Learning aim A: Examine principles, values and skills which underpin meeting the care and support needs of individuals ©Outstanding Resources 2017.

Learning aim A: Examine principles, values and skills which underpin meeting the care and support needs of individuals ©Outstanding Resources 2017

A1 Promoting equality, diversity and preventing discrimination
What Are Your Values? Learn how to Identify Values and Beliefs Mindtools videos Watch the clip above and listen carefully to the comments made, you will need to make some notes. Personal values are what you consider to be most important to you. They help you to determine what is meaningful and important to you. They define your character. Starter activity Using the following slide pick 10 values that you feel most passionate about. ©Outstanding Resources 2017

Assertiveness Balance Being the best Belonging Boldness Calmness Carefulness Challenge Cheerfulness Clear-mindedness Commitment Community Compassion Competitiveness Consistency Contentment Continuous Improvement Contribution Control Cooperation Correctness Courtesy Creativity Curiosity Decisiveness Democraticness Dependability Determination Devoutness Diligence Discipline Discretion Diversity Dynamism Economy Effectiveness Efficiency Elegance Empathy Enjoyment Enthusiasm Equality Excellence Excitement Expertise Exploration Expressiveness Fairness Faith Family-orientedness Fidelity Fitness Fluency Focus Freedom Fun Generosity Goodness Grace Growth Happiness Hard Work Health Helping Society Holiness Honesty Honor Humility Independence Ingenuity Inner Harmony Inquisitiveness Insightfulness Intelligence Intellectual Status Intuition Joy Justice Leadership Legacy Love Loyalty Making a difference Mastery Merit Obedience Openness Order Originality Patriotism Perfection Piety Positivity Practicality Preparedness Professionalism Prudence Quality-orientation Reliability Resourcefulness Restraint Results-oriented Rigor Security Self-actualization Self-control Selflessness Self-reliance Sensitivity Serenity Service Shrewdness Simplicity Soundness Speed Spontaneity Stability Strategic Strength Structure Success Support Teamwork Temperance Thankfulness Thoroughness Thoughtfulness Timeliness Tolerance Traditionalism Trustworthiness Truth-seeking Understanding Uniqueness Unity Usefulness Vision Vitality ©Outstanding Resources 2017

Now that you have picked your values are there any that you feel may change over time and if so why? What happens if your values are challenged? Are there any that you think may be challenged as you get older? Brittany's choice: 29-year-old reignites debate about aid in dying Watch the clip. We know that doctors are ultimately there to keep you alive. If you were the doctor in this situation and you were told to give Brittany the medication to kill her, how would it affect your values? Dementia : End of life care Northtraininguk Make notes on the clip above. What are your views on this topic. Is this the way you would wish to care for people? The clip is a little upsetting and it is about Cancer. Please check that it is suitable for the students you have. Fred is 93 years old. He has had dementia since he was 70. He is in a care home that specialises in cases of dementia. Fred's condition has deteriorated quickly. He was a fit and active man. He is now 2 stone in weight, in a bed which is almost like a cot. He is fed through drips. He knows nothing and can no longer communicate with others. He has been in this condition now for 10 years. When he has any type of infection he is given medication through an intravenous line. His daughter comes to visit him but he has no idea that she is there. She would like the care home to stop giving him medication when he is ill, to allow him to die. They can not do this, even though he has no quality of life. Discuss this scenario as a class. Should he be kept alive or should he be allowed to die? Does your view affect your values? ©Outstanding Resources 2017

Equality Discrimination Diversity
A1 Promoting equality, diversity and preventing discrimination The links within the circles are definitions or information that you should read after watching the video clips. Definition of equality, diversity and discrimination. Watch all of the clips and make notes. In pairs come up with a definition for equality, diversity and discrimination. Equality Discrimination Diversity Crash course discrimination. You may want your students to watch this as there are examples of discrimination in the workplace that they might be able to link to health care. interesting clip on equality that you may wish to use. I suggest you watch it first. Equality, Diversity and Inclusion by BVS Training Equality and Diversity Derbyshire Community Health Services Types of Discrimination Equality, Diversity and Inclusion by What you need to know ©Outstanding Resources 2017

