Principles of Safeguarding and Protection in Health and...

Principles of safeguarding and protection in Health and Social Care Unit 204 Level 2 NDAQ number A/601/8574 101 Know how to recognise signs of abuse Definition of physical abuse Physical abuse is non-accidental pain or injury inflicted on a service user by a health or care worker. This can include hitting, shaking, rough treatment or inappropriate use of restraint. Definition of Sexual Abuse Sexual abuse usually refers to any sexual activity that is unwanted and is inflicted by physical force or other methods of coercion such as threats or intimidation. Definition of Emotional/Psychological Abuse This refers to the psychological or emotional exploitation of the relationship between a care worker/person and a service†¦show more content†¦uctance to undress or uncover parts of the body 1.2 Signs and Symptoms of Sexual Abuse * Person discloses, either fully or partially, that sexual abuses occurring or has occurred in the past * Person has urinary tract infections, vaginal infections orsexually transmitted diseases that are not otherwise explained * Person appears unusually subdued, withdrawn or has poor concentration * Person exhibits significant change in sexual behaviour or outlook * Person experiences pain, itching or bleeding in genital/anal area * Persons underclothing is torn, stained or bloody * A woman who lacks the mental capacity to consent to sexual intercourse becomes pregnant * A person found having any sexual activity with a person with severe mental incapacity * Images of sexual abuse on the internet Signs and Symptoms of Emotional/Psychological Abuse * Untypical ambivalence, deference, resignation, becoming passive * Person appears anxious or withdrawn, especially in the presence of the alleged perpetrator * Person exhibits low self esteem * Person rejects their own cultural background and/ or racial origin * Untypical changes in behaviour, for example, continence problems, sleep disturbance, depression or fear * Person is not allowed visitors or phone calls * Person locked in a room/in their home * Person is denied access to aids or equipment, for example, glasses, hearing aid, crutches * Persons access to personalShow MoreRelatedPrinciples of safeguarding and protection in health and social care1623 Words   |  7 Pagesï » ¿Principles of safeguarding and protection in health and social care 1.1 Define the following types of abuse: Physical abuse Physical abuse is any non accidental act of violence or rough treatment that causes physical injury, pain or discomfort. Examples of physical abuse include: Beating - e.g. Punching, pinching, shoving, striking with hand or other instrument Burning and scalding Rough handling or physical coercion Stabbing Tripping Spitting Restraining to furniture The misuse of physicalRead MorePrinciples of safeguarding and protection in health and social care1593 Words   |  7 Pagesï » ¿Principles of safeguarding and protection in health and social care Level 2 Unit Ref A/601/8574 Unit Credit Value 3 1. Know how to recognise signs of abuse 1.1 Define the following types of abuse: Physical Sexual Emotional/psychological Financial Institutional Self neglect Neglect by other Physical abuse is an act of another party involving contact intended to cause feelings of physical pain, injury, or other physical suffering or bodily harm. Sexual abuse is sexual activityRead MorePrinciples of Safeguarding and Protection in Health and Social Care3322 Words   |  14 PagesHSC024 Principles of safeguarding and protection in health and social care ALL OUTCOMES IN RED ARE OBSERVATIONS TO BE CARRIED OUT BY YOUR ASSESSOR. THE INFORMATION GIVEN INDICATES THE TYPES OF THINGS YOUR ASSESSOR WILL BE LOOKING FOR Know how to recognise signs of abuse OUTCOME 1 1. Define the following types of abuse 2. Identify the signs and/or symptoms associated with each type of abuse. Physical abuse - Punching, Kicking Scratching, Slapping, Biting, Scalding, Pulling hairRead MorePrinciples Of Safeguarding And Protection In Health And Social Care1919 Words   |  8 Pagesï » ¿Principles of safeguarding and protection in health and social care Know how to recognise signs of abuse Physical abuse - This is use of physical force that can result in injury. This could be due to being slapped, punched, kicked, scratched, biting, and strangling. Sexual abuse – This is unwanted sexual activity that is forced upon a person without their consent, this includes rape, making them watch pornography, pestering them by making sexual suggestions or comments, or they were pressuredRead Moreprinciples of safeguarding and protection in health and social care2068 Words   |  9 PagesAssignment composition Assignment overview In this assessment you will explore aspects of employment law, your role and responsibilities in respect of employment practices and present an issue of public concern that has occurred within either the health, social care or childrens and young peoples sector. Additionally, you will