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
- MCA Assessment Criteria
- MCA Assessment
- 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
- Where to get help
- 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
- 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 safely and securely
- Hazardous substances in your workplace
- 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
- Reporting concerns
- 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
- 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
- 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
History of autism
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The first recorded case of autism spectrum  disorder in history was in 1943 when a 10-year-old   boy named Donald Triplett from the United States  presented to multiple physicians with abnormal   behaviours. As an infant, Donald could hum or  sing many tunes with accuracy, recite verses from   the Bible and had a fascination for seemingly  random things such as letters of the alphabet,   toy blocks, musical notes and pictures of previous  US presidents. It was also noted how there   were many things Donald struggled with such as  getting simple words, you and I constantly mixed   up.And his social skills were also severely  stunted with him not looking at anyone. His   mother noted one of the biggest cases of this was  on Christmas morning, when he walked into a room   and ignored all his family, even a Santa clause  actor and went straight over to his own toys.   At the age of 10, Donald was eventually  diagnosed with what we now know as an autism   spectrum disorder. However, at that time,  it was called Kanner syndrome being named   after the first physician who diagnosed him.  At that time, Leo Kanner did not investigate   much further into this as he assumed it to  be a neurological condition that is rare.   What he did do, however, was document this case  and to describe a set of symptoms seen.Over 20   years later, in 1966, the first widespread study  of the figures was carried out in Middlesex.   When the results were published, it  was shown roughly one in 2000 children   demonstrated characteristics and behaviours  similar to those demonstrated by Donald.   Moving on to the end of the 1970s, two English  psychiatrists, Lorna Wing and Judith Gould,   further looked into the prevalence of Kanner  autism and found similar results to those 13   years earlier.What was different though, was  that through further investigation, they found   a group of children roughly three times bigger  than before who demonstrated what they called   a triad of impairments. This was difficulty with  social interaction, communication and imagination.   Since it already demonstrated a broader selection  of symptoms for similar disorders, it was already   becoming prevalent that autism may in fact  be a spectrum rather than a simple condition.   Further studies in the following decades broadened  the symptoms further and as such, more people fit   into these criteria.Jumping back to just after  Kanner wrote about autism in 1944, a man named   Hans Asperger published accounts of children very  similar to those described by Kanner, except these   children had certain abilities above the average  range, whether it be numerical or grammatical.   It could even be argued that Donald  Triplett demonstrated these abilities   with his music and numerical prowess. However,  the correlation between what we know as classic   autism and Asperger Syndrome was heavenly  argued all the way up to the mid-1990s.   It was at this point they started to be  accepted as classic autism and Asperger's   were on the same spectrum. In 2005 Great  Britain started surveying people without   having classic autism and Asperger's separated  out but just under the umbrella term of autism.
History and Evolution of Autism Spectrum Disorder Diagnosis
The First Recorded Case of Autism
In 1943, a groundbreaking case involving a 10-year-old boy named Donald Triplett in the United States marked the first recorded instance of Autism Spectrum Disorder.
Donald Triplett's Unique Abilities and Challenges
Donald exhibited exceptional musical and memorization skills alongside significant social and communication difficulties, a combination later understood as characteristic of autism.
Early Diagnosis and the Term 'Kanner Syndrome'
Leo Kanner, the physician who diagnosed Donald, initially termed the condition 'Kanner Syndrome', assuming it to be a rare neurological disorder.
First Widespread Study and Findings
A significant study in Middlesex in 1966 revealed a prevalence of autism-like characteristics in approximately one in 2000 children.
Broader Understanding of Autism in the 1970s
Psychiatrists Lorna Wing and Judith Gould expanded the understanding of autism, identifying a larger group of children with social, communication, and imagination challenges.
Development of the Autism Spectrum Concept
Their findings contributed to the evolving view of autism as a spectrum disorder, encompassing a broader range of symptoms.
The Link between Classic Autism and Asperger Syndrome
Hans Asperger's descriptions of children with autism-like symptoms but with above-average abilities led to the recognition of Asperger Syndrome as part of the autism spectrum by the mid-1990s.
Unification Under the Autism Spectrum
By 2005, Great Britain began surveying autism cases under a unified umbrella term, acknowledging the spectrum nature of the condition.
Conclusion
The understanding of Autism Spectrum Disorder has significantly evolved since the first diagnosis, leading to a comprehensive view that recognizes its diverse manifestations and impact.