Definition of equality, diversity and discrimination. Equality involves Equality does not involve Treating every person as an individual Treating every person the same Treating every person fairly Treating some people unequally Supporting every person’s rights Not respecting every person’s rights Providing every person with access to the same life opportunities as everyone else Denying some people access to the same life opportunities as everyone else Equality means treating every person fairly and valuing every person as an individual. It means supporting people’s rights and ensuring every person has equal rights and opportunities. Differences that may make people unique: Age Religion Personality Physical characteristics Sexual orientation Abilities The purpose of the video is to show some of the things that make use unique. You could also mention about not making judgements, because as a professional we can not and should not make judgements about others. Diversity involves recognising that every person is unique and different. In what ways are you unique? TV 2 | All That We Share TV2Danmark ©Outstanding Resources 2017

Discrimination is when someone is treated unfairly or less favourably compared to others. Discrimination can occur when an individual or group treats another individual or group worse than they would others because of their unique differences. Discrimination could occur on the basis of an individual’s race, culture, disability or social class. What do we mean by: Race Culture Disability Social Class? As we have seen discrimination can be either direct or indirect. Look at the following comments or situations. Are they direct or indirect discrimination? Max is autistic. He has been denied support to move to independent living because of his condition. This is discrimination as he is being prevented from living his life how he wants to and being denied opportunities to learn and develop new living skills. Could use this as a debate, especially the comments from Piers Morgan. Lucy has just had a job interview. She is told that she did not get the job because she is female. Piers Morgan Clashes With Guest Over Dress Code Sexism | Good Morning Britain What is your opinion?? A job has been advertised by a company which states that men should be ‘clean shaven’. ©Outstanding Resources 2017

Importance of preventing discrimination. Initiatives aimed at preventing discrimination in care, e.g. the use of advocacy services. Advocacy means getting support from another person in order to help an individual express their views and wishes, and ensure their voice is heard. Research the following advocacy services. What do they do? SEAP (Support, Empower, Advocate, Promote) Mencap Empower Me British Institute of Learning Disabilities Read the information from the link above and write your own revision notes. There are also support services such as: Mind Age UK Headway What do these services do? Why are these important services? Advocates are: Independent Able to help individuals understand their rights Able to help individuals express their views Able to help individuals get information Able to help individuals with getting involved with decisions about their lives Able to help individuals explore different options. You could split this up into small groups or paired work. They could research this and explain the similarities between each service. This should then lead into a discussion based on the questions above. Why is it important to prevent discrimination? Create a class list of reasons Why is it important to promote a persons equality and diversity? How can health care professions do this? ©Outstanding Resources 2017

Importance of preventing discrimination. Initiatives aimed at preventing discrimination in care, e.g. the use of advocacy services. Why is it important to promote a persons equality and diversity? How can health care professions do this? What ideas can you think of? Take into consideration their feelings and preferences, for example using their preferred name, discussing their current care needs Make them feel valued by speaking to them in a polite way that is not demeaning. Ensure that they have a right to privacy such as closing the door whilst they get dressed or closing the curtains. Promote independence, such as allowing someone to make their own cup of tea. Allow them to make their own decisions where possible, such as what they want to eat. Support their faith, beliefs and preferences. This could be a person who would prefer a female doctor to a male one, someone who can’t eat certain foods due to their beliefs or whishes' to dress a certain way. All of these should be supported. ©Outstanding Resources 2017

Importance of preventing discrimination. Initiatives aimed at preventing discrimination in care, e.g. the use of advocacy services. Promote equality Support diversity Respect the right of individuals: privacy, dignity, independence Treat individuals as unique Work in inclusive ways (provide individuals with equal opportunities so that they are included) Understanding and valuing individuals differences (give individual choices such as what to eat/wear) Being impartial, not allowing your own beliefs and values to influence the care and support you provide Taking into account individuals differences (consider special dietary requirements, provide opportunities for individuals to share their beliefs) Not engaging in discriminatory practices by challenging and reporting these Supporting empowerment of individuals so that they can make decisions about their care and access services Dignity in care: Choice & Control Watch the clip and see how professionals promote equality and diversity. Make notes ©Outstanding Resources 2017

