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Care Certificate Workbook
Privacy and Dignity
7
Care Certificate Workbook
Privacy and Dignity
2
This workbook belongs to….
Name:
Organisation:
Place of Work:
Manager:
Start Date:
7
End Date:
Care Certificate Workbook
Privacy and Dignity
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Contents
Understand the principles that underpin privacy and
dignity in care
a) Describe what is meant by privacy and dignity
b) List situations where an individual’s privacy and dignity could be compromised
c) Describe how to maintain privacy and dignity in the work setting
Maintain the privacy and dignity of the individual(s) in your care
a) Demonstrate that your actions maintain the privacy of the individual
b) Demonstrate that the privacy and dignity of the individual is maintained at all times and is in line with the individual’s needs and preferences when providing personal care
c) Explain why it is important not to disclose anything about the
individual that they may wish to be kept private, unless it is appropriate to do so
d) Report any concerns you have to the relevant person
7
7.1
7.2
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Support an individual’s right to make choices
a) Describe ways of helping individuals to make informed choices
b) Explain how risk assessment processes can be used to support the right of individuals to make their own decisions
c) Explain why personal views must not influence an individual’s
own choices or decisions
d) Describe why there may be times when you need to support
an individual to question or challenge decisions made about them by others
Support individuals in making choices about their care
a) Demonstrate how to support individuals to make informed choices
b) Check risk assessment processes are used to support the right of individuals to make their own decisions
c) Reflect on how your own personal views could influence an individual’s own choices or decisions
d) Report any concerns you have to the relevant person
7.3
7.4
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Understand how to support active participation
a) Describe the importance of how valuing people contribute to active participation
b) Explain how to enable individuals to make informed choices about their lives
c) List others ways you can support active participation
d) Describe the importance of enabling individuals to develop skills in self-care and to maintain their own network of friends within their community
Support the individual in active participation in their own care
a) Demonstrate that you can support the active participation of individuals in their care
b) Reflect on how your own personal views could restrict the individual’s ability to actively participate in their care
c) Report any concerns to the relevant person
7.5
7.6
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How to use this workbook
Do you need this workbook?
You need to do all 15 Care Certificate Standards. This workbook is designed to
support you to learn about Standard 7. Your manager is responsible for checking
your knowledge, understanding and competence in your specific workplace(s).
If you already have a good level of knowledge and experience, you could take
an assessment instead and only do sections of the workbook (or sections of our
eLearning) that you need to. Your knowledge would be recorded and you can
build an evidence portfolio. This will save you and your manager a lot of time.
Your organisation may have free or funded access to our assessment system.
Check with your manager before you start this workbook. More information can
be found at http://ageuktraining.carecertificate.co.uk/.
The following symbols refer to actions you should take to achieve the outcomes.
There is also an action checklist at the end of this workbook.
Reference “Manager”
We refer to “manager” through the workbook. This may mean something
different in your role, for example: supervisor, line manager, coach, buddy,
mentor, employer or assessor. This is the person responsible for checking you are
competent and confident to work.
7 7
Ask…
LOCATE
DISCUSS
THINK
DEMONSTRATE
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Understand the principles that underpin privacy and
dignity in care
7.1
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Describe what is meant by privacy and dignity
Understanding privacy and dignity is a fundamental part of your induction and
an individual’s need for both should be respected. The fundamental standards
state that an individual must be treated with dignity and respect.
7.1a
Privacy
‘A state in which one is not observed or disturbed by
other people’
This means that in order to respect a person’s privacy,
you should not intrude on information that is personal
or sensitive in nature to an individual, or impose on a
person’s personal space without consent.
Dignity
‘The state or quality of being worthy of
honour or respect’
This means that in order to respect a person’s dignity,
you should provide care and support in a way which
promotes a person’s wellbeing, and does not
undermine a person’s self-respect regardless of any
difference.
Definition
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Every individual has the right to be worthy of privacy, dignity and respect
and should not be subjected to discrimination or insensitive treatment.
