Care Certificate
Course Content
- Introduction to the Care Certificate Course
- Standard 1 - Understand Your Role
- Standard 2 - Your Personal Development
- Your Personal Development Standard Introduction
- Your personal development in working in the care sector
- Developing your knowledge, skills and understanding
- Learning and development
- Importance of Feedback
- Supervision, appraisal and objectives
- The Care Certificate and continuing your Learning
- The Use Of Digital Skills
- Standard 3 - Duty of Care
- Introduction to the Duty of Care Standard
- Addressing dilemmas within your duty of care
- Duty of care
- Recognising and handling comments, complaints and incidents
- Managing conflict and difficult situations
- How to deal with comments and complaints
- Supporting independence
- Incidents, Errors and Near Misses
- What is Duty of Candour?
- Why is Duty of Candour Important?
- Standard 4 - Equality, Diversity, Inclusion and Human Rights
- Introduction to the standard on Equality and Diversity
- About equality and diversity
- The purpose of the Equality Act 2010
- Types of discrimination
- Protected characteristics
- Explaining equal opportunities
- Diversity
- Inclusion
- Prejudice
- Diversity and discrimination
- What to do if you suffer from discrimination
- The Code of Conduct
- Reducing the Likelihood of Discrimination in Care
- Information, advice and support
- Standard 5 - Working in a Person Centred Way
- Introduction to working in a person-centred way
- Working in partnership with others
- Record keeping in care
- The Care Plan
- The importance of finding out the history, preferences, wishes and needs of the individual
- Minimising environmental factors that may cause discomfort or distress
- Person centred values in practice
- Supporting individuals to minimise pain or discomfort
- Communication and Person Centred Care
- Working to promote person centred values
- Supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care
- Encouraging Person Centred Care
- Mental health conditions
- Understanding the Mental Capacity Act
- How Mental Capacity is Assessed
- What is mental capacity
- Importance of significant relationships when working in a person-centred way
- Standard 6 - Communication
- Introduction to the Communication Standard
- Effective communication in the work setting
- Language and other needs in communication
- Verbal and non-verbal communication skills
- Communication
- Identifying A Complaint
- Dealing with aggression
- Defusing potentially dangerous situations
- Recognising danger signs
- Confidentiality in Care
- How Behaviour may be Communication
- Assistive technologies and digital communications
- Standard 7 - Privacy and Dignity
- Standard 8 - Fluids and Nutrition
- Introduction to the Fluids and Nutrition Standard
- Food Safety for High-Risk Groups
- Cross-contamination direct and indirect
- Preventing cross-contamination
- Understanding and Addressing Malnutrition in Care
- Food, Nutrition and a Balanced Diet
- Hydration In the Elderly
- Hydration In the Elderly
- Fluids and Hydration
- Meeting the Nutritional Needs of Older Adults
- Understanding Malnutrition: Undernutrition and Overnutrition
- Diets for people with dementia
- Standard 9 - Awareness of Mental Health and Dementia
- Introduction to the Awareness of mental health and dementia standard
- What is Dementia?
- Classifications of Dementia
- Early diagnosis of Dementia and reporting
- Understanding the Risk Factors for Dementia
- Helping people with Dementia
- Practical Tips for Supporting a Person with Dementia
- Looking After Yourself When Caring for Someone with Dementia
- Diet, meals and Dementia
- A Healthy Body
- Communication and Dementia
- The safeguarding vulnerable groups act 2006
- The Human Rights Act 1998
- Discriminatory Abuse and the Equality Act
- Finding Support When Caring for Someone with Dementia
- Mental Health definition and terminology
- Types of mental ill health
- Early signs and symptoms of mental ill health
- Who can be affected and what are the common triggers
- Offering support
- Supporting someone back to work
- How important is confidentiality
- What is signposting
- Signposting examples
- Standard 10 - Safeguarding Adults
- Adult Safeguarding Standard Introduction
- What is SOVA?
- CQC or Care Quality Commission
- Protection from Harassment Act 1997
- The Sexual Offences Act 2003
- The Mental Capacity Act 2005
- The Mental Capacity Act and Deprivation of Liberty Safeguards principles
- Facts And Information About Abuse
- Who Is A Vulnerable Adult?
- Vulnerable adults and the risk of harm
- Abuse and its Indicators
- Physical Abuse
- Psychological Abuse
- Sexual Abuse
- Financial Abuse
- Neglect Self Neglect and The Act Of Omission
- Organisational abuse and Discriminatory Abuse
- Consent
- Disclosure
- The importance of individualised person-centred care to ensure an individuals safety
- Responding to suspected or disclosed abuse
- Managing risk and Multi-agency safeguarding of adults
- Reporting abuse
- Whistleblowing
- How to Whistleblow
- Serious case reviews and sources of advice and information
- Restrictive Practice
- Unconscious Bias
- Standard 11 - Safeguarding Children
- Child Protection standard introduction
- Legislation relating to Safeguarding Children
- The Acts and Safeguarding Children
- Serious Organised Crime and police Act 2005
- What is Child Abuse?