Two individuals with different needs
Look at the following information and then use these to write about the information needed on the next two slides. Use all of your notes so far! Two individuals with different needs Lucy first visited her GP 5 years ago due to feeling very low and was diagnosed as being depressed. She was facing a number of challenges in her life including a recent divorce and she also was the main carer for her elderly mother. She had turned to alcohol as a coping mechanism. She decided to attend her local day centre to help her to mix with others and hopefully drink less alcohol. Lucy had experienced some discrimination as she wanted to join a pottery class but some members of the group didn’t want her there. She had received some support from her mental health nurse. Billy was suffering from depression. He was suicidal. He had been out of work for a long time and he was isolated. Due to depression he had started to eat more and more causing him to become overweight. This affected his health and also his state of mind further. He had isolated himself to the point that he didn’t cope with everyday things such as shopping and paying bills. He was getting into more and more debt. He was referred to a day centre and offered some help. He joined an exercise class and was given help from the centre to manage his budget. He is very trusting and so this could lead to safeguarding issues. As well as these case studies you could give students the blue box checklist on slide 12 to refer to so that they keep track on what they have to show rather than waffle. You could use other case studies from the exam board (old ones) if you have them. ©Outstanding Resources 2017

What am I being asked to do?
Learning Aim A P1 Explain why it is important to promote equality and diversity for individuals with different needs. EXPLAIN Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and providing proof with relevant research. Brainstorm as a pair and then as class. Students could complete this as a homework task. What am I being asked to do? ©Outstanding Resources 2017

Learning Aim A M1 Analyse the impact of preventing discrimination for individuals with different needs. Analyse Break an issue into its separate parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate (connect) to one another. What am I being asked to do? ©Outstanding Resources 2017

Are you able to comfortably explain: What discrimination is?
Give examples of discrimination? Link the discrimination to individuals within a health/care setting? Suggests ways in which discrimination can be overcome again giving examples that link to individuals. Explain what equality means. Give examples of equality. Explain what diversity means. Give examples of diversity Give examples of initiatives that are used to prevent discrimination (link to individuals) Explain what an advocate is. Link advocates to individuals. ©Outstanding Resources 2017

Watching the clips write some notes focusing on the things below:
A2 Skills and personal attributes required for developing relationships with individuals the 6Cs – care, compassion, competence, communication, courage and commitment What are the 6 c’s to you? Watch and make notes Bit of fun to remember the 6 c’s (starter) Compassion in Practice What is meant by the term ‘compassion’ and what examples are given that demonstrate compassion? Compassion, dignity and respect in health care The Health Foundation Watching the clips write some notes focusing on the things below: What is meant by each of the 6 c’s? What examples can you give for each one? What attributes and skills does the trust look for in their staff? Compassionate care: delivering the Six Cs Northamptonshire Healthcare NHS Foundation Trust ©Outstanding Resources 2017

Brutality by social workers in UK disablity centre Winterbourne View
A2 Skills and personal attributes required for developing relationships with individuals the 6Cs – care, compassion, competence, communication, courage and commitment Brutality by social workers in UK disablity centre Winterbourne View Watch the two clips about Winterbourne View and make notes. Winterbourne View abuse scandal - DAMNING REPORT is published How do you think the use of the 6 C’s would help to prevent this situation happening again? Stafford- The Hospital That Didn't Care- Patients Left To Die- BBC Special Again watch the clip and make notes. How do the 6 C’s prevent this happening again ©Outstanding Resources 2017

What skills they need to undergo their role
A2 Skills and personal attributes required for developing relationships with individuals people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills communication skills – communicating with service users, colleagues and other professionals, e.g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations observation skills, e.g. observing changes in an individual’s condition, monitoring children’s development dealing with difficult situations Produce a list of questions to ask someone working in a setting about the following things: What skills they need to undergo their role What qualifications they need to enable them to carry out their job How they develop their skills What skills and personal attributes they feel a health/social care worker needs to have to be able to carry out their role Undertake your interview and write up your results. In Pairs take each of the following and explain why these skills are important and what type of situation may occur where someone needs to use these skills. Feedback to the class and record results. Empathy, Patience, Engendering trust, Flexibility, Sense of humour, Negotiating skills, Honesty, Problem-solving. ©Outstanding Resources 2017

