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
Triad of Impairment
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Individuals with a diagnosis of autism have their own particular experiences. But there are three areas of difficulty which are commonly used to describe autism and they are also used in the set criteria when diagnosing autism. These are known as the triad of impairments. Each individual may experience different degrees of impairment for each part of the triad. People with autism experience the following to different degrees or levels. They will experience difficulties with social communication. This means struggling with verbal and non-verbal language. They will experience difficulties with social interaction. This means finding it hard to understand, communicate and recognise how other people are feeling. And lastly, they will experience difficulties with social imagination. This means finding it hard to imagine what others are thinking or alternatives to their own routines. People with autism have difficulties interpreting and understanding both verbal and non-verbal languages, like gesture or tone of voice. Many have a very literal understanding of language and they think that people always mean exactly what they say. For example, if someone states it's 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 and jokes and sarcasm. Some individuals may have very limited speech or may not be able to speak at all. There is a 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 Macedon, signing or British Sign Language, BSL or visual symbols. Communication can be effective without speech and can be shown through types of behaviour displayed. Some individuals with autism use repetitive speech, copying what's just been said to them or repeating the same words over and over again. This is called echolalia. If an individual has a hobby or keen interest, they may talk repeatedly about the subject and this can be used to promote interaction and communication, as it is a starting point to engage the person. Always speak in a clear and consistent way and at the correct level, allowing pauses to give the person time to process and formulate a response. People with autism have problems reading other people. They may not recognise feelings and emotion by others and be able to express their own feelings and emotions appropriately in different situations. We are now going to look at different styles of social interaction. Firstly, aloof and indifferent. This is where a person is unaware of others' feelings even when a person may be in emotional distress. Next, let's look at passively accepting social approaches, which can be perceived as acting strangely, which may be seen as socially inappropriate. They may find it difficult to form friendships, as they are unsure of how to do this. If they are overloaded by sensory input, they may take time out alone, away from everybody around them. They will not ask or seek comfort from others and they may make statements that do not consider other people's feelings or emotions. For example, if a person has a big nose, they will say this and not understand the social etiquette. We are now going to talk about social imagination. There can be varying degrees of understanding and being able to predict other people's behaviour, understand and make sense of complex or abstract ideas and imagine anything outside an individual's daily routine or own experiences. Individuals with autism will struggle on predicting what happens next, have concepts of threat and danger, be unable to accept change or plan future activities. They may be unable to participate in imaginative play, unless they have mirrored it before and it becomes rigid and repetitive. They may also not cope well in unfamiliar places, situations and with new people.
Understanding the Triad of Impairments in Autism
The 'Triad of Impairments' in Autism
The diagnosis of Autism Spectrum Disorder often involves the assessment of the triad of impairments, which varies in degree for each individual.
Difficulties in Social Communication
Individuals with autism may struggle with both verbal and non-verbal forms of communication, often taking language very literally.
Alternative Communication Methods
Methods like Makaton, BSL, or visual symbols can aid communication for those with limited or no speech.
Challenges in Social Interaction
Understanding and responding to others' feelings can be difficult, affecting the ability to read and express emotions appropriately.
Styles of Social Interaction
- Aloofness or indifference to others' emotions.
- Passive acceptance of social approaches.
- Difficulties in forming friendships and understanding social norms.
Difficulties with Social Imagination
Autistic individuals often find it hard to predict behavior, understand abstract concepts, or engage in imaginative play.
Impact on Daily Life
- Challenges in anticipating future events or changes.
- Limited ability to engage in flexible, imaginative activities.
- Struggle with unfamiliar environments and new experiences.
Conclusion
Recognizing and understanding the triad of impairments in autism is essential for effective support and communication strategies tailored to individual needs.