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
- 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
- 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 the Awareness of mental health and dementia standard
- 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
- 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)
- Is Autism is a disability?
- Disability Awareness overview
- The Social Model of Disability
- Learning Disabilities
- Summary and what's next
Restrictive Practice
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In health and social care, restrictive practices are any actions or interventions limiting a person’s movement, liberty, or ability to make decisions. These restrictions are sometimes necessary to prevent serious harm, but they can significantly impact a person’s dignity, rights, and well-being. That’s why they must only ever be used as a last resort when necessary, proportionate, and in the person’s best interests. Examples in a care setting might include physically holding someone to stop them from harming themselves or others, using medication to calm someone down when it’s not part of their care plan, locking doors or cupboards to control access, or even telling someone they’re not allowed to choose their daily routine. Sometimes, these practices are obvious. But they can also be subtle, like preventing someone from making a phone call, not providing the necessary communication tools, or denying access to their preferred food or drink without a good reason. This is why being aware of what constitutes a restriction is so important. If we don’t recognise it, we risk misusing it. Now, let’s talk about your organisation’s policies and procedures. All care providers should have clear, up-to-date policies on restrictive practices. These will explain when a restriction might be considered, what steps must be taken first, such as de-escalation or risk assessment, who is authorised to approve a restriction, how to document it properly, and when and how it should be reviewed. Most importantly, they outline how to ensure the individual’s rights, safety, and dignity are always respected. You will also find that these policies are supported by key pieces of legislation, such as the Mental Capacity Act, the Human Rights Act, and the Deprivation of Liberty Safeguards. These laws are there to protect individuals from unnecessary or inappropriate restrictions. And finally, let’s look at your role in all of this. As a care worker, you must recognise when a practice could be considered restrictive. You must understand and follow your organisation’s procedures and always use alternatives like communication support, reassurance, or environmental changes wherever possible. If a restriction is necessary, it must be reported and recorded clearly and accurately. Most importantly, you must always put the person at the centre of every decision and speak up if you ever witness a misuse of a restriction or without proper authorisation. Remember, our role in care is to support people to live as independently and safely as possible – not to control or limit them unnecessarily. By understanding what restrictive practices are and following the right procedures, we can help protect the rights, freedoms, and dignity of the individuals we support daily.
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Unconscious Bias
Understanding Restrictive Practices in Health and Social Care
In health and social care, restrictive practices refer to any intervention or action that limits a person’s movement, choices, or freedom. While such measures can sometimes be necessary to prevent harm, they must always be proportionate, necessary, and in the person’s best interests.
What Are Restrictive Practices?
Restrictive practices can be obvious or subtle. Common examples in care settings include:
- Physically restraining someone to prevent self-harm or aggression
- Administering medication to sedate someone outside of their care plan
- Locking doors or cupboards to control access
- Restricting choices regarding daily routines or activities
Less obvious examples include:
- Preventing someone from making a phone call
- Withholding communication aids
- Denying access to preferred food or drink without valid reason
Why Awareness Is Vital
Failing to recognise a restriction can lead to unintentional misuse, potentially violating a person's dignity and rights. All care workers must be alert to both overt and subtle forms of restrictive practice.
Policies, Procedures and Legal Protection
All care organisations should have clear, up-to-date policies detailing:
- When restrictions may be used
- Required steps before applying a restriction, such as risk assessments or de-escalation
- Who can authorise a restriction
- Documentation and review processes
These practices must always comply with legislation including:
- Mental Capacity Act 2005
- Human Rights Act 1998
- Deprivation of Liberty Safeguards (DoLS)
Your Role as a Care Worker
As a care worker, you have a duty to:
- Recognise when a practice is restrictive
- Follow your organisation’s procedures correctly
- Use non-restrictive alternatives where possible, such as reassurance or environmental adjustments
- Record and report all restrictions accurately
- Always prioritise the individual’s dignity, safety, and rights
- Speak up if you suspect misuse or inappropriate restriction
By promoting safe, informed practices, we help support individuals to live independently, safely, and with dignity—free from unnecessary control or restriction.