Dignity in care: Communication
A2 Skills and personal attributes required for developing relationships with individuals people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills communication skills – communicating with service users, colleagues and other professionals, e.g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations observation skills, e.g. observing changes in an individual’s condition, monitoring children’s development dealing with difficult situations Dignity in care: Communication Watch the video and make notes. Take into consideration they way in which the health care professional communicates with the service user. What type of language do they use? Why and how does it differ from person to person? Communication skills are vital in Health and Social Care. Can you think of any reasons why it is so important? Health care professionals have to be able to communicate with a range of people all with varying needs. They also have to be able to communicate effectively with other professionals. This can be written or verbal. Lack of communication could mean that the person being looked after does not have their needs met. They have to be able to communicate with families. For this they need to listen to the families concerns and reassure the family. What is active listening? Watch the video and make notes, device your own definition. 6 Tips for Active Listening #LittleThings ©Outstanding Resources 2017

Watch the following clip.
A2 Skills and personal attributes required for developing relationships with individuals people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills communication skills – communicating with service users, colleagues and other professionals, e.g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations observation skills, e.g. observing changes in an individual’s condition, monitoring children’s development dealing with difficult situations Observation skills: Watch the following clip. Why do you think it is important for a health care professional to observe the service user? CNA728R - The Nursing Assistant: Recognizing & Reporting Changes in a Resident's Physical Condition Monitor children’s development: Why is it important to monitor a child's development? How can you monitor a child development? Early Recognition Of Child Development Problems / Educational Video Things to monitor: Their physical condition Non-verbal communication Behaviour Relationship to others and how they play This is important because problems can be identified quickly and addressed before they get worse There are two types of observations. The ones that you have just watched, which were things that the health care professional could see and then measurable observations, such as volume of blood in the urine, pulse rate, blood pressure and temperature. ©Outstanding Resources 2017

What type of skills are shown by the doctor and the nurse?
Read through the information below. Which of the 6 C’s can you see being used? What type of skills are shown by the doctor and the nurse? Alice is 85 years old. She lives at home with her husband. She is her husbands carer. Alice has had an infection and has had to stay in the hospital overnight. Whilst she is in hospital her daughter is looking after Alice’s husband. Alice wants to go home and she is very concerned about her husband. She asks to speak to the doctor. The nurse says that she will get the doctor and she is not to worry. The doctor comes over to Alice and sits on the edge of her bed. Alice explains to the doctor that her husband needs her care and she want to go home. The doctor says that should be fine but he wants her to wait for some of her tests results to come back first. He reassures Alice that it will not be too long. Whilst she is waiting for her results she speaks to another nurse. She states again that she wants to go home. The nurse tells Alice that it won’t be too long and not to worry. Alice rings her daughter and tells her she will be home soon. The doctor returns and explains to Alice that he is very concerned about the results that have come back. He explains that her potassium levels are extremely low which is putting her in danger. Alice tells him she wants to go home. The doctor can see that she is becoming distressed. He tells Alice that it’s not a good idea as she could become much worse. As Alice listens she gets anxious and starts to cry. She tells the doctor she needs to look after her husband. He says that he will go and speak to his superior to see if there is anything that they can do. He returns and tells Alice that she will become dangerously ill and his superior agrees that it wouldn’t be wise for Alice to go home. She becomes even more upset. The doctor points out that Alice won’t take her potassium medication which is why it is still low. Alice pleads and states that she will definitely take it when she goes home. The doctor states that it’s not that simple and she needs an intravenous drip to allow them to replace some of the potassium that she needs. Alice eventually agrees to stay in hospital for another two hours to allow the doctors to give her what she needs through the drip. Once the doctor leaves she asks the nurse what foods she should eat that are high in potassium. The nurse is unsure and offers to get Alice a fact sheet and also tells Alice that she will ring her daughter to let her know that she will not be home for a few hours. ©Outstanding Resources 2017

For each skill explain why they need that particular skill.
Learning Aim A P2 Explain what skills and personal attributes are necessary for professionals who care for individuals with different needs. Explain – clarify. You need to give a detailed account of the skills a professional who cares for individuals with different needs should have. For each skill explain why they need that particular skill. Give examples of situations where they may need to adapt that particular skill depending on the needs of the individual. Explain what personal attributes are. For each type of personal attributes a professionals who cares for individuals with different needs should have you need to explain it. Why are these attributes needed? Give examples of when a professional may use these attributes. Include relevant information to back up your work (6 C’s)! ©Outstanding Resources 2017