When providing care and support individuals
Focus on each individuals’ personal values
Respect their views, choices and decisions
Working with care and compassion
Communicating effectively
Do Not make assumptions about how they
want to be treated
Respect
‘A feeling of deep admiration for someone or
something elicited by their abilities, qualities,
or achievements’
This means showing consideration and appreciation
towards other people.
Definition
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List situations where an individual’s privacy and dignity could be compromised
In certain situations, a person may not realise that they are compromising an
individual’s privacy and dignity.
7.1b
Treating an elderly person as a baby by giving them mashed food,
insisting on early bedtimes, using patronising tones of voice, judgements
based on the assumptions associated with elderly people.
Other examples include:
Not closing the door when supporting with personal care
Opening curtains in a hospital ward without ascertaining why they are closed
Not lowering your voice when discussing sensitive subjects in communal areas e.g. just because you are out of sight of others (i.e. behind a curtain), does not mean that you cannot be heard
Insisting that individuals use commodes or bed-pans when they could be taken to the toilet
Suggesting activities that imply a low level of intelligence
Not offering people hand washing facilities after using the toilet
Calling a person “love” or “pet” when they have been asked to be called by their full name
Disregarding people’s feelings or assuming they are just making a fuss
Example
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These are just a few examples. When you are supporting people, try to put
yourself in their position. Treat people as individuals and do not make
assumptions about how they might want something done or how they are
feeling. Always ask!
A good source of reference is Social Care Institute of Excellence (SCIE)
http://www.scie.org.uk/publications/guides/guide15/factors/
Here is an example of loss of dignity…
Incontinence is potentially an embarrassing
situation to a person where they lose the control of
their bladder and/or bowels. It is a fact that most
people do not want to admit to and try to hide to
from their family, friends and professionals.
However, if the person is teased, scalded or embarrassed by this, it can
lead them to withdraw and suffer low self-esteem. It demonstrates that
the behavior of others shows little or no respect and therefore, the dignity
of the sufferer is ignored.
Example
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Describe how to maintain privacy and dignity in the work setting
Privacy and dignity can be maintained in the work setting if all workers
understand the principles on how to promote privacy, dignity and respect. Your
employer may have agreed ways of working which incorporates these principles.
Basic principles include:
7.1c
Get permission before accessing people's possessions and documents
Ensure only those who need information to carry out their work have access to people's personal records or financial information
Respect people's needs for space and to have private conversations or telephone calls
Knock before entering a person's room
Make sure that people recieve their mail unopened
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Maintain the privacy and dignity of the individual(s) in your care
7.2
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Demonstrate that your actions maintain the privacy of the individual
This could include…
Using appropriate volume to discuss the care
and support of an individual
Discussing the individual’s care and support in a
place where others cannot overhear
Before discussing an individual’s care and support, the individual needs to give
consent to anyone who is not directly involved to be present. For example, when
the safety of the individual is in jeopardy or for other legal reasons. Each person
in the discussion is bound by the Duty of Confidentiality to keep information
confidential unless there is a compelling reason why it should not be.
7.2a
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Certain situations lend themselves to protecting an individual’s privacy more
than others.
Adjusting your volume to situations is important; think about how you would
feel if a professional decided to discuss your confidential issues loud enough for
others to hear. If it is appropriate, ask the individual if they would prefer to
move to a more private place before you start any conversations.
Some people may be more relaxed than others so it is important to ask each
person first if they are happy to proceed with any procedure or conversation,
before you start.
VOLUME VOLUME VOLUME
A discussion about personal details at an
individual’s own home would have fewer risks
than a discussion with an individual who is
currently on a hospital ward and only
protected by curtains from others.
Example
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Demonstrate that the privacy and dignity of the individual is maintained at all times being in line with the person’s individual needs and preferences when providing personal care
This could include:
7.2b
Making sure doors, screens or curtains are
correctly positioned
Getting permission before entering someone's
personal space
Knocking before entering an individual's room
Ensuring that any clothing, such as hospital gowns are positioned correctly
Making sure the individual is positioned appropriately
and the individual is not exposing any part of their body they would not want
others to see
A person should never
have to wait or be left
too long if they need to
use the toilet
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Following these suggestions will help maintain an individual’s privacy and dignity
during personal care. Each person is different, with different needs and
preferences. It is best practice to always read the care plan first and work within
the agreed ways of working to support and maintain wellbeing. Talk to the
individual about how they are feeling and what they want.