create a career plan which reflects on your continuing professional development and related learning and possible future qualification opportunities. Tasks There are four tasks toRead MorePrinciples of Safeguarding and Protection in Health and Social Care Settings1505 Words   |  7 PagesUnit 5: Principles of safeguarding a nd protectionin health and social care settings 1.1 1.2 Physical abuse is a deliberate use of physical force that results in bodily injury pain or impairments. Sgns of physical abuse can be burns and scalds, marks on the skin consistent with being slapped, scratched, bitten or pinched.Sexual abuse is direct or indirect involvementin sexual activity without valid consent. Signs of sexual abuse could be sexual transmitted disease,unexplained crying and distressRead MoreHSC024 PRINCIPLES OF SAFEGUARDING AND PROTECTION IN HEALTH AND SOCIAL CARE4024 Words   |  17 PagesHSC024 PRINCIPLES OF SAFEGUARDING AND PROTECTION IN HEALTH AND SOCIAL CARE OUTCOME 1 1.1 Define the following types of abuse -Physical abuse - Is an act of another party involving contact intended to cause feelings of physical pain, injury or other physical suffering or bodily harm. -Sexual abuse - A statutory offence that it is a crime to knowingly cause another person to engage in unwanted sexual act by force or threat. -Emotional/psychological abuse - Emotional or psychologicalRead MoreAssignment 204 Principles Of Safeguarding And Protection In Health And Social Care1549 Words   |  7 Pagesï » ¿Joanne clark Norfolk house Assignment 204 Principles of safeguarding and protection in health and social care 204 Task A Booklet Create a booklet about safeguarding, which can be used as a reminder for people who work in the care profession. The booklet must: Ai Describe in your own words what is meant by the following types of abuse: †¢ Physical abuse Physical abuse is the use of physical force that may result in bodily injury,physical pain or impairment.physical abuse may include but is notRead MoreUnit 204 Principles Of Safeguarding And Protection In Health And Social Care1693 Words   |  7 Pagesï » ¿Unit 204 Principles of safeguarding and protection in health and social care Outcome 1 Know how to recognise signs of abuse 1.1) Definition of different types of abuse are: Physical abuse - hitting, slapping, pushing, pinching, kicking and burning. Sexual abuse - rape or sexual assault, indecent exposure, penetration and sexual harassment. Emotional/psychological abuse - bullying, shouting, swearing, controlling and ignoring. Financial abuse - theft, fraud and pressure in connection with wills,Read MoreUnit 5 Principles of Safeguarding and Protection in Health and Social Care2796 Words   |  12 Pagesï » ¿Principles of Safeguarding and Protection in Health and Social Care, Unit 5. There are many forms of abuse but are usually classified under five main headings, physical, sexual, psychological, financial and institutional. Signs of possible abuse can come in physical forms, such as bruises, cuts, burn marks, etc; emotional signs like flinching, crying and any other changes in the normal behaviour of the client. Although these are signs of abuse it is in no way conclusive evidence of such. Warning

Film Editing and William Bell Free Essays

Crabbe by William Bell ENG4C For:Mr. Hawkins Due: Monday December 17th 2012 I was very surprised when I began to read the novel Crabbe by William Bell, the theme of the book was very clear and delivered a distinct message. We cannot run away from our problems, we cannot run nor hide, for our dreams, mistakes and daily lives will always find a way to catch up to us. We will write a custom essay sample on Film Editing and William Bell or any similar topic only for you Order Now It was rather shocking to me how much I could relate to the novel, I once had the same mind set as the protagonist†¦ I was unhappy with whom I was, and began to believe that it was the fault of everyone around me. Throughout this summative task, I will deliver a plot summary about the novel itself, I will reflect on what I have learned after reading Crabbe and finally I will relate the novel to a personal experience. Franklin Crabbe, an eight-teen year old boy lived the life everyone dreamed of, he was raised in a very wealthy household, his father being a lawyer offered to provide him with everything he needed to progress in life as a successful young man. Franklin was intelligent, with a mind like no other. However, every family has their secrets. Franklin developed a drinking problem; he drank Silent Sam, a Vodka baring no scent to it. Franklin seemed to be a bright young man; he was supposed to attend University to become a lawyer just like his father. Throughout the years Franklin’s parents refused to allow him to make his own decisions. They chose his courses, they planned his future and they determined his career path for him. Franklin began to feel like he was useless, like his life had no meaning, due to the pressure he was put in by his family and those