- Emotional abuse
- Physical abuse
- Sexual abuse
- Other types of child abuse
- Every Child Matters
- The rights of a child
- Neglect and the act of omission
- Radicalisation
- Working with others
- Key supporting information
- What children want from Professionals
- Protecting yourself against allegations
- Reporting child abuse
- Scottish Legislation in Care
- The Key Role of KCSIE in Child Protection in the UK
- Standard 12 - Basic Life Support
- Introduction to Basic Life Support standard
- Fears of First Aid
- Asking permission and consent to help
- Calling the Emergency Services
- Chain of Survival
- DR ABC and the ABCD'S
- Initial Assessment and Recovery Position
- Using gloves
- Adult CPR Introduction
- Adult CPR
- CPR Hand Over
- Compressions Only CPR
- Child CPR
- Child CPR Breakdown
- Infant CPR
- Drowning
- AED Introduction
- Types of AED Units
- Adult Choking
- Choking in children
- Infant Choking
- Standard 13 - Health and Safety
- Introduction to the Health and Safety standard
- Health and safety tasks that should only be carried out after special training
- Importance of Health and Safety
- What causes accidents?
- When an Accident Happens
- Responding to Accidents and Sudden Illness
- Health and Safety Law
- Manual handling Employee and Employer responsibility
- Workplace and personal Safety
- The Accident Triangle
- Why prevention is important and what can be done
- The 5 stages of the Risk Assessment
- What is a hazard
- Personal protective equipment (PPE)
- Working Securely and Preventing Crime
- Handling Hazardous Substances in Care
- COSHH Regulations
- Employee Duties Under COSHH
- The Fire Triangle
- Calling the Fire Service
- Evacuating in an Emergency
- Care Home Evacuation
- Good Housekeeping
- Electrical Hazards
- Managing stress
- Medication and healthcare activities and tasks
- Why Manual Handling is Important
- Manual Handling Operations Regulations 1992
- How and Why We Lift Correctly
- Before we start moving and assisting people
- LOLER and PUWER Regulations
- Other Relevant Acts
- Ability Test
- Assisted standing from a bed or seat
- Assisted Sit to Stand
- Fall Prevention
- Assisting Fallen Person
- Walking Frames
- Wheelchairs
- Awareness in the workplace
- Wellbeing and resilience
- Wellness action plan
- Standard 14 - Handling Information
- Handling information standard Introduction
- Handling information in health and social care
- GDPR Compliance
- Data Subject and Personal Data under GDPR
- The Information Commissioner's Office
- The Freedom of Information Act 2000
- Who holds personal information
- Public authorities and Freedom Of Information
- Record Keeping, Management and Responsibilities
- Raising Concerns about Information
- Privacy Principles under GDPR
- Does GDPR apply to me
- The right to be informed
- Lawful, Fairness and Transparency
- Purpose limitation
- Data minimisation
- Data accuracy
- Storage limitation
- Data Security
- Accountability
- Standard 15 - Infection Prevention and Control
- Introduction to Infection Control Standard
- What are Blood Borne Pathogens?
- Infection Control Legislation
- Who is at risk?
- Types of Infections
- Skin Diseases
- The Chain of infection
- First Aid and Infection Control
- Contaminated objects
- Contaminated Linen
- Cross Infection
- How to Reduce Your Risk
- Surface Cleaning
- Hazardous products and sharps disposal
- Hand hygiene policy
- Using gloves
- Hand Washing
- Disposable Aprons
- Waterless hand gels
- Protecting Vulnerable People
- Standard 16 - Awareness of Learning Disability and Autism
- Introduction to Awareness of Learning Disasbility and Autism
- Facts about disabilities
- Definition of Disabilities
- Legislation
- Invisible Disability
- Visual Impairment
- Hearing Impairment
- Learning disabilities
- Physical Disability
- Speech or language Impairment/disorders
- ADHD (attention deficit hyperactivity disorder)
- Disability Awareness overview
- The Social Model of Disability
- Learning Disabilities
- What is Autism?
- History of autism
- Is Autism is a disability?
