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Posted: November 15th, 2022

Manage Safeguarding, Protection and Risk in Adult Care

Index of Contents
☐ Activity brief
☐ Resources
☐ Task questions
☐ Evidence Sheet
☐ Activity guide
☐ Referencing
Page 1
Page 2
Page 3
Page 4-5
Page 6-8
Page 9

Activity Brief HSC Number AB6
Task Type: Assignment Level: 5 Pathway: G Date reviewed: 29/11/2020
Task Name: Manage Safeguarding, Protection and Risk in Adult Care

Description of Task:
Questions and Answers to demonstrate knowledge.

Activity Assessment Referencing Table
Unit Qualification Assessment Criteria
8 1.2, 1.4, 2.1, 2.2, 4.2, 4.3, 5.1, 5.3, 6.4, 6.5, 7.1,7.2, 7.3.

Scope of Task
The following areas are to be covered / discussed / referred to in your answers:

Values
Equality.
Diversity
Working together
Six C’s

Core Skills
Literacy.
Information and communication technology
Working with Others
Problem Solving

British Values
Democracy
Rule of law
Individual liberty
Mutual respect
Tolerance
Legislations
Mental Capacity Act 2005.
Deprivation of Liberty safeguards 2014.
Health and Safety at work Act 1974.
Human Rights Act 1998.
Skills Council guidance on restrictive practice.
Safeguarding Vulnerable Group Act 2006.

Websites, books and QCS resources

Websites:

www.cqc.org.uk/content/safeguarding-people

www.hse.gov.uk

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/300293/JRA_DoH_Guidance_on_RP_web_accessible.pdf

https://www.scie.org.uk/safeguarding/adults

Books:
Mandelstam M – Safeguarding Vulnerable Adults and the Law (Jessica Kingsley Publishers, 2008) ISBN 9781843106920
Martin J – Safeguarding Adults (Theory into Practice) (Russell House Publishing Limited, 2007) ISBN 9781903855980
Richards R, Mughal A – Working with the Mental Capacity Act 2005, 2nd revised edition (Matrix Training Associates, 2009) ISBN 978095523493

QCS Resources:

CR03 SAFEGUARDING POLICY AND PROCEDURE.
CRN10 DOLS POLICY AND PROCEDURE.

Presentation tutorial:

https://attendee.gotowebinar.com/recording/2150865058620617986

Task Questions
Please refer to the attached activity guide prior to starting, this will ensure that you provide the right evidence to meet the unit requirements and prevent resubmission.

1) Discuss and evaluate the importance of balancing a respect for confidentiality with ensuring the protection and wellbeing of users of services, when managing safeguarding resources in the setting.

2) Discuss and evaluate sources of funding that are used to construct the safeguarding budget in own area of responsibility.

3) Discuss why everyone in the setting has a responsibility to act on concerns about abuse of children or young people in the setting.

4) Discuss the actions to take if:
• There are concerns that a child or young person is being abused.
• A child or young person alleges that they are being abused.
Discuss and evaluate the significance of balancing confidentiality with the protection and well-being of service users when managing safeguarding resources in the setting.

2) Discuss and evaluate the funding sources used to build the safeguarding budget in your area of responsibility.

3) Discuss why everyone in the setting is responsible for acting on concerns about abuse of children or young people.

4) Talk about what to do if: • There are concerns that a child or young person is being abused.
• A child or adolescent claims that they are being abused.
5) Discuss examples of ‘hidden restraint’.

6) Discuss and evaluate potential situations when restraint may be used as a ‘last resort’ in the setting.

7) Discuss how to apply the regulatory requirements, codes of practice and relevant guidance to managing concerns about safeguarding in the setting.

8) Discuss and evaluate the role of the Local Government Ombudsman in the regulatory process as applied to the setting.

9) Discuss how to use organisational systems to address concerns and complaints effectively in the setting.

10) Discuss and evaluate own practice in promoting a balanced approach to managing risk in the setting.

11) Discuss and evaluate the effectiveness of the policies and procedures used for risk taking in the setting.

12) Discuss and evaluate the potential effectiveness of available support for assessing mental capacity and ability to give consent in the setting.

13) Discuss and evaluate the key factors of the Mental Capacity Act 2005 Deprivation of Liberty Safeguards that are relevant in the setting, in terms of supporting teams in making appropriate decisions.

14) Analyse the role of advocacy under the Mental Capacity Act 2005 in the setting.

Evidence sheet
Learner Name
Evidence Reference
Activity (X) RA QA X PD AS WS

Evidence Continuation Sheet

Assignment Guide

Use the following example and tips to help you complete this discussion.

Question 1:
• Ensuring all policies in place and procedures comply with legislation and guidance; Caldicott Principles; Human Rights Act; Data Protection legislation.
• Breach of confidentiality – acceptable where it is in interests of public safety to disclose information.
• Where possible seeking consent to share information; considering the person’s mental capacity to consent to information being shared.

Question 2:
You could include:
Budgeting.
• Free or funded training.
• Staff development (as part of current role).
Discuss source of funding to:
• Training staff.
• Employ safeguarding lead.

Question 3:
You could include:
• The protection and safety of all.
• Recognising signs.
• Compliance with regulations.
• Company reputation.

Question 4:
You could include:
• Remaining calm.
• Recording reported suspicions or allegation.
• Speaking to the individual and asking how the injury occurred (physical abuse)
• Speaking to the individual to ascertain reasons for changes in behaviour or other signs of emotional abuse
• Assuring the individual that disclosure will not result in repercussions for them.
• Interviewing members of staff involved and suspending from employment, pending investigations.
• If proven, informing relevant authorities and dismissing employee.

Question 5:
Examples could include:
• Tucking in blanket.
• Trolley table used to keep someone in a chair.
• Reclining chairs.
• Withdrawal from outings.

Question 6:
Restraint is always the last resort. The service user must be assessed, with extreme circumstance risk assessments being part of their plan:
You could include:
• Behaviour that places the user of services at risk of serious harm.
• Behaviour that endangers other users of services.
• Behaviour that endangers staff or volunteers.

Question 7:
You should discuss your compliance with:
• Mental Capacity Act 2005.
• Deprivation of Liberty safeguards 2014.
• Health and Safety at work Act 1974.
• Human Rights Act 1998.
• Skills Council guidance on restrictive practice.

Question 8:
Use this link to help you research this:
https://www.lgo.org.uk/adult-social-care/complaints-about-health-and-social-care

Question 9:
You should include:
• Records of incidents.
• Prompt responses in accordance with policy and procedure
• Audit processes
• Accessible complaints procedure
• Recognition of factors that would prevent individuals from reporting concerns or complaints, e.g. fear of retribution
• Reporting concerns: staff meetings, residents’ meetings, open forums, anonymous feedback, unannounced regulatory inspections
• Improved practice based on responses to concerns and complaints.

Question 10:
This question is about you.
However, you could include:
Positive risk assessments for all users of services.
• Discussing choices with users of services and family members.
• Use of advocacy to support users of services in making appropriate choices.
• Staff training on managing risks rather than avoiding risk.
• Potential effects on other users of services, including available resources, staff time.
• Recognition of ethical dilemmas, including potential risk of reduced overall health and wellbeing versus increased quality of life.
• Use of cost-benefit analysis techniques.

Question 11:
This question is about your organisational policies and procedures.

Question 12:
People, organisations, and guidance that offer additional support, could include:
• GP.
• Families.
• District Nurses.
• CPN.
• Care Quality Commission Standards and Regulations 2010.
• Local branch of Care Quality Commission.
• Information from relevant charities, including Mind, Sane.
• Care Act 2014.
• Deprivation of Liberty Safeguards Code of Practice 2008.
• Court of Protection case law.

Question 13:
The key facts could include:
• Best interests of the user of services.
• Least restrictive intervention.
• Balance of right to self-determination with the safety of the user of services.
• Right to advocacy of the user of services.
• Links between consent, risk management and safeguarding.

At the time of writing this we are still waiting for the new version of the MCA to become active. Please check the situation when answering this question.

Question 14:
You could include:
• Establishing the preferred method of communication of the referred user of services.
• Meeting with the referred user of services and using a variety of methods, as appropriate, to ascertain their views.
• Consulting with staff, professionals, and anyone else who knows the user of services well, and who is involved in delivering care, support, and treatment
• Gathering any relevant written documents and other information.
• Attending meetings to represent the user of services, raising issues and questions as appropriate
• . • Presenting information to decision-maker verbally and via a written report
• . • Remaining involved until decision has been made and being aware that the proposed action has been taken.
• Auditing the best interests-decision-making process.
• Challenging the decision, if necessary.

Harvard 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 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
1. Always show when you have used a quote by placing it in speech marks: “……………….”
2. 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).
3. 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).
4. 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).
5. The reference list at the end of your activity must be in alphabetical order. This makes it easy to find a 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 Helpants know about clean hands. Nursing Times, 97(22), pp.63-64.

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