If you are unsure, ask a more senior member of staff or your manager.
Care Plan
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What is acceptable to one person may not be acceptable to another. Do not
make assumptions about what might be appropriate for an individual.
For example: one person may want to shower every day where as another
person may feel that one bath a week is acceptable.
Personal care is not just about keeping clean. It is about supporting people to
maintain their personal hygiene, appearance and their living environment to the
standards that they want. Take their health conditions, culture, religion, lifestyle
choices etc. into consideration.
Respect the person’s choice of dress and hairstyle and be adaptable if their
needs and preferences change.
For example: A gentleman may decide not to shave every day, just on days
that he is going to the day centre.
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Explain why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so
This could include:
If a person raises their concerns to you about a family member or friend who is
receiving support, or if an individual receiving support raises any concerns with
you, it is good practice to make them aware that you cannot guarantee that the
information will not be repeated, especially if the information affects the
individual’s wellbeing. You should not refuse to listen to another person’s
concerns on the basis of confidentiality. Their views or the information they
provide might be helpful in the support of the individual. The key point is that
the information will remain confidential and only shared with your manager.
7.2c
Health conditions
Sexual orientation
Personal history
Social circumstances
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The Data Protection Act states that personal data shall be processed fairly and
lawfully and, can only be shared if certain processes are met.
If you need to pass any information on, you have to get the consent of the
individual first and inform the individual that you are passing on the information
and to whom.
This is referred to an ‘informed consent’ and usually applies to situations where
information is passed on as a referral for additional professional care and
support. Individuals need to be aware of why you are sharing information and
how not giving their permission is likely to affect the care or services they
receive.
The Data Protection Act 1998
Governs what may and what may not be done
with personal information.
The Common Law Duty of Confidentiality
States that if a worker wishes to disclose an
individual’s personal information to anyone
outside the team providing care, they should
first seek the consent of that individual. If they
fail to do this, it is a breach of confidentiality.
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In some situations it may be appropriate to disclose anything about the
individual that they may wish to be kept private. Examples include:
In these situations you are acting in individual’s best interests.
• Suspicions or disclosure of abuse
• When the law has been broken
• When the disclosure of medical information is required by law
• To protect the individual's wellbeing
• To protect individual's from harm
• To protect others from harm
Example
Example
Example
Example
Example
Example
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If you have any concerns about a person you support, it is best
practice to report your concerns to the most appropriate person for
example, a senior member of staff, the individual’s carer or a family
member. If you do not raise your concerns you are neglecting the
person’s wellbeing and your duty of care.
Reporting a concern means issues can be dealt with and resolved.
Not reporting a risk could put a person at risk of harm and abuse.
Report
Report any concerns they have to the relevant person
This could include:
Senior member of staff
Carer
Family member
7.2d
Think about anything you see or
hear which might have a
negative impact on the
individual’s you support.
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Support an individual’s right to make choices
7.3
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Describe ways of helping individuals to make informed choices
Your role is to help individuals to make informed choices about things that
happen every day and also in planning for the longer term. Each time you work
with an individual you should be able to give them choices. An individual’s
choices will be different depending on their abilities and the different types of
tasks you undertake. Good communication is essential so that you can give
choices and individuals can make them. It doesn’t matter what environment
you support an individual in, there should always be plenty of opportunity to
provide choices.
7.3a
When would you like to get up?
What would you like to wear?
What would you like to eat and drink?
What brands would they like to use?
(For example, shampoo).
What activities would you like do?
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You can support individuals to make choices by giving them encouragement and
giving praise when they have made a choice. This will give them the confidence
to continue to make choices about other aspects of their lives.