- Facts about Autism
- Autism studies
- Autism - explaining the condition
- What causes Autism
- Diagnosing autism
- Treating autism
- Triad of Impairment
- Sensory Sensitivities and sensory processing
- Common autistic behaviours
- Behaviour that challenges
- Routines
- The stigma of Autism
- Summary and what's next
Common autistic behaviours
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One of the more common behaviours seen in people with autism is anger management. This is for a number of reasons. One potential reason is that they are unable to communicate what they want which will inevitably lead to them being upset, angry distressed or frustrated. Ways to deal with this include using shorter sentences, waiting a few seconds before repeating yourself and limiting the amount of information you are telling the person. This will help to prevent sensory and informational overload. You can also try and use different forms of communication such as Picture Exchange Communication Systems or PECS, visual scales or phone applications. Providing structure to the person's life can help reduce the anxiety they may be having about what is coming as well as preventing an adverse reaction to having a plan they were not expecting sprung on them.In some autistic people, becoming distressed can cause them to become physically violent, either to themselves or others. Being able to deal with this is essential so that any harm can be prevented. Examples of physical aggression can include punching, biting, pinching, hair-pulling, slapping and kicking. Although it may be difficult not to react, should this behaviour be displayed try and remain calm and emotionless as your reaction may in fact end up reinforcing this behaviour. By being consistent in your response when this behaviour occurs will help not to overload the person and cause other outbursts. On the flip side, be sure to reinforce good behaviours with rewards whether that be verbal praise or attention, food or drink rewards or being able to do something they enjoy. However, be careful as some people with autism do not like this sort of attention and it may cause the opposite effect.For all of what we have talked about so far, another potential cause of this behaviour is that there is something around that they do not like, so do your best to remove the source of the distress. Removing anything from the environment that the person does not respond well to, for example getting ear defenders to prevent any loud noises or drawing the curtains if they are sensitive to bright lights. Many autistic people struggle with eating as this relates to sensory overload or they just simply do not like what is being put in front of them. It is important that you eat a balanced diet to ensure you are getting all of the necessary nutrients and vitamins, especially in growing children. Keeping a food diary can help to identify good and bad foods for the person and writing in as much detail as possible will help. Do not simply write down what food they consume but also the time, volume, location and any other factor which could be important. Be as specific as possible.An example may be that they only eat when a certain TV show is playing or they will not eat anything at school. Also be aware that other factors may be influencing why they are or not eating food. Constipation, heartburn and toothache are examples of problems a person may be having. Eating healthily also ties into getting enough exercise. Try and incorporate it into things they enjoy doing. Be sure not to get them too much exercise as this may tire the person out and make them frustrated. A person with autism may start to exhibit repetitive movements, sounds or behaviours and this can occur for multiple reasons. The person may do it when they are excited, tired or angry or they may just do it in their day-to-day life. They may also hyperfixate on interest of theirs as it may provide them with relief or something they are struggling with or it may just be that they enjoy the interest.Using these interests can provide orders to their life and also help them feel more at ease in social situations if discussing that topic with others especially if another person has the same interest. Carrying out repetitive behaviour such as rocking, tapping, flapping or nodding is also known as stimming. Meanwhile making repetitive vocalisations is called echolalia. Try and find out why either of these helps a person or if they are doing it through distress. Through discovering why, you may be able to get them to stop. For example, if they do it when a particular negative stimulus is around, remove the stimulus as this may be causing distress. It is important to remember that not all stimming is harmful and in this case there is no need to stop the behaviour as they may even be getting enjoyment out of it.Obviously, hyperfixating on something could end up with being harmful to them, as they may forget to do other things such as eat, drink or go to the toilet. Therefore, try and gradually get the person to do something other than what they are fixating until they have reached a point where they are still enjoying it but it is more of a balance. People with autism can have a wide range of other conditions such as ADHD, dyslexia, dyspraxia, insomnia, epilepsy, mental health problems and learning difficulties. Some autistic people have issues with using the bathroom and this can result in them struggling to go to the bathroom at the appropriate time or place. Some may even start smearing their feces and if this happens their GP or other relevant healthcare professionals should be consulted to rule out any physical cause and to provide the information to stop the behaviour.Particularly with children with autism becoming toilet trained can be a challenge. Through developing a toileting routine, a child with autism can help associate certain times or activities with a need or precaution of going to the bathroom. This further supports them liking routine and can hopefully be built into it if they already have one. It is estimated that up to 40% autistic people are non-verbal which makes communicating with them much more difficult. Finding ways of communicating is even more important with these people. Ways to do this can include pictures, scales, phone apps and even using hand gestures such as sign language or Makaton.
Managing Behavioral Challenges in Autism
Understanding Anger Management in Autism
Anger in autistic individuals can arise from communication barriers, leading to frustration or distress.
Communication Strategies
- Use simple language and short sentences.
- Consider alternative communication methods like PECS or phone apps.
Managing Physical Aggression
Maintain a calm response to aggressive behavior to avoid reinforcing it, while encouraging positive behaviors with rewards.
Addressing Sensory Sensitivities
Adjusting the environment to mitigate hypersensitivities, such as using ear defenders or controlling light exposure, can be beneficial.
Dietary Considerations
Maintaining a balanced diet is crucial, especially for children. Keeping a detailed food diary can help identify preferences and aversions.
Exercise and Physical Activity
Incorporate exercise into enjoyable activities, balancing it to avoid over-exertion and frustration.
Understanding Repetitive Behaviors
Repetitive behaviors or 'stimming' can have various triggers; identifying these can help manage the behavior effectively.
Hyperfixation and Interests
Utilizing an individual's interests can provide comfort and facilitate social interactions, but balance is key to avoid negative impacts.
Co-occurring Conditions
Autistic individuals may have additional conditions like ADHD, dyslexia, or epilepsy, influencing their behavioral needs.
Challenges with Toilet Training and Usage
Developing a toileting routine can help children with autism associate specific times or activities with bathroom needs.
Communication in Non-Verbal Autism
For non-verbal individuals, exploring diverse communication methods is vital, from sign language to digital apps.
Conclusion
Effective management of behavioral challenges in autism involves understanding individual needs, adapting communication methods, and creating supportive environments.