1.1 Explain the term safeguarding

Learner statement

Assessor Use Only- Assessment Criteria Met

Learner to provide narrative under each statement of how they meet the criteria.  However, where the assessment criteria asks you to ‘Demonstrate’ this may be covered during your observation with  your assessor and if so you are not required to provide written narrative.  This will be stated under the assessment criteria so please read carefully.

You must provide answers to each question that allow your assessor to properly assess what work duties you are doing or what role you have within your work. It expected that you will need approximately 300 words per question. The more detail you provide the less likely your account will be sent back for more clarification.

You must answer each question in your own words and write in the first person meaning “I do this”. A tip is always to keep in mind the “who, why, how, where and when” in each answer.

Learning Outcome 1: Understand principles of safeguarding adults

1.1 Explain the term safeguarding

1.2 Explain own role and responsibilities in safeguarding individuals

1.3 Define the following terms:-

1.3 a Physical abuse

1.3 b Domestic abuse

1.3 c Sexual abuse

1.3 d Emotional/ psychological abuse

1.3 e Financial/ material abuse

1.3 f Modern slavery

1.3 g Discriminatory abuse

1.3 h Institutional/ organisational abuse

1.3 i Self‐neglect

1.3 j Neglect by others

1.4 Describe harm

1.5 Describe restrictive practices

Range (1.3) Domestic abuse: Domestic abuse should include  acts of control and coercion

Learning Outcome 2: Know how to recognise signs of abuse

2.1 Identify the signs and/ or symptoms associated with each of the following types of abuse:-

2.1 a Physical abuse

2.1 b Domestic abuse

2.1 c Sexual abuse

2.1 d Emotional/psychological abuse

2.1 e Financial/material abuse

2.1 f Modern slavery

2.1 g Discriminatory abuse

2.1 h Institutional/organisational abuse

2.1 i Self‐neglect

2.1 j Neglect by others

2.2 Describe factors that may contribute to an individual being more vulnerable to abuse

Range (2.2) Factors: Factors  may include:-

• a setting or situation
• the individual

Range (2.2) Individual: An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care

Learning Outcome 3: Know how to respond to suspected or alleged abuse

3.1 Explain the actions to take if there are suspicions that an individual is being abused

3.2 Explain the actions to take if an individual alleges that they are being abused

3.3 Identify ways to ensure that evidence of abuse is preserved

Range (3.1)

Actions to take: The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse. They include actions to take if the allegation or suspicion implicates:

 A colleague

 Someone in the individual’s personal network

 The learner

 The learner’s line manager

 Others

Learning Outcome 4: Understand the national and local context of safeguarding and protection from abuse

4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse

4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse

4.3 Identify factors which have featured in reports into serious cases of abuse and neglect

4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing

4.5 Identify when to seek support in situations beyond your experience and expertise

Range

(4.1) Local systems: Local systems may include:

 employer/ organisational policies and procedures

 multi‐agency adult protection arrangements for a locality

(4.4) Whistle blowing: A whistle blower is a person who exposes any kind of information or activity that is deemed illegal, unethical or not correct

Learning Outcome 5: Understand ways to reduce the likelihood of abuse

5.1 Explain how the likelihood of abuse may be reduced by:-

5.1 a working with person centred values

5.1 b encouraging active participation

5.1 c promoting choice and rights

5.1 d supporting individuals with awareness of personal safety

5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse

5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention

Range

(5.1) Person centred values: Person centred values include:

 Individuality

 Rights

 Choice

 Privacy

 Independence

 Dignity

 Respect

 Partnership

 Care

 Compassion

 Courage

 Communication

 Competence

(5.1) Active participation: Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

Learning Outcome 6: Know how to recognise and report unsafe practices

6.1 Describe unsafe practices that may affect the well‐being of individuals

6.2 Explain the actions to take if unsafe practices have been identified

6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response

Range

(6.1) Unsafe practices: Unsafe practices may include:

 poor working practices

 resource difficulties

 operational difficulties

(6.1) Well‐being: Well‐being may include aspects that are:

 Social

 Emotional

 Cultural

 Spiritual

 Intellectual

 Economic

 Physical

 Mental

Learning Outcome 7: Understand principles for online safety

7.1 Describe the potential risks presented by:-

7.1 a the use of electronic communication devices

7.1 b the use of the internet

7.1 c the use of social networking sites

7.1 d carrying out financial transactions online

7.2 Explain ways of reducing the risks presented by each of these types of activity

7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices

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