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Explain how risk assessment processes can be used to support the right of individuals to make their own decisions
A risk assessment enables you to identify sensible measures to control risks. The
Health and Safety Executive (HSE) states that there are 5 steps to a risk
assessment. If a new activity is going to be introduced, you must complete the
five steps of risk assessment first:
On the next few pages there are a couple of examples of how the risk
assessment process can be used to support the individuals’ right to make their
own decisions.
7.3b
Identify the hazard
Decide who might be harmed
Evaluate the risks
(How likely is it to cause harm? How can the risk be reduced?)
Record your findings
Review
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Mr Adams always goes for a morning walk outside and around the
residential home he lives in. Mr Adams is mentally alert and needs a
Zimmer frame to walk. Today it is icy and you are concerned Mr Adams
may fall as he walks down the slope to the rear of the building.
The icy slope Identify the hazards
Decide who might
be harmed Mr Adams
Mr Adams is likely to slip as he is
getting increasingly unsteady on
his feet. You suggest he goes for a
walk later in the day when the ice
has melted.
Evaluate the risks
Mr Adams is happy to wait once
you have explained the risks. He
wants to walk each day to keep fit
and by waiting he is making an
informed choice. Record this
decision in his care plan.
Record your
findings
Example 1
Later in the day you check that the
ice has melted before Mr Adams
goes for his walk. You may need to
review this risk each day during the
winter months.
Review
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Jenny likes her food. She is in her early twenties and has learning difficulties.
You have noticed that Jenny is putting on a lot of weight and when you are
helping her to change her bed, you see a secret supply of chocolate. Jenny
is happy to tell you that it is hers and she enjoys eating chocolate at night
when nobody is around.
Eating too much chocolate! Identify the hazards
Jenny
Jenny’s health and weight. If Jenny
continues to eat so much chocolate, she
could increase her risk of obesity and
other health problems such as diabetes.
You raise your concerns with Jenny and
explain the health risks. Jenny doesn’t
see the connection between the
chocolate and her weight. Jenny decides
not to listen to you and continues to eat
chocolate….
Example 2
Decide who might
be harmed
Evaluate the risks
You need to record what has happened and
your discussion with Jenny. You should also
raise your concerns with a more senior
member of staff and Jenny’s family.
Record your findings
Monitor Jenny’s weight and discuss healthy
eating again when you next change her
bedding.
Review
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Using agreed risk assessment
processes enable you to identify
risks and make the individual
aware of these risks and how they
can be reduced.
By doing this, you are supporting
the right of individuals to make
their own (informed) decision,
making them feel valued and
respected. It is important to note
that a person may take risks
unless it is a danger to themselves
or others (you). In which case, you
must not undertake the activity.
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Explain why personal views must not influence an individual’s own choices or decisions
It is important that your own personal views do not influence an individual’s own
choices and decisions. An individual may lack confidence or have sensory
impairments and might look to you for support and to help them make
decisions. In these circumstances your role is to help them understand what the
different outcomes of the decision (or choice) will be and support them to
explore solutions and feel confident in what is best for them.
Your personal views could simply rule things out for the individual, make them
question their own mind or make them feel pressured into making a decision. It
is the individual’s own right to make informed choices and decisions.
7.3c
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The people you support are likely to have
different opinions and interests to you and
should feel empowered to make decisions which
they are comfortable with and meet their needs
and preferences. Each person will have unique
values (covered in workbook 5), beliefs and
experiences, and what might be right for one
person, may not be right for another.
If an individual does ask you for your opinion on a decision, be objective and
explain the different outcomes of the decision and how each different outcome
may affect the individual. The individual can then make an informed decision
with more confidence and still be control of their own life.
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You can help an individual to live as independently as possible by working in a
way that support active participation. Individuals have a right to
participate in everyday activities and relationships; to be an active partner in
their own care and support, and have control over how they would like to be
treated.
Mental Capacity Act (2005)
If an individual makes and unwise or eccentric decision, do not
assume or treat them as lacking capacity. You should always start
with the assumption that the person has the capacity to make the
decision in question. Sometimes, and if appropriate, you might
need to assess capacity where a person is unable to make a
particular decision at a particular time because their mind or brain
is affected by illness of disability. The Mental Capacity Act’s
primary purpose is to promote and safeguard decision-making
within a legal framework.
