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UNIT 2: WORKING WITH SERVICE

USERS IN CARE SETTINGS

(LEVEL 3)

Learning outcomes

By completing this unit candidates will explore how to form good relationships with service users

and how to value people as individuals. They will recognise how stereotyping affects individuals

and how their own prejudices can affect relationships. Candidates will demonstrate knowledge ofthe different forms of communication and the constraints on effective communication. They willdemonstrate skills in effective communication with a service user and recognise how to support

service users through interactions. They will be able to evaluate own skills during the interactionand identify areas for improvement.

Assessment objectives Knowledge, understanding and sk il ls

1 Describerelationships withservice users thatvalue them asindividuals

Different ways that people can be identified:

age

gender

appearance

place of residence

needs

Factors that contribute to establishing and maintaining goodrelationships:

respect

focusing on the individual

trust

confidentiality

effective communication providing choice

2 Recognise theeffects ofstereotyping and

What is meant by the terms stereotypingand prejudice

Knowing yourself and your prejudices:


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Unit 2: Working with service users in care settings


2 Cont.

Recognise theeffects ofstereotyping andprejudice on serviceusers

verbal abuse, eg gossiping

racial abuse environmental abuse

3 Review the differentways ofcommunicating withservice users incare settings andtheir purpose

Different ways of communicating with service users:

verbal written

non-verbal, eg body language

computerised

specific aids to communication

Purpose:

to give information to obtain information

to exchange ideas

to obtain views

to give instructions

to receive instructions

to record actions

to record medical/social history

Factors that contribute to establishing effective communication:

skills

environment

social

emotional

physical, eg disabilities

4 Recognise theeffects of barriersand influences oncommunication

Barriers to communication:

environmental

social

inappropriate language


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5 Plan an interaction

with a service userto establish andmaintain aneffectiverelationship

Plan in terms of:

aim objectives

factors that enhance effective interaction

factors that inhibit effective interaction

communication and language needs and preferences

physical, intellectual, social, and emotional needs

how to minimise constraints

timescales skills checklist

Stages of an interaction:

introduction

main contact

winding up the interaction, including reflection

Use of skills:

active listening

clarifying

summarising

paraphrasing

open questions

closed questions clarifying/confirming

empathy

body language

positioning

6 Interact with an

individual serviceuser to form aneffectiverelationship,evaluating theeffectiveness of thei t ti

One-to-one interaction:

to obtain information to give information

to exchange ideas/views

to reflect on past

provide active support


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Assessment

This unit is centre-assessed and externally moderated.

In order to achieve this unit candidates must produce a portfolio of evidence showing that they canmeet all the assessment objectives.

Portfolios of work must be produced independently. They will need to be made available, togetherwith witness statements and any other supporting documentation, to the OCR Visiting Moderatorwhen required.

Centres must confirm to OCR that the evidence produced by candidates is authentic. An OCRCentre Authentication Form is provided in the Centre Handbook and includes a declaration forassessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proofof authentication is received.

Guidance on assessment and evidence requirements

An OCR model assignment is available for this unit and can be downloaded from our website:www.ocr.org.uk and can also be found in the Model Assignments folder on this CD Rom.

Examples of service users are older people in day care settings or residential homes, older people

living in sheltered accommodation, children in playgroups or nurseries, service users withdisabilities.

If candidates produce evidence in the context of children, the children must be between 0-8 years.Candidates need to be aware that care workers who work in childcare settings apply differentprinciples and values in their work. These are:

the welfare of the child is paramount

the needs, rights and views of the child are at the centre of all practice

promoting a safe and healthy environment

working in partnership with parents and families

encouraging childrens learning and development

valuing diversity

providing equal opportunities

fostering anti-discrimination

maintaining confidentiality

working with other professionals

being a reflective practitioner

Th l d i i l b d l l i i f d i l i l ti h th U it d


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Signposting to Key Skills

The unit contains opportunities for developing the Key Skill, and possibly for generating

portfolio evidence, if teaching and learning is focused on that aim.

Key Skillreference

Key Skillreference

Key Skillreference

C3.1a N3.1 ICT3.1

C3.1b N3.2a ICT3.2

C3.2 N3.2b ICT3.3

C3.3 N3.2c

N3.2d

N3.3

Mapping to National Occupational Standards

NOS/

NWC

Unit Knowledgespecification

HSC31HSC34

Promote effective communication for and about individualsPromote the well-being and protection of children and youngpeople

2, 3, 7-163-6

HSC35 Promote choice, well-being and the protection of all individuals 1-9, 11, 12

CCLD301 Develop and promote positive relationships

CS1

MH1

Communicate with children and young people, and those involved with their care

Promote effective communication and relationships with people who are troubled ordistressed

OP1 Communicate with older people and their carers

Resources

The following are suggestions of resources that could be useful when delivering the unit. They areneither prescriptive nor exhaustive, and candidates should be encouraged to gather informationfrom a variety of sources.

Books


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Nazarko, L. (2007)

NelsonJones, R.(2006)

Minett, P. (2005)

Stretch, B. (2007)

Thompson, N (2003)

Thompson, N. (2002)

NVQs in Nursing and Residential HomesBlackwell Science (UK)

Human Relationship SkillsRoutledge

Child Care and DevelopmentHodder Arnold

Core Themes in Health and Social CareHeinemann

Communication and Language: A Handbook of Theory and practicePalgrave Macmillian

People SkillsPalgrave Macmillian

Organisations

If the communication is based on a setting for children and young people the information given bythe following organisations would be relevant:

The Childrens Workforce Development Council www.cwdcouncil.org.uk

Every Child Matters www.ecm.gov.uk

Learners also need to be aware of:

The Children Act 2004

Common Assessment Framework 2006


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Skills For Justice Sector Skills Council: www.skillsforjustice.com

The Guardian: www.society.guardian.co.uk


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OCR Level 3 Nationals in Health, Social Care and Early Years 11

AO Pass Merit Distinction

Candidates demonstrate that they can relatepositively to the service user during their one-to-oneinteraction and that they can maintain a basic level

of conversation with them. The interaction lasts forten minutes and a variety of skills are demonstratedat a basic level. The evaluation of the effectivenessof the interaction is at a basic level but includes allaspects of evaluation within Assessment Objective6. There is limited evidence of analysis but there isrealistic but basic suggestions for improvements. Askills checklist is provided.

Candidates demonstrate that they can relatepositively to the service user and engage the serviceuser in an interesting and purposeful conversation.

They demonstrate competence, using a variety ofskills, to show understanding of key conceptsrelating to effective communication. The interactionlasts for ten minutes and a range of skills is usedconfidently. The evaluation of the effectiveness ofthe interaction shows a sound level ofunderstanding and includes all aspects of evaluationwithin Assessment Objective 6. Realistic anddetailed suggestions for improvements are given

that reflