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
Is Autism is a disability?
Autism is a lifelong developmental disability. On its own, autism is not a learning disability or a mental health problem, but some people with autism have an accompanying learning disability, learning difficulty or mental health problem. Autism is a spectrum condition. Theory of mind refers to the notion that many autistic individuals do not understand other people have their own plans, thoughts and points of view. Furthermore, it appears they have difficulty understanding other people's beliefs, attitudes and emotions. Interestingly, people with autism have difficulty comprehending when others do not know something. It is quite common for someone with autism to become upset when asking a question of a person to which the person does not know the answer. People with autism have difficulty interpreting and understanding both verbal and non-verbal languages, like gestures or tone of voice. Many have very literal understanding of language, and they think people always mean exactly what they say. For example, someone states, "It is raining cats and dogs," the autistic person will believe that cats and dogs are falling from the sky. They may also find it difficult to use or understand facial expressions, tone of voice, jokes and sarcasm. Some individuals may have very limited speech or may not be able to speak at all. There is difficulty in expressing themselves and they will understand more of what people say to them, but as said, will not be able to reply adequately. Alternative means of communication benefit individuals with autism, such as Makaton signing or British Sign Language, BSL, or visual symbols. Communication can be effective without speech. It can also be shown through the types of behaviour displayed. People with autism demonstrate different social interaction styles. These styles can include aloof and indifferent. These individuals are most cut off from social contact. If they do make social contact, it is essentially needs-led, passively accepting. These individuals do not initiate social interaction but respond appropriately to the social initiatives of others. Active but odd. These individuals make spontaneous approaches to others but in a peculiar, naive and one-sided way. And finally, stilted and over-formal. These individual speech lacks natural rhythm, normal inflection and can be very stilted and formal. Individuals with autism often lack social skills. Having the ability to communicate effectively with others is a core social skill that autistic individuals will find difficult. Disagreements and dissatisfaction can arise in any situation and can cause conflict due to social cues and interactions. Individuals with autism may be unable to actively listen to what may be said and unable to show empathy. Relationship management can be difficult as body language and communication cues can be misinterpreted. Many autistic individuals experience social isolation. This means they may prefer and enjoy their own company. They may not want to interact or know how to appropriately. They may not understand small talk or other social types of behaviour. They may avoid situations due to past negative experiences of bullying or harassment. They may seem un-welcoming or may not want to interact. There are ways in which you can support someone with autism. It is important to give clear instructions. This avoids any misinterpretations of confusion. If there are any changes occurring, an advance warning can help plan other activities and scenarios and reduce stress levels. You should agree on a place of safety and location before any difficulties or problems arise. And lastly, boundaries and social situations. Boundaries provide safety and security and they should be explained in easy, simple terms. The way sentences and statements are interpreted literally can also cause problems. So it is important to choose your words carefully. Phrases such as, "Pull your socks up," "Cat's got your tongue," "Keep an eye out for him," and "Hold your tongue," to name a few, would all be taken literally.
Understanding Autism: Characteristics and Support Strategies
What is Autism?
Autism is a lifelong developmental disability. It is not a learning disability or a mental health problem, but some individuals with autism may have accompanying learning disabilities, learning difficulties, or mental health issues. Autism is a spectrum condition, meaning it affects individuals differently.
Theory of Mind and Autism
Theory of Mind refers to the concept that many autistic individuals struggle to understand that other people have their own plans, thoughts, and points of view. They may also find it difficult to comprehend others' beliefs, attitudes, and emotions. For example, they might become upset when someone cannot answer their question, as they assume others share their knowledge.
Communication Challenges
Individuals with autism often have difficulty interpreting and understanding both verbal and non-verbal language, such as gestures or tone of voice. They tend to take language very literally. For example, if someone says, "It is raining cats and dogs," an autistic person might think animals are falling from the sky. They may also struggle with facial expressions, tone of voice, jokes, and sarcasm. Some individuals might have limited speech or be non-verbal.
Alternative Communication Methods
Alternative communication methods can benefit individuals with autism, such as Makaton signing, British Sign Language (BSL), or visual symbols. Communication can be effective without speech, often demonstrated through behaviour.
Social Interaction Styles
People with autism exhibit different social interaction styles:
- Aloof and Indifferent: These individuals are generally cut off from social contact. If they engage, it is needs-led and passive.
- Passive but Accepting: They do not initiate social interaction but respond appropriately to others' social initiatives.
- Active but Odd: These individuals make spontaneous approaches to others but in a peculiar, naive, and one-sided way.
- Stilted and Over-Formal: Their speech lacks natural rhythm, normal inflection, and can be very stilted and formal.
Social Skills and Communication
Autistic individuals often lack social skills, making effective communication difficult. This can lead to disagreements and conflicts due to misinterpreted social cues. They may struggle to listen actively, show empathy, and manage relationships, often resulting in social isolation. Many prefer their own company and may avoid social situations due to past negative experiences.
Supporting Individuals with Autism
Clear Communication
Providing clear instructions helps avoid misunderstandings. Advance warnings about changes can reduce stress and allow time for planning.
Establishing Boundaries
Setting clear boundaries provides safety and security. Explain these boundaries in simple, easy-to-understand terms. Be mindful of using literal language to prevent confusion. Phrases like "Pull your socks up" or "Cat's got your tongue" should be avoided as they might be taken literally.
Creating a Safe Space
Agree on a place of safety and location before any difficulties arise. This helps manage stress and provides a secure environment.