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BTEC Level 2 First Health and Social Care Unit 6: Cultural Diversity in Health and Social Care (P1 P2 P3 P4 M1 M2 M3 D1 D2) © Hodder Education 2010.

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Presentation on theme: "BTEC Level 2 First Health and Social Care Unit 6: Cultural Diversity in Health and Social Care (P1 P2 P3 P4 M1 M2 M3 D1 D2) © Hodder Education 2010."— Presentation transcript:

1 BTEC Level 2 First Health and Social Care Unit 6: Cultural Diversity in Health and Social Care (P1 P2 P3 P4 M1 M2 M3 D1 D2) © Hodder Education 2010

2 Learning outcomes 1. Know the diversity of individuals in society (P1) 2. Understand beliefs and practices in different religious or secular groups (P2, M1) 3. Understand factors that influence the equality of opportunity for individuals in society (P3, M2, D1) 4. Know the role of legislation, codes of practice and charters in promoting diversity (P4, M3, D2) © Hodder Education 2010

3 1. Know the diversity of individuals in society (P1) What does diversity mean? Write down your ideas on the board. © Hodder Education 2010

4 1. Know the diversity of individuals in society (P1) The term diversity refers to differences between individuals in society, which could be a particular belief, religion, social class, gender, sexuality, family structure or disability. Task ◊ In a group discussion, consider how diverse you all are. What makes all of you different from one another? © Hodder Education 2010

5 2. Understand beliefs and practices in different religious or secular groups (P2, M1) How many different beliefs and religions can you think of? Write down your ideas on the board. © Hodder Education 2010

6 2. Understand beliefs and practices in different religious or secular groups (P2, M1) Some different religions and beliefs  Atheism  Buddhism  Christianity  Hinduism  Humanism  Islam  Jehovah’s Witnesses  Judaism  Paganism  Rastafarianism  Sikhism © Hodder Education 2010

7 2. Understand beliefs and practices in different religious or secular groups (P2, M1) Task In pairs choose two unfamiliar religions or beliefs and carry out some research: ◊ Explain the religion or belief. ◊ What are the practices? ◊ What are the differences and similarities between the two religions or beliefs you have chosen? ◊ Feed back your research to the class; you could produce a handout. © Hodder Education 2010

8 3. Understand factors that influence the equality of opportunity for individuals in society (P3, M2, D1) There are a range of factors that can influence equality for individuals in today's society. Working in the health and social care sector you need to be aware of the different factors and how this can impact on the development of individuals. For example, Jehovah’s Witnesses do not celebrate birthdays or Christmas; how do you think children are still included in these activities in nurseries or schools? © Hodder Education 2010

9 3. Understand factors that influence the equality of opportunity for individuals in society (P3, M2, D1) Task In small groups you will be given one of the following factors:  Ethnicity  Religious beliefs  Social class  Gender ◊ In your groups you need to explain how equality of opportunity is influenced by your identified factor. ◊ How does this link to PIES? ◊ As a care worker, what are your responsibilities in ensuring that discriminatory practice is avoided? © Hodder Education 2010  Sexuality  Age  Family structure  Disability

10 3. Understand factors that influence the equality of opportunity for individuals in society (P3, M2, D1) The role of the media The media can play a big part in promoting equality; however, the media can also be discriminatory or stereotypical. Task ◊ Using a range of media sources such as leaflets, newspapers, the internet and textbooks, create a collage of clippings that promote equality of individuals in society. Do you always promote equality in placement? © Hodder Education 2010

11 4. Know the role of legislation, codes of practice and charters in promoting diversity (P4, M3, D2) Legislation  The European Convention on Human Rights and Fundamental Freedoms 1950 – the right to life, liberty and security.  The Mental Health Act 1983 – individuals with mental health problems can be detained in hospital for treatment.  Mental Capacity Act 2005 – protects vulnerable adults who can not make their own decisions.  The Convention on the Rights of the Child 1989 – all children have the right to education, shelter, food and protection from abuse.  The Children Act 1989 – protects all children; services work together to ensure the best for the child; amended in 2004 and covers Every Child Matters. © Hodder Education 2010

12 4. Know the role of legislation, codes of practice and charters in promoting diversity (P4, M3, D2) Legislation continued…  Race Relations Act 1976 and Race Relations (Amendment) Act 2000 – racial discrimination is deemed illegal, individuals have a duty to promote equality of opportunity.  Disability Discrimination Act 1995 and Disability Discrimination Act 2005 – individuals have legal rights, such as employment, education, etc. All businesses and services also have a legal duty to provide disability access and facilities.  Human Rights Act 1998 – all individuals have the right to life and protection.  Sex Discrimination Act 1999 – protects all individuals, no matter what their sexuality.  Data Protection Act 1998 – individuals have the right to have their data and information kept confidential.  Care Standards Act 2000 – national standards that must be maintained; this is followed by inspections. © Hodder Education 2010

13 4. Know the role of legislation, codes of practice and charters in promoting diversity (P4, M3, D2) Codes of practice and charters Throughout this unit and others you have learnt about legislation, but what do you think codes of practice and charters are?  How do you think these are used in your placements?  Can you give examples of any that are used?  What are your responsibilities for following policies and charters on placement? © Hodder Education 2010


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