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
- Receiving 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
- Standard 7 - Privacy and Dignity
- Standard 8 - Fluids and Nutrition
- Introduction to the Fluids and Nutrition Standard
- High risk groups of people for food safety
- Cross-contamination direct and indirect
- Preventing cross-contamination
- The importance of nutrition
- Guidelines for a healthy diet
- Hydration In the Elderly
- Hydration In the Elderly
- Fluids and Hydration
- Nutrition and the elderly
- Malnutrition
- Diets for people with dementia
- Standard 9 - Awareness of Mental Health and Dementia
- Introduction to standard on mental health, dementia and learning disabilities
- What is Dementia?
- Classifications of Dementia
- Early diagnosis of Dementia and reporting
- Risk factors affecting the chance of developing dementia
- Helping people with Dementia
- Things that can help people with Dementia
- Things that help the carer
- 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
- 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)
- Is Autism is a disability?
- Disability Awareness overview
- The Social Model of Disability
- Learning Disabilities
- Summary and what's next
Importance of significant relationships when working in a person-centred way
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What do we mean by significant relationships? These people play a meaningful and personal role in the life of the individual you support. This could include close family members, friends, partners, carers, neighbours, or spiritual or community leaders. For some people, significant relationships may also include a long-term pet or a trusted professional like a key worker or advocate. These relationships form part of the person's identity, history, and emotional well-being. Working in a person-centred way in a care setting means putting the individual at the centre of their care and support. It means seeing them as unique people with preferences, values, and life experiences. Recognising and respecting their meaningful relationships is central to this. These connections can be a source of emotional support, reassurance, familiarity, and encouragement, and they often help the individual express their wishes or be involved in decision-making about their own care. Let’s look at a few examples. For an elderly person in a residential care home, maintaining regular contact with their spouse or adult children might help them feel more secure and less isolated. For someone with learning disabilities, a long-standing friendship or support from a sibling might offer a consistent and trusted voice that helps them feel confident and included in decisions about their care. For others, being supported to attend a religious service with a faith group or keep in touch with friends through video calls can have a powerful impact on their emotional well-being. When these relationships are supported and valued, individuals are more likely to feel listened to, respected, and safe. This reinforces their sense of belonging and helps them retain control and dignity in their lives. On the other hand, if these relationships are ignored or disrupted, they can lead to feelings of loneliness, frustration, confusion, or even emotional distress. As a care worker, you are responsible for asking who matters to the person and actively supporting those connections wherever possible. This might involve including family or trusted individuals in care planning if the person gives consent, helping them stay in touch with loved ones through calls or visits, making it possible for them to continue religious or cultural practices, or simply taking the time to understand who brings them comfort and security. You should also ensure care plans reflect this information and are updated as the person’s preferences or circumstances change. It’s important to always follow the individual’s wishes and ensure their privacy, choices, and boundaries come first. Not everyone wants others involved in their care; that decision must always be respected.
Understanding Significant Relationships in Health and Social Care
Significant relationships refer to the people who play a meaningful, personal role in the life of the individual you support. These may include:
- Close family members
- Friends and partners
- Carers and neighbours
- Spiritual or community leaders
- Long-term pets
- Trusted professionals such as key workers or advocates
Such connections are part of the person’s identity, history, and emotional well-being.
Person-Centred Care and Significant Relationships
Working in a person-centred way means placing the individual at the heart of their care and recognising them as unique, with their own values, experiences, and preferences. A key part of this approach is acknowledging and supporting their meaningful relationships.
These relationships can:
- Offer emotional support and reassurance
- Provide a sense of familiarity and encouragement
- Help individuals express their needs and participate in care decisions
Examples in Practice
- For an elderly resident, staying in contact with a spouse or adult children may reduce feelings of isolation.
- For a person with learning disabilities, a consistent friendship or sibling relationship may offer a trusted voice during care planning.
- Attending faith services or video calls with friends can positively impact mental health and well-being.
The Role of the Care Worker
Care workers should:
- Ask who matters to the individual and support those connections
- Include trusted individuals in care planning (with consent)
- Facilitate communication through phone or video calls
- Encourage cultural or religious practices
- Keep care plans updated to reflect changing relationships
Always prioritise the person’s wishes, respect their privacy, and support their right to choose who is involved in their care. Some individuals may prefer not to involve others, and that choice must be honoured.