Note
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Describe why there may be times when you need to support an individual to question or challenge decisions made about them by others
If you are new to Health and Social Care (HSC), do not be afraid to challenge a
decision – you are supporting an individual(s) who may be vulnerable and
seeking help (and possibly reassurance). Sometimes a decision may be made
that an individual you support is not happy about or doesn’t agree with. If this
happens you can support the individual to question or challenge the decision.
The decision may have been made by other professionals, family members, next
of kin or your colleagues or manager. Here are a few examples:
7.3d
An individual has been transferred to a
new service without any warning or
explanation.
An individual’s diet plan has been
changed but they are not sure why.
An individual is experiencing side effects
after their medication has been changed.
An individual with dementia is really
upset as they have been declined access
to a service or activity they have
previously enjoyed.
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If an individual wishes to question or challenge a decision, ask them initially what
they are unhappy about. Encourage them to explore their options and decide
what they would like as the end outcome.
You can then support them by:
directing them to other sources of information
assisting them to follow the complaints procedure
referring them to a more senior member of staff or
an expert
offering to sit in on any meetings or discussions
Working with person-centred values ensures
that the individuals you support are at the
centre of any decision making process about
their life, and the support they need and want.
More information on person centred values
can be found in Standard 5.
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Support individuals in making choices about their care
7.4
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Describe and demonstrate how to support individuals to make informed choice
To make informed choices, people need
information. No matter how simple the decision
or capable the decision maker, the provision of
relevant information is essential for any type of
decision making.
7.4a
1. Jason likes choosing what to have in his sandwiches at
lunchtime. To make that decision Jason needs to know what
food is available. If Jason chooses cheese but has a dairy allergy,
he needs to understand the consequences of that choice.
2. Sandra has been diagnosed with a medical condition where
there are various treatment options.
As this decision is more complex and
concerns consent to medical treatment,
the doctor will need to explain the
alternatives for treatment, what is
involved, why it is considered necessary
and the consequences of each treatment.
Example
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When you are supporting an
individual to make a decision,
stop and think…
“If it was me, what would I need
and want to know?”
If you have any concerns or feel
unable to support an individual
in a decision making process,
speak to your manager.
Ask…
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Check risk assessment processes are used to support the right of individuals to make their own decisions
Each individual should have a formal risk assessment as part of their care plan.
The risk assessment
should contain:
7.4b
Information about the individual
They type of care and support they need
The most appropriate options for keeping
the individual and anyone else involved as
safe as possible
How to do some tasks that have been risk
assessed and the best option has been
established
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A particular way of moving and handling is
recommended for Mohammed because he has
health issues that mean he can only be moved in a
particular way. Mohammed doesn’t like being
moved this way and asks to be moved differently.
You should always follow the risk
assessment. You should report
Mohammed’s request to your manager. If
you are appropriately trained in risk
assessment and moving and handling and
the change(s) Mohammed requires is minor,
you may be able to make this change(s).
You should never make the change(s) unless you
are competent to do so, or your manager confirms
you can make the change(s). You should always
record any changes in Mohammed’s wishes and in
the way you perform tasks in the support plan.
Every effort should be made to support Mohammed to be moved
in the way he wants to be moved. He has the right to make this
choice but a competent person will need to review the risk
assessment first and work out if it is safe for all involved for
Mohammed to be moved the way he wants.
Example
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Reflect on how your own personal views could influence an individual’s own choices or decisions
When an individual has made
a choice or decision which
you feel is risky, you need to
make the individual aware of
any consequences involved in
the decision; however you
should not try to influence
the individual with your views
and opinions.
It is the individual’s freedom of
choice to make decisions about
their own future and support.
Providing they have the right
information (including the
advantages and disadvantages) to
make an informed choice and
have the capacity to understand
their choice; it is part of your duty
of care to enable them to do so.
7.4c
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Referring back to the case of Mohammed in 7.4b (page
39) above, you might not approve of or like the choice
he has made. You might need more moving and
handling training, perhaps for a specialist piece of
equipment. However, the choice is not yours and you
are not allowed to influence Mohammed.
In supporting Mohammed to make his
decision, you need to listen to him and put
his wishes and best interests first. He is the
customer and you are providing a service.
This means the service must be provided in
the way Mohammed would like, as long as
it is safe and approved through care and
support plans and risk assessments.
This is because the choices belong to Mohammed,
not to you. He needs to make his own decisions in
order to feel he is in control of what happens to him.
This leads to positive feelings around dignity, pride
and satisfaction.
Example
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Throughout any decision making process, if you have any concerns
or are unsure of what to do, it is important to report these to the
relevant person. Record your concerns in the individual’s care plan
and include any details on what action you have taken or going to
take. Good communication and proactive reporting can help issues
get resolved quicker and in an effective way.
Depending on the situation and what the choice is regarding, a
senior member of staff, the individual’s carer or family member,
may be the best person to speak to.
Report
Describe how to report or report any concerns they have to the relevant person
This could include:
Senior member of staff
Carer
Family member
7.4d
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Discuss with your manager the
agreed ways of working on
raising concerns and supporting
individuals to make choices
about their care.
Ask…
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Understand how to support active participation
7.5
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Describe the importance of how valuing people contributes to active participation
Providing individuals with empowerment
is important. Empowerment is about
enabling individual to contribute and
have an influence over the issues which
affect the way they live. When individuals
make choices, they have more control
and feel valued.
Providing individuals with empowerment
to make informed choices enables
individuals to maintain their rights of
choice, equality and opportunity, ensuring
their care is person centred and valued.
7.5a
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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 just a recipient.
Supporting a person to feel valued and part of their community is particularly
important to individuals who live on their own and do not work. It means they
have relationships and make friendships with other people giving them a more
fulfilling life. It doesn’t matter what kind of contribution they make or the type
of activities they are involved in, just being part of something will give them a
sense of belonging, a feeling of self-worth and independence.
Think about ways you can make
the individuals you support feel
valued…
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Explain how to enable individuals to make informed choices about their lives
In your role you will need to support individuals to make informed choices about
various aspects of their care and support, including daily choices such as what
to wear or what to eat.
Here are some examples:
7.5b
“Hello. I’m Mary and I have motor neurone
disease. I can only communicate by
blinking. By asking me closed questions
which require a “yes” or “no” answer, I can
communicate my choices by blinking once
for yes and twice for no.”
“Hi I’m Sal. I have learning difficulties and can
only communicate by pointing. Asking
questions about what I would like using pictures
and objects enables me to make choices
about my life and the activities I wishes to
actively participate in.”
“Hi my name is Dave and I have a spinal injury
and I am unable to move without help. My mind
is completely unaffected so there is no reason
you should make decisions for me or treat
mean any differently.”
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Finding the most appropriate method of communicating with a person enables
you to support them in making informed choices. If there is a barrier to
communication, work with your manager or the individual’s key people to
overcome this. Standard 6 explains communication in more detail.
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List other ways you can support active participation
Active participation is a positive development in the way we work and good
participation can improve confidence and enhance wellbeing.
It can mean…
7.5c
Including a person in
decision making
Inlcuding a person in group
activities
Developing new skills, and learning
new job roles
Playing games, exercising and
socialising
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It is useful if you can support the
individual to find out about local social
and community networks in the area
where the individuals you support live,
particularly if the people you support live
in their own homes. You can support
individuals to get further advice,
guidance and information about what
facilities are available.
Local charities are also likely to run groups, meetings
and workshops. You could talk to your friends, family
and colleagues to find out what is available locally
(without talking about the individuals you work with).
You could look in the local paper and use the internet
to search local information. Your local authority may
be able to provide information.
If an individual identifies a particular
hobby or activity they wish to
participate in, it might be worth
checking if there are local groups or
facilities that would be prepared to
support the individual to participate.
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Assistive technology or adaptive technology is a general term for assistive,
adaptive and rehabilitative devices, sometimes electronic, that can enable
individuals to live more independently. These types of equipment can be
significant and can mean the difference between an individual remaining in their
own home rather than having to go into a residential home.