around him Franklin decided to escape the stresses of his everyday life, he decided to run away from home, to the woods and never look back. He wanted to be just like everyone else, he wanted to make his own decisions, he chose to run away to prove to everyone he was capable of living on his own. Upon running away, Franklin encounters numerous challenges and adventures, which shaped the way he viewed life. Unfortunately Franklin got attacked by a bear, causing him to fall down a waterfall, luckily for him a woman named Mary saved him from drowning. Mary, a married University student is also traveling through the woods, running away from her problems. Due to the injuries Franklin received, he spent the next few weeks in Mary’s care. She taught him the basics to being one with nature, she taught him how to use a compass, read a map and most importantly how to hunt. Throughout the weeks of being together, Mary taught Franklin how to successfully live on his own. With winter just around the corner, Mary and Franklin decide to part and go their separate ways. Franklin became very confused in the matter; throughout the weeks of being with Mary he developed an endless love for her. Trying to find out more about Mary’s past and why she decided to run to the woods, he started reading her journals, journals which he promised never to open. While reading, Franklin discovers that Mary murdered her husband and has a warrant for her arrest. Scared, he finds his way out of the forest. An ongoing vehicle stopped and picked up Franklin, when the driver noticed how badly Franklin’s fingers were frozen he rushed him to the clinic as soon as possible. At the clinic Franklin finds out the doctors must amputate his fingers; otherwise his whole hand might become infected. When he was admitted into the clinic, Franklin Crabbe refused to give the doctors his real name, after the long days that followed he gave in and proclaimed his identity; the doctors immediately contacted his parents. Franklin was devastated to see how much pain he brought to his family, eventually he broke down and explained to his parents why he felt like running away, he admitted to being unhappy and feeling useless. Sympathetic, his parents brought him home and they avoided any further talk about the woods. The emotional novel, Crabbe by William Bell taught me to always face my problems face on. It showed me that hiding from my fears is never the right option. In life we are constantly faced with obstacles that make us feel hopeless, where we feel like we don’t have anybody and we bottle up our emotions inside, thinking that they will dissolve. There are many times you feel alone, with no one to turn to causing us to feel empty and alone. The novel taught me to never give up on myself, when facing a problem it is best to do it with someone by your side, a family member or a friend. When life throws challenges your way, it is best to tackle them as they come instead of letting them pile up. Reading this novel I learned that there is always a better day, things will always be okay if you have faith in yourself. While reading a novel I began having flash backs to multiple challenges I faced, although not as extreme as those Franklin experienced, one stuck out to me. Earlier this year a very close friend and I got into a dispute. Neither of us knew the reason we were arguing but instead of talking and resolving our issues as friends we decided to run away from the conflict and not speak to each other. We have spent months avoiding each other, afraid of saying how we truly felt. After months of turning the other way when encountering each other in the halls I knew that we had been running away from our problems for too long. I didn’t know how to properly deal with the situation so I just stopped, I stopped avoiding him and I never tried to speak to him. The problem between us isn’t resolved, but after reading this novel, I might just give it another try and face my fears. William Bell is truly an exceptional writer; we tore at my heart strings and made me relate the novel Crabbe to my own life. While reading the novel, I was able to learn a lot when it comes to facing my problems. As I have reached the end of my summative, I really hope I was able to do the book some justice. When I began this process, I did not know where to start, but once I got into it the words just began to flow perfectly. The plot of the story taught me many valuable lessons, lessons that I will consider when encountering problems later on in life. How to cite Film Editing and William Bell, Papers

Leader interview free essay sample

