - Care practitioners follow a range of politics, produces and guidelines to help them implement the care values in their work.

Parents or carers who help an infant develop routines and meet other people, and encourage them to play with others, and building the foundations for the infant to know how to behave to get on well with others in later life stages.

PHYSICAL -children need to be provided with opportunities to learn new skills and improve existing ones, through play: for example, by skipping, running and jumping.

INTELLECTUAL- They need more advanced toys and books and more stimulating and new expierences, as well as being taught new skills such as letter and number recognition

EMOTIONAL- although children will want to try new things, they still need their parents or carers to respect, encourage and love them, and depend on them to be there for them, to provide guidance and supervision.

SOCIAL- children continue to develop routines, but need opportunities to meet more people and play and learn with others, so they feel part of a group.

PHYSICAL - Adolecents need help to cope as they go through puberty and deal with all changes to their bodies that this involved. They also need to keep fit, keep them clean and to be encouraged to follow a balanced diet.

INTELLECTUAL - Young people need good educational opportunities, as well as varied experiences, such as the cinema, theatre, museums, travel and even work, toincrease their knowledge.

EMOTIONAL - Adolescents need to experience more intimate relationships, learn about their sexuality and, respect others and develop the confidence to become less dependent on their parents and cares

SOCIAL - It is important to develop recreational skills, to have different opportunities to meet people and gain the respect and approval of their peers/

PHYSICAL - adults continue to develop new practical skills, such as those needed for work and leisure, and most now have a regular sex life. Many women will give birth and all women go through the menopause.

INTELLECTUAL - Adults need to continue to develop their knowledge and understanding: for example, through courses and work.

EMOTIONAL - Adults need to learn to cope with their feelings as they develop relationships (some of which will fail) and face all the other events that happen during adulthood

SOCIAL - as adults pass through the different stages of adulthood, their social needs will change: for example, from going out often with friends, to stopping in more often because of having young children, so inviting friends round instead.

PHYSICAL - Many older adults are still fit and healthy, but eventually their bodies start to wear out, so they may need to be helped with everyday activities, washing, feeding and going to bed.

INTELLECTUAL - Older adults need to continue to stimulate their brains, reading books, watching TV, and so on, to keep their minds alert.

EMOTIONAL - Older adults need to be allowed their dignity, to be repected and to cope with loss of family and friends

SOCIAL - Older adults need opportunities to socialise with others or they become socially isolated.

• life course events are important things that happen to people during their lifetime. these experiences, whether expected or unexpected, can have a major impact on growth, development, health and well-being.
• those that are expected are those that, although not guaranteed to happen, most of us expect to happen to us at some stage of our lives.
• unexpected ones are those thare are not planned.

• promoting anti-discriminatory practice
• promoting and supporting individual rights to dignity, independence, health and safety.
• promoting effective communication and relationships
• maintaining confidentiality of information
• acknowledging individual personal beliefs and idenity.

By implementing these care values as a service provider, you can make sure that service users all recieve the quality care each of them needs, and that they are treated with equality

equality means everyone having the smae chance as everyone else to obtain or achieve somehting: for example, access to a service they need

• physical injury
• withdrawal from other people
• a feeling of not belonging
• loss of confidence
• stress and poor mental health
• a feeling of unworthiness
• depression and anxiety
• anger and agression
• fear of others
• lack of security
• loss of idenity 

care practitioners follow a range of plicies, procedures and guidelines to help them implement the care values in their work 

the nursing and midwifery council has a code of professional conduct that starts by saying:

"as a registered nurse, midwife or specialist communtity public health nurse, you are personally accountable for your practice. in caring for patients and clients you must:

• respect the patient or client as a individual
• obtain consent before you give any treatment or care
• cooperate with others in the team
• protect confidential information
• maintain your professional knowledge and competence
• be trustworthy
• act to identify and minimise risk to patients and client

the general social care council worked with other relevant bodies in northern ireland, scotland and wales to produce a code of professional conduct for social care employers and workers, which the commission for social care inspection take sinto account in their enforcemnt of care standards. it states thta:

• "to meet their responsibilities in relation to regulating the social care workforce, social care emplyers must:
• make sure people are suitable to enter the workforce and understanding their roles and responsibilities
• have written policies and procedures in place to enable social care workers to meet the general social care council code of practice for social care workers
• provide training and development opportunities to enable social care workers to strengthen and develop their skills and knowledge
• put in place and implement written policies and procedures to deal with dangerous, discriminatory or exploitative behaviour and practice
• promote the GSCC's code of prcatice to social care workers, service users and carerers and co-operate with the GSCC's proceedings