It also means that assistive technology can give the individual a greater
opportunity to participate in community based activities.
Examples are:
For the home… electronic light systems, water and gas problem detectors,
pressure mats.
For the person… hearing aids, personal alarms, house adaptations and
mobility equipment.
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Describe the importance of enabling individuals to develop skills in self-care and to maintain their own network of friends within the community
Self-care is about individuals taking responsibility for their own self-
management, health and wellbeing. It means individuals making the most of
their lives by coping with their difficulties and making the most of what they
have. It includes managing or minimising the way conditions limit individuals’
lives as well as maximising what they can do to feel happy and fulfilled and make
the most of their lives despite the condition.
Your role in supporting self-care is about working in partnership in a process of
two-way communication, negotiation and decision making, where you and the
individual contribute to the on-going care planning process to achieve the best
possible outcomes for the individual; it is not about handing over responsibility
to individuals but about partnership and working together.
7.5d
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The ‘Common Core Principles to Support Self Care’ (produced by Skills for Care
and Skills for Health in partnership with the Department of Health) aims to
help health and social care workers to give individuals control over, and
responsibility for, their own health and wellbeing. This is part of the
personalisation agenda, by putting individuals at the centre of the planning
process and recognising that they are best placed to understand their own needs
and how to meet them.
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There are seven principles which are underpinned by an explicit value base:
You can find this on the Skills for Care website
http://www.skillsforcare.org.uk/Skills/Self-care/Self-care.aspx
Ensure individuals are able to make informed choices to manage their self-care needs
Communicate effectively to enable individuals to assess their needs and develop and gain confidence to self-care
Support and enable individuals to access appropriate information to manage their self-care needs
Support and enable individuals to develop skills in self-care
Support and enable individuals to use technology to support self-care
Advise individuals how to access support networks and participate in the planning, development and evaluation of service
Support and enable risk management and risk taking to maximise independence and choice
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Support the individual in active participation in their own care
7.6
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Demonstrate that you can support the active participation of individuals in their care
In your role you will need to demonstrate that you can support the active
participation of individuals in their care.
This means you must…
Support individuals to be independent
Support individuals to play an active role in
decision making / choices
Keep up-to-date on the individual’s progress
Regularly review, discuss and assess the
individual’s needs
Maintain good knowledge and competence
Have a positive attitude
Report any changes which affect the
individual’s wellbeing
Report any concerns you may have
7.6a
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Think about ways you can
introduce active participation
Discuss any outstanding issues or
concerns you may have with
your manager
Ask…
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Reflect on how your own personal views could restrict the individual’s ability to actively participate in their care
Your own personal views and attitudes can act as barriers to active
participation. If you adopt strict routines and do not value the importance of
active participation, you could restrict the benefits to the individuals you
support. Lack of your understanding can negatively impact the individuals, even
without you realising it.
Your personal views need to reflect the agreed ways of working of your
organisation and meet the standards set in the Care Certificate. It is your duty
of care to work with individuals
to promote their wellbeing and
quality of life.
7.6b
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The individuals own emotions, disabilities, and attitudes can also act a barriers,
deterring them from actively participating. Work with the individual to show
them the benefits of being active and let the person know that they are
important and key to the success of their own support. Hopefully they will see
that things are done for their own benefit, with their consent and can have
positive results.
Reflect on your own attitudes and beliefs to
make sure that you are not allowing them to
affect your quality of work. Prejudice and
stereotyping should always be challenged.
Think about your personal views
and make sure they are in line
with your organisation’s agreed
ways of working
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If you have any concerns about any of the individuals you support,
you must report these to the relevant person. This could be a senior
member of staff, a carer, or a family member.
Even if you think your concerns are small and not worth reporting,
discuss them with your manager. They may be big to the individual.
Remember, if you are unsure of anything or something happens that
makes you uneasy, it is your duty of care to report your concerns.