Introduction â€Å"The servant-leader is servant first†¦ It begins with the natural feeling that one wants to serve, to serve first† (Greenleaf, 1977, p. 27). For the servant-leader, the needs of others will be the primary driver rather than meeting the needs of the individual themselves. In this paper, incorporating a leader interview, the student will highlight the interviewee’s responses to servant-leadership concepts and their impressions and experiences as a servant-leader. Background The interviewee that was chosen for this paper was Kathy Krueger, high school counselor for the student’s son at Seattle Preparatory School. Seattle Preparatory is a Catholic, Jesuit high school for grades 9-12 with an enrollment of 700 students. Their mission statement is to â€Å"form discerning, transformational leaders who are intellectually competent, spiritually alive, open to growth, loving and committed to justice† (Seattle Preparatory Mission Statement, â€Å"n.d.†). Ms. Krueger has been at Seattle Preparatory since 1970. She was first hired as a part-time teacher, providing instruction for Collegio (combined English, history, and theology class) and part-time counselor. Her current role has been to work with junior and senior students with a focus in college counseling. Prior to coming to Seattle Preparatory, Ms. Krueger began her teaching career in 1969 as a member of the Sisters of Holy Names Order. She left the convent in 1970 and taught at St. Aloysius Grade School in Spokane. In 1976, upon moving to Seattle, she began her high school teaching career. On Wednesday November 6, an in person interview was conducted with Ms. Krueger at Seattle Preparatory school. The interview was conducted over approximately one hour in length and consisted of fifteen questions. ( Appendix A) Discussion â€Å"The natural servant, the person who is servant-first, is more likely to persevere and refine a particular hypothesis on what serves another’s highest priority needs than is the person who is leader-first and who later serves out of promptings of conscience or in conformity with normative expectations† (Greenleaf, 1977, p. 28). Prior to the interview beginning, servant leadership was reviewed with Ms. Krueger. A servant leader buts an emphasis on others first and serving them; leading is secondary. Those who want to be leaders first will most often be catering to their own egos and seeking power. Servant leadership cannot be something one turns on and off based on the situation, it has to be part of the person; it will be what you breathe day in and day through actions and words. â€Å"Servant leadership is more than a mere concept, a style, or a theory of leadership, but rather a distinct perspective, a philosophy, an emergent world view- a way of being in the world† (Horsman, 2013, p.4 ). The foundation of servant-leadership started through role modeling by her parents. K. Krueger (personal communication, November 6, 2013) â€Å"Each of us felt unconditional love They imparted a lot of values, especially that we need to give back in service† (Appendix A). Ms. Krueger was interested in both service and education as a career. Two of her brothers entered the Jesuit order and she made the decision to enter the Holy Names Sisters’. After six years in the convent, one year before final vows, Ms. Krueger made the decision to leave the convent and continue to serve as a layperson. At that time in the Church, the understanding of lay ministry was beginning to form and not just members of the religious orders could be called for service but all people could be call to serve. K. Krueger (personal communication, November 6, 2013) â€Å"As a lay person, I am a companion with the Jesuits in their mission to teach young people to be loving, open to growth, intellectually competent, spiritually alive, loving, and committed to justice† (Appendix A). â€Å"Servant –leading is more than a style, it is a philosophy-a way of being- a world view which may utilize different leadership styles-styles that are considered appropriate to the situation and the environment that may be applied with servant-first approach† (Horsman, 2013, p. 10). Ms. Krueger encompasses this in her day-to-day role as a school counselor and servant-leader. When asked to provide an example of how other leaders serve, K. Krueger’s response (personal communication November 6, 2013) was  Ã¢â‚¬Å"Good servant leaders bring out the best in people. They encourage a person’s growth. They have a deep sense of respect for each individual. Teachers who experience a servant leader believing in them want to buy in to the mission of the school and are far more productive and help create a healthy school† (Appendix A). When you have a strong community within the workplace it builds camaraderie among the employees and staff members. In a happier workplace, staff will be more willing to help each out and cooperate so each other succeeds. â€Å"Servant leadership is focused on the development of the person and the organization for the purpose of creating a more serving, caring society† (Horsman, 2013, p. 10). As a high school counselor that focuses on junior and senior students readying them for college or the next step after high school, Ms. Krueger plays a pivotal role in these student’s lives in setting them up for the next stop in life’s journey. Horsman (2013) contends stewardship from the servant leadership