Summarise the physical, social and emotional changes which occur for young people as they move into adulthood

Unit 21: Understand Support for Young People with Complex Disabilities or Conditions Making the Transition into Adulthood

Activity Brief					CYP		Number
Task Type:	Assignment with questions and answers.	Level:	3	Pathway:		CYPR		Date reviewed:
Task Name:	Unit 21: Understand Support for Young People with Complex Disabilities or Conditions Making the Transition into Adulthood

Description of Task:

Assignment with questions and answers to demonstrate your knowledge and understanding.

Scope of Task
The following areas are to be covered / discussed / referred to in your answers:
changes involved in moving from childhood into adulthood Understand how having a complex disability or condition can affect the transition into adulthood legislation, regulation and rights relating to young people with complex disabilities support methods and systems
Values Rights and choices	Core Skills Literacy
British Values Rule of Law Mutual respect Tolerance of each other Democracy Freedom of speech	Legislation United Nations Convention on the Rights of the Child (UNCRC) 1989 Human Rights Act 1988 Education Act 2011 Equality Act 2010 Local Safeguarding Children Boards (Amendment) Regulations 2010 Working Together to Safeguard Children 2018 Children Leaving Care Act 2014 General Data Protection Regulations 2018 Special Education Needs and Disability Act 2001 Children and families Act 2014 National Care Standards Every Child Matters 2003 SENCO Common Assessment Framework Children Act 2004 and 2006 The Children Act 1989 (as amended) The Children and Social Work Act 2017 The Safeguarding Vulnerable Groups Act 2006 Keeping Children Safe in Education 2019
Task Questions Answer the following questions giving examples from your practice to enhance your answers. Please read the guide at the bottom of the brief to support you. There is a list of books and useful websites at the end of the brief. Please also refer to the unit amplification on the standards sent to you when joining the course. This activity brief covers knowledge only. 1) Summarise the physical, social and emotional changes which occur for young people as they move into adulthood 2) Describe changes in relation to freedoms, rights and responsibilities for young people as they move into adulthood 3) Explain how culture can impact on the process of moving from childhood into adulthood 4) Analyse how theories about change apply for a young person moving into adulthood 5) Describe examples of how the transition into adulthood can affect young people with complex disabilities or conditions and their families 6) Analyse challenges that young people with complex disabilities or conditions can have in coping with change 7) Describe the legislation that affects the right of young people with complex disabilities or conditions to make decisions about their life 8) Explain how legislation and local and national practice guidelines affect transition planning for young people with complex disabilities or conditions 9) Explain how rights regarding equality and diversity support young people with complex disabilities or conditions in making choices about their adult life 10) Explain factors to consider when planning support for the transition into adulthood 11) Describe types of support that young people with complex disabilities or conditions may need during the transition into adulthood 12) Describe methods and approaches that can help support young people with complex disabilities or conditions to cope with change 13) Explain how personal budgets can be used with young people in transition to adulthood and adult service 14) Explain the role of key agencies and professionals likely to be involved in the transition process 15) Outline areas of tension and conflict that may arise during the transition to adulthood or adult services 16) Describe strategies for addressing tensions and conflicts that may arise during the transition to adulthood or adult services 17) Describe attitudes and approaches that support young people to explore options for their future 18) Analyse how person-centred thinking supports young people · to identify their needs and aspirations · to develop a plan of support for the transition process 19) Explain how and why the role of families in supporting the transition process can vary 20) Identify ways to access resources to meet needs 21) Explain how risk management processes support young people making the transition into adulthood 22) Describe how the experiences of young people during transition can be recorded in ways accessible to them 23) Explain why it is important for practitioners to reflect on · support provided during the transition process · young people’s experience of the transition process 24) Describe how person-centred approaches are used with young people to review their transition plans at agreed points 25) Explain how young people’s records of their experiences during transition can be used to plan for their future support

Activity Resources

Additional resources Books: Burnes C – Disabled Children Living Away from Home in Foster Care and Residential Settings (Mac Keith Press, 2009) ISBN 9781898683582 Connors C, Stalker K – The Views and Experiences of Disabled Children and Their Siblings: A positive outlook (Jessica Kingsley Publishers, 2002) ISBN 9781843101277  Fulcher L et al – Residential Child Care in Practice: Making a Difference (Policy Press, 2013) ISBN 9781847423108 Walker G – Working Together for Children: A Critical Introduction to Multi-Agency Working (Bloomsbury 3PL, 2008) ISBN 9780826498175 Wilks T – Advocacy and Social Work Practice (Open University Press, 2012) ISBN 9780335243037 Websites: councilfordisabledchildren.org.uk – umbrella body for the children with disability sector in England, provides a wide variety of resources www.gov.uk – the government services and information website, provides various guidance documents, including a framework of outcomes for young people and information from the Department for Education, and information on special educational needs and disability (SEND)

EVIDENCE SHEET

Learner Name

Evidence Reference

Activity (X)

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QA

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Evidence Continuation Sheet

 

Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing. Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom.  Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research. We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant.  Once you have your resources, there are many different ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below.  For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf. Some websites, for example; Neil’s Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator. Basic Guide to using the Harvard Referencing System Always show when you have used a quote by placing it in speech marks: “...................” Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks.  It is also common to italicise the longer quote. This brief quote can be “used mid-paragraph” (Cox, 2010) without any problem “but longer ones should be given a line of their own as well as being shown in speech marks” (Cox, 2010). The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010). The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will.  You can copy the meaning of someone else’s work without copying their words by rewriting their work as your own.  Paraphrasing is a good way to demonstrate understanding and have the content marked, but remember that the paragraph must include the author’s details. ‘In 2010, Miss D Cox stated that....’ or their name and date, i.e. (Cox, 2010). The reference list at the end of your activity must be in alphabetical order.  This makes it easy to find a particular reference from the text. “In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80’s and early 90s, despite the evidence to the contrary – including the deaths and diagnoses of haemophiliacs and drug users with AIDS – the papers still branded it as the ‘gay plague’ and, in the Sun’s case, the ‘gay bug’. (avert.org 2009)” avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm Beharrell, P (1993) ‘AIDS and the British Press’, in J. Eldridge (ed.) Getting the Message: News Truth an....” Examples of the main types of references Websites (the website address should be underlined). Author or Source, Year. Title. Available at: web site address/URL and [Accessed date]. National Society for Epilepsy. 2008. Epilepsy - did you know ...? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow  [Accessed 10 April 2010]. Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher. Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press. Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers. Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

Referencing Table
Unit	Assessment Criteria
21	1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3

 

All You Need to Know About Unit 21: Understand Support for Young People with Complex Disabilities or Conditions Making the Transition into Adulthood

Unit 21 Understand Support for Young People with Complex Disabilities or Conditions Making the Transition into Adulthood focuses on the critical stage of supporting young people with complex disabilities or conditions as they transition into adulthood. This phase is a pivotal time in their lives, involving significant changes in education, social care, healthcare, and independence. Effective support during this period ensures that young people can achieve their potential, develop autonomy, and lead fulfilling lives.

A key aspect of this unit is understanding the principles of person-centred planning. This approach places the young person at the heart of the decision-making process, ensuring their preferences, aspirations, and unique needs are respected. Collaboration between the young person, their family, and professionals is vital in creating a tailored transition plan. This plan may include goals for further education, employment opportunities, housing arrangements, and health management, all of which should align with their individual ambitions.

The unit also explores the importance of multi-agency working. Transitioning into adulthood often requires coordinated efforts from education providers, healthcare professionals, social workers, and community organisations. By fostering open communication and collaboration among these stakeholders, barriers can be minimised, and continuity of care can be maintained. This teamwork ensures that the young person receives consistent and comprehensive support throughout their journey.

In addition to practical planning, the emotional impact of transitioning must also be considered. Young people with complex needs may face feelings of uncertainty, anxiety, or loss during this period. It is crucial for carers and professionals to provide emotional support, fostering resilience and confidence. Strategies such as counselling, peer support groups, or mentoring schemes can be particularly beneficial in addressing these challenges.

Another critical area is the legal and policy framework surrounding transitions. Practitioners must be knowledgeable about relevant legislation, such as the Children and Families Act 2014 and the Care Act 2014, which provide guidance on ensuring a smooth transition. Understanding these legal requirements helps ensure that the young person`s rights are upheld and that they have access to the resources and support they are entitled to.

Finally, the unit highlights the role of independent living skills in promoting autonomy. Teaching young people practical skills, such as managing finances, using public transport, or preparing meals, equips them to handle the responsibilities of adulthood. Encouraging participation in decision-making and fostering self-advocacy also empower them to take an active role in shaping their futures.

By addressing these key areas, Unit 21 Understand Support for Young People with Complex Disabilities or Conditions Making the Transition into Adulthood provides a comprehensive understanding of how to support young people with complex disabilities or conditions during this significant life transition. With thoughtful planning, collaboration, and a focus on individual needs, practitioners can make a profound difference in helping these young people navigate adulthood with confidence and independence.

Sample Answer

Summarise the physical, social and emotional changes which occur for young people as they move into adulthood

Transition from Childhood to Adulthood: Physical, Social, and Emotional Changes

The transition from childhood into adulthood is a complex process marked by significant physical, social, and emotional changes. These changes vary in intensity and timing for each individual, influenced by factors such as genetics, environment, and life circumstances. For young people with complex disabilities, the transition may involve additional challenges, requiring tailored support systems to ensure their rights, choices, and well-being are upheld.

Physical Changes

During adolescence, young people undergo substantial physical development as they progress through puberty. Hormonal changes, such as increased levels of testosterone or oestrogen, result in growth spurts, sexual maturation, and the development of secondary sexual characteristics, including changes in voice and body shape. For young people with complex disabilities, physical changes can exacerbate existing health conditions or introduce new complications, such as mobility issues or sensory impairments. Effective management of these changes often requires the input of multidisciplinary teams, including healthcare professionals and occupational therapists.

Social Changes

As young people transition into adulthood, their social roles and relationships evolve. They seek greater independence and autonomy, often moving away from family-centred dynamics to peer-focused interactions. The formation of romantic relationships, friendships, and social networks becomes pivotal during this stage. However, young people with complex disabilities may face barriers to social inclusion due to stigma, inaccessible environments, or communication challenges. Advocacy for inclusivity and programmes promoting social integration are essential to addressing these barriers.

Emotional Changes

Emotional development is a cornerstone of adolescence and early adulthood. Young people may experience heightened emotions, increased self-awareness, and a stronger sense of identity. This stage often involves exploring personal values, goals, and aspirations. For those with complex disabilities, these emotional shifts can be amplified by the challenges of navigating societal expectations and personal limitations. Feelings of frustration, anxiety, or isolation may arise, underscoring the importance of access to mental health support and counselling services.

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