A3 Empathy and establishing trust with individuals
Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. What do you already know about the term ‘Attachment’? Can you think of a definition? Theories of attachment Attachment is an emotional tie between two people. In respect of infants/babies it is the emotional link between them and their parent/caregiver. We are going to look at different theories of attachment. The first one we will look at is by John Bowlby. Create a chart or spider diagram on the following four sections. Secure Ambivalent The text book only mentions John Bowlby and so it is up to you if you wish to just concentrate on him and not Ainsworth. Some teachers cover both. Attachment can be separated into types. Avoidant Disorganised ©Outstanding Resources 2017

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Secure attachment characteristics A child will: Be able to separate from a parent Prefers parents to strangers Seek comfort from a parent or caregiver if they are frightened Become excited when they see their parent/caregiver Ambivalent attachment characteristics A child will: Be wary of strangers Become very distressed when a parent/caregiver leaves Do not appear to be comforted in the return of a parent/caregiver ©Outstanding Resources 2017

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Avoidant attachment characteristics Children may: May avoid parents Don’t really seek comfort from parents of caregivers Show no real preference between a parent/caregiver or a stranger Disorganised attachment characteristics Characteristics change with age. A child of at age 1. Mixture of avoidance and resistant behaviours Can seem confused and apprehensive A child at 6 May take on a parent role Some may act as a caregiver towards the parent ©Outstanding Resources 2017

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Short term separation from an attachment figure leads to distress. Bowlby outline a pattern of distress that babies and children showed when separated from their carers. A) Protest: The child cries, screams and protests angrily when the parent leaves. They will try to cling on to the parent to stop them leaving. B) Despair: The child’s protesting begins to stop and they appear to be calmer although still upset. The child refuses others’ attempts for comfort and often seems withdrawn and uninterested in anything. C) Detachment: If separation continues the child will start to engage with other people again. They will reject the caregiver on their return and show strong signs of anger. Main points A child has an innate (i.e. inborn) need to attach to one main attachment figure (i.e. monotropy). There should be a primary bond which was much more important than any other (usually the mother). A child should receive the continuous care of this single most important attachment figure for approximately the first two years of life. (Critical period) Bowlby believed that babies needed to have developed their main attachment by the age of 1 year. During a child’s first three to four years, prolonged separation from this person would cause long-term psychological damage. Children need ‘parenting’ Simply meeting a child’s physical and care needs is not enough for health growth and development. Children need the main attachment in their early lives to give them consistent support. ©Outstanding Resources 2017

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. The child’s attachment relationship with their primary caregiver leads to the development of an internal working model (IWM) The first attachment between a baby and their caregiver provides the child with an internal working model or template for their future relationships. The attachment helps children to develop a view of themselves in relation to others. You may have noticed that the older the child the easier it is for them to be separated from their carer. This is because they have formed other relationships with staff and other children. Babies and young children find this difficult. Bowlby noticed that there was a pattern to the way children reacted when separated from their main attachment. This is often called separation anxiety. This pattern mentioned on the last slide under heading 4. Separating babies and children from their main carer. Have you witnessed how children and babies react when they are separated from their main carer? What have you seen on your work placement? Has the child's reaction changed overtime? Why does their reaction change? Example of separation anxiety © 2017 Outstanding Resources

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Mary Ainsworth Mary Ainsworth created an experiment to look at attachment in children. This was called ‘Strange situation’ Watch the clip and make notes on the experiment that you see. Key points: The child is observed with the main parent or caregiver The parent and child are left alone in a room with a hidden camera The child explores the room, without help from the parent A stranger enters the room and speaks to the parent and then approaches the child The parent leaves the room without the child knowing The parent returns to the room and comforts the child Ainsworth looks at the child's reaction to the parent returning to the room to work out the attachment style. © 2017 Outstanding Resources