Report
Report any concerns to the relevant person
This could include:
Senior member of staff
Carer
Family member
7.6c
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An individual you support regularly joins in with
group activities in the home he lives at. This
week you have noticed that he is not enjoying
the activities and appears to be distracted. You
ask him what is wrong and he says “nothing”.
You raise your concerns with a senior member of
staff. When he speaks to his family, he finds out
that his sister is very ill and this has upset him.
By raising your concerns on your observations of
the individual, the home is able to offer him
extra support to talk about his feelings and
worries about his sister. He feels better once he
has talked to someone and begins to enjoy the
activities again. The activities act as a positive
distraction and help him release energy,
improving his emotional wellbeing.
Example 1
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Discuss any outstanding issues or
concerns you may have with
your manager
Ask…
Helena has refused to get washed and dressed for three days and you are
concerned why. Helena usually actively participates in washing and
dressing with your prompts and guidance. You raise your concerns with
her husband. He does not know why Helena is not co-operating and says
that she is just being awkward. You ask a senior member of staff for
further advice.
They advise you to ask Helena some questions and communicate with
her in a positive way. When Helena begins to relax she tell you that she
is in pain and is scared of what the pain may be. Reporting your
concerns has enabled you to support Helena to face her fears and see a
doctor about her pain.
Example 2
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Your checklist….
Outcome Symbol Description Tick
7.2a Demonstrate that your actions
maintain the privacy of the
individual
Demonstrate that the privacy and
dignity of the individual is
maintained at all times being in line
with the person’s individual needs
and preferences when providing
personal care
7.2b
Think about anything you see or
hear which might have a negative
impact on the individual’s you
support
7.2d
When you are supporting an
individual to make a decision, stop
and think…
“If it was me, what would I need
and want to know?”
about confidentiality and
information sharing.
7.4a
Ask…
Discuss with your manager the
agreed ways of working on raising
concerns and supporting
individuals to make choices about
their care
7.4d
If you have any concerns or feel
unable to support an individual in a
decision making process, speak to
your manager
about confidentiality and
information sharing.
Ask…
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Your checklist continued….
Outcome Symbol Description Tick
7.5a Think about ways you can make
the individuals you support feel
valued…
Think about ways you can
introduce active participation
7.6a
Discuss any outstanding issues or
concerns you may have with your
manager
7.6b
Think about your personal views
and make sure they are in line with
your organisation’s agreed ways of
working
7.6c
Ask…
Discuss any outstanding issues or
concerns you may have with your
manager
Ask…
Demonstrate that you can support
the active participation of
individuals in their care
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Well done! You have completed this workbook. What’s next…..
An essential part of the Care Certificate is to assess, evidence and record what
you have learnt. You may be entitled to use our assessment and evidence
recording system. Your manager is responsible for supporting you with this,
observing your practice and ensuring you are competent in your workplace, with
the people you support.
Checking your knowledge, competence and practice will be a regular part of your
ongoing Continuous Professional Development.
By taking an assessment first, you may find you already have some, most, or
all of the knowledge required and you can save time by avoiding repeating
subjects and courses unnecessarily.
More information about our resources can be found at
http://ageuktraining.carecertificate.co.uk/.
Important Copyright Note:
This workbook is provided free of charge by Age UK to people providing health and social care to
support a blended learning approach towards learning and achieving competence. It is subject to the
following criteria:
You cannot copy, reproduce or use any part of this workbook for financial gain or as part of a training
event that you are charging for or profiting from. You cannot use this workbook to create eLearning.
You cannot copy any of the images in this workbook as they are used under a license agreement.
We strongly recommend that you use it electronically to save paper.
If you pay to (or are funded to) use our online assessment system, you are welcome to have a free
Microsoft Word version of this workbook so you can make changes, personalise it, add your
organisation’s details and logo, provided Age UK is credited for providing the workbook (in partnership
with The Grey Matter Group) and the Age UK logo remains on each page. For more info email:
Every effort has been made to ensure the information contained in this workbook is accurate. We
cannot guarantee completeness or accuracy for all work settings. If you download an electronic
version from our website, these will be kept updated as appropriate. We are not responsible for
keeping any versions you have previously downloaded and amended up to date.
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