1.1 Describe the relationship between identity, self-image and self-esteem and the impact this can have on an individual’s well-being
Level 3 L/650/2306 Importance of Health and Wellbeing
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Title: |
Importance of Health and Wellbeing |
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Unit reference number: |
L/650/2306 |
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Level: |
3 |
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Credit value: |
3 |
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Guided learning hours: |
23 |
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Learning outcomes The learner will: |
Assessment criteria The learner can: |
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1. |
Understand the importance of individuals’ well-being. |
1.1 |
Describe the relationship between identity, self-image and self-esteem and the impact this can have on an individual’s well-being. |
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1.2 |
Outline factors that positive and negatively influence the individuals’ wellbeing. |
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1.3 |
Explain the range of services and resources available to support individuals’ wellbeing and how to access this. |
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1.4 |
Explain how an individuals’ wellbeing may affect their behaviours and relationships. |
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2. |
Know how to monitor individuals’ health. |
2.1 |
Describe how to engage and involve individuals in monitoring their own health and well-being. |
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2.2 |
Explain the early indicators of physical and mental health deterioration. |
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2.3 |
Describe how to escalate concerns about an individual’s health deterioration, and to whom. |
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3. |
Be able to assess and respond to changes in an individual’s health and well-being. |
3.1 |
Engage and involve individuals in understanding and monitoring their health and well-being. |
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3.2 |
Demonstrate the use of appropriate tools to monitor and report changes in health and well-being. |
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3.3 |
Record observations of health and well-being and take appropriate action. |
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4. |
Be able to promote individuals’ health and well- being. |
4.1 |
Support an individual in a way that promotes their sense of identity, self-image, and self-esteem. |
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4.2 |
Demonstrate ways to contribute to an environment that promotes wellbeing. |
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4.3 |
Demonstrate a person-centred approach to working with individuals and others to improve individuals’ health and wellbeing. |
Assessment requirements:This unit must be assessed in a real-work environment. This unit needs to be assessed in line with the Skills for Care and Development Assessment Principles. Assessment guidance: Individuals’ well-being: in this context, well-being refers to that of people accessing care and support services. Well-being is broad concept referring to a person’s quality of life. It takes into account health, happiness and comfort. It may include aspects of social, emotional, cultural, spiritual, intellectual, economic, physical, and mental well-being. Factors: factors affecting wellbeing will be different for different people. Learners should show consideration for environmental, physical, social, and psychological factors. Range of services and resources: learners should consider a range of services and resources available within their organisation and external to their organisation that could support individuals’ different wellbeing strengths and needs. Early indicators: these may also be referred to as ‘soft signs’ of deterioration and include: Restlessness, confusion, temperature changes, changes in mobility, pain, discoloured skin, changes in appetite, breathing difficulties, changes to urine or bowel habits, sickness, changes in mood or temperament. Appropriate tools: tools will vary depending on learner’s role and organisational practices. They may include, but not limited to: ‘Stop and Watch’, RESTORE2, NEWS2, SBARD (Situation, Background, Assessment, Recommendation, Decision) as well as technological aids. Appropriate action: actions will vary depending on learners’ role and organisational practices, as well as the specific change in an individual’s wellbeing. Action may include referring to a colleague or another organisation. |
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