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Secure Attachment: (Type B) Use their mother as a safe base and were happy to explore the room when she was there. They showed distress by crying when she left the room. They welcomed their mothers return and settled down to play quite quickly Ainsworth categorised the behaviour into three types. Insecure- Avoidant Attachment: (Type A) Relationship style of babies involved keeping a distance and avoiding closeness. Type A babies do not orient their behaviour towards their mother. They showed some distress at mothers departure but did not seek comfort from her return. They rejected the stranger’s attempts to comfort them. 3. Insecure-Ambivalent Attachment: (Type c) These babies alternated between seeking closeness and wanting distance. They were very distressed at separation. They were not easily comforted when the mother returned, appearing angry and rejecting the mother’s attempt to comfort them. They kept a close eye on the stranger. . © 2017 Outstanding Resources

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Look at Bowlby’s 4 attachment types. For each one discuss how the adult might behaviour towards the child for the child to display that type of attachment. Secondly how could that affect the child as they become an adult? InBrief: How Resilience is Built Centre on the Developing Child at Harvard University Research the definitions for the following words: Attachment Resilience Autonomy ©Outstanding Resources 2017

The triangle of care. It enables all parties to be involved in someone's care. The individual, carer and professional all share information and work together to give a better quality of life for the individual. The Triangle of Care guide was launched in July 2010 as a joint piece of work between Carers Trust and the National Mental Health Development Unit Service user Watching the clip make some notes about the triangle of care. The Triangle of Care: Ruth Hannan, Carers Trust Professional Carer ©Outstanding Resources 2017

Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Patient Empathy: It Starts with You Carilion Clinic List all of the things that you see that show empathy. What do we mean by the term ‘Empathy?’ Empathy is the ability to share someone else’s feelings or experiences. Basically by being ‘in their shoes’. How would you feel if you were in that situation? The next revolution in health care? Empathy | Paul Rosen | TEDxWilmington TEDx Talks Write some notes on the clip. What issues are mentioned and how can these be changed? ©Outstanding Resources 2017

Empathy theories, e.g. Johannes Volkelt, Robert Vischer, Martin Hoffman and Max Scheler The power of empathy: Helen Riess at TEDxMiddlebury Watch the video clip and make some notes. It has some very good examples about empathy and how to be empathetic. From watching the clip above, how do you think empathy helps a professional to establish a trusting relationship with a person who needs care and support? Johannes Volkelt Johannes Volkelt (1848–1930) was a German philosopher. He said that you could only really appreciate an object, such as a work of art or piece of music, if your personal identity and the object become one, so you not only see an object or hear music but also feel it with your body Robert Vischer Robert Vischer (1847–1933) was also a German philosopher. He invented the term Einfühlung, which was later translated in English as empathy. He said this word referred to when you imagine yourself as being one with a piece of art or literature and feel the emotions that the artist tried to reproduce, so imbuing the piece with relevant emotions. ©Outstanding Resources 2017

Empathy theories, e.g. Johannes Volkelt, Robert Vischer, Martin Hoffman and Max Scheler Max Scheler Another German philosopher, Max Scheler (1874–1928) said that we should look at objects differently, so we didn’t just give the facts about an object, such as it being big and a particular colour, but also give our opinion of it, such as it being beautiful, ugly, bland or majestic. Martin Hoffman Martin Hoffman is a contemporary American psychologist. His work is based on social and emotional development, especially empathy, and its bearing on how we develop morally. Our moral development includes our principles, how we behave and our sense of right and wrong. ©Outstanding Resources 2017

Learning Aim A M2 Assess the different methods a professional might have to use to build a relationship and establish trust with an individual. ASSESS Weigh up to what extent something is true. Persuade the reader of your argument by citing (to mention something as proof for a theory or as a reason why something has happened) relevant research but also remember to point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition. Students to brainstorm ideas of what they could include and why. Make notes as a class. What am I being asked to do? ©Outstanding Resources 2017

A3 Empathy and establishing trust with individuals Learning Aim A D1 Evaluate the success of promoting anti-discriminatory practice for specific individuals with different needs. EVALUATE Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice. What am I being asked to do? ©Outstanding Resources 2017

Learning aim A: Examine principles, values and skills which underpin meeting the care and support needs of individuals ©Outstanding Resources 2017.

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Learning aim A: Examine principles, values and skills which underpin meeting the care and support needs of individuals ©Outstanding Resources 2017.

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