Care Certificate
Course Content
- Introduction to the Care Certificate Course
- Standard 1 - Understand Your Role
- Standard 2 - Your Personal Development
- 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
- Standard 4 - Equality and Diversity
- 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
- 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, dementia and learning disabilities
- 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
- The Social Model of Disability
- Communication and Dementia
- The safeguarding vulnerable groups act 2006
- The Human Rights Act 1998
- Discriminatory Abuse and the Equality Act
- Mental health conditions
- MCA Assessment Criteria
- MCA Assessment
- What is mental capacity
- Where to get help
- Learning Disabilities
- 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
- 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
- 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
- Example of indirect cross contamination
- 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
- Summary and what's next
Radicalisation
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So what actually is radicalisation and why is it a concern that needs to be identified withing safeguarding adults, children and young people?Radicalisation is defined as causing someone to become an advocate of radical political or social reform by supporting terrorism and violent extremism. The radicalisation of adults, children and young people may include encouraging them to undertake violent activities on the grounds of religious belief and may include attacks on others including suicide attacks.Adults, children and young people may be exposed to messages about terrorism through a family member or friend, a religious school or group, or through social media and the internet and this creates risk of a child or young person being drawn into criminal activity and exposure to significant harm.There is a Cross-Government strategy to stop people becoming terrorists, known as ‘Prevent’. The Counter-Terrorism and Security Act 2015 contains a duty on specified authorities to have due regard to the need to prevent people from being drawn into terrorism. This is also know as the Prevent duty.Prevent Duty and Safeguarding is not about preventing students and individuals from having political and religious views and concerns but about supporting them to use those concerns or act on them in non-extremist ways. Providers from across the sector can find lots of resources to support them in adopting the Prevent Duty. Under section 26 of the Counter-Terrorism and Security Act 2015 it places a duty on certain bodies, such as schools, colleges, academy’s and children’s services to have "due regard to the need to prevent people from being drawn into terrorism".The government has defined extremism in the Prevent Duty as: "vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs." This also includes calls for the death of members of the British armed forces.British values are defined as "democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs"; institutions are expected to encourage students to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010, which are age, disability, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.Individuals who may be influenced by extremists views may be having an identity and personal crisis, they may be unsure of own cultural and religious background, not sure of own place in a multi-cultural society, have low self-esteem, may change friends and relationships, start asking questions on background, faith and culture, arguing with family and previous friends.For some, their personal circumstances may have changed and the individual may have experienced racism. They may have been discriminated against, have observed local community tensions, watched and looked up events affecting their country or region of origin, or become disillusioned with systems and local and regional policy.Indicators may start to be noticed and those who know the person well, may be the first to notice changes, such as a withdrawal from family and social events, change in mood, changes in language used and appearance. They may become secretive when using the internet, openly expressing extremist views and having literature about violent extremism. They may hang out with, meet and association with known extremists and try to recruit others. They may also insight violence.If you believe an individual adult, child or young person is starting to display some of the indicators identified, then you have a duty under safeguarding to report your concerns. This should be done within your organisations b policies and follow local authority and local government guidance.Holding radical or extreme views is not illegal, but inciting a person to commit an act in the name of any belief, is in itself an offence.
Understanding Radicalisation in Safeguarding: Importance and Strategies
What is Radicalisation?
Radicalisation is the process of causing individuals to become advocates of radical political or social reform, often involving support for terrorism and violent extremism.
Why is Radicalisation a Concern in Safeguarding?
Radicalisation poses significant risks to adults, children, and young people, potentially leading them to undertake violent activities based on religious or ideological beliefs. Exposure to extremist messages through various channels, including family, religious groups, and online platforms, increases the risk of involvement in criminal activities and exposure to harm.
Prevent Strategy and Duty
The UK government has implemented a Cross-Government strategy called 'Prevent' to deter individuals from becoming terrorists. The Counter-Terrorism and Security Act 2015 imposes a duty on specified authorities to prevent individuals from being drawn into terrorism, known as the Prevent Duty.
Prevent Duty and Safeguarding aim to support individuals in expressing their political and religious views in non-extremist ways. Educational institutions and other bodies covered by the Counter-Terrorism and Security Act 2015 are required to have due regard to this duty.
Identifying Radicalisation
Indicators of radicalisation may include identity crises, changes in social behavior, expression of extremist views, and association with known extremists. Personal experiences such as racism, discrimination, or disillusionment with society can contribute to susceptibility to extremist ideologies.
Reporting Concerns
If you suspect that an adult, child, or young person is displaying signs of radicalisation, it is essential to report your concerns in accordance with safeguarding policies and local authority guidance. While holding radical views is not illegal, inciting others to commit illegal acts is considered an offence.