perspective includes role modeling for others and ensuring continuous development of their people which includes promoting of other servant leaders. As a high school counselor, Ms. Krueger role models servant leadership for her students. As a servant-leader, she wants to ensure the continuous developments and growth of others. K. Krueger (personal communication, November 6, 2013) â€Å"At Seattle Prep, we are encouraged to facilitate learning rather than the top down model of teacher and student† (Appendix A). In the model of teaching at Seattle Preparatory School, the pyramid has been flipped so that student and teacher work together collaboratively rather than the teacher on top driving the information to the student. In secondary education at Seattle Preparatory school, lay teachers and counselors are companions in the ministry of the Jesuits. Servant leadership has been integrated into the class room through the Ignatian pedagogy (Seattle Preparatory Magis Christian Service, â€Å"n.d.†). K. Krueger (personal communication, November 6, 2013) â€Å"This process includes context, experience, reflection, action, and evaluation† (Appendix A). As a high school counselor focusing on college counseling, Ms. Krueger assists her students with finding the needed resources while, providing them with encouragement for the college application process. She sets expectations with the students so that they know what they are accountable for. Ms. Krueger is entrusted with the resources of Seattle Preparatory school to  optimally support the students in their successful journey to higher education, such as Naviance, a college application tracking program, and time for regular check ins with the students Ms. Krueger has been an integral role in a student’s life at Seattle Preparatory School. She derives her power by empowering her students and co-workers. K. Krueger (personal communication, November 6, 2013) â€Å"In the Jesuit model power resides in indifference. Real power is when we have openness to looking at a variety of viewpoints and solutions.† (Appendix A), As a servant leader, being able to step back and look at the whole systems view and how things are interconnected and relate to the whole versus a single microcosm. This provides the ability to see various perspectives versus only silos. Ms. Krueger welcomes input from parents, students, and staff to continually improve communication processes within the school and streamlining of the college application experience from all viewpoints. Ms. Krueger’s does her work not for the glory or the power but for the love it brings in serving the students’ each and every day. The student’s rely on Ms. Krueger’s humble, guiding hand to keep them on their path. Similar to Leo who left his group, in the The Journey to the East, if she were to leave Seattle Preparatory School the realization would be made â€Å"†¦that the more certain his loss became, the more indispensable, he seemed† (Hesse, 1956, p. 39). Just like Leo, Ms. Krueger is a servant first; this is who she is and who she has been within herself. Conclusion As Greenleaf writes â€Å"servant-leaders differ from other persons of goodwill because they act on what they believe† (Greenleaf, 1977, p. 341). For Ms. Krueger, this began with a strong foundation of values and the importance of service first role modeled by her parents, with her mother first as a nurse spending many years working in the House of Charity in ministering to homeless men. Her parents demonstrated the importance of putting the needs of others before one’s self. As a lay teacher, counselor, and companion to the Jesuits, she continues this philosophy of servant-leadership with each relationship she has with students and staff at Seattle Preparatory School. Servant-leaders as in Ms. Krueger’s case may be in our presence every day, doing for others with the knowledge they are making a difference in each life they touch. Serving first needs to become our way of being, our natural  way to act. In practicing service first, we will foster relationships of trust, helping people, and developing cooperation among others. Our most important resource will be our people, as a servant leader in training it builds a strong community in our workplace, which leads to happier staff and stronger relationships among team members. As a leader it is less about directing and leading but more about supporting, empowering, and growing others. In the course of this assignment and interviewing Ms. Kruger, it created a moment to pause and be humble by those around us that are the unsung heroes that touch our lives every day without the appreciation of the impact it has on us. People like Ms. Kruger provide a shelter of hope and knowing she continues to influence the lives of others has been an inspiration. â€Å"Servant leadership is about You and I becoming fully human individually and collectively; in the fullest sense this means that the fruits of serving is the enhancement of the collective WE† (Horsman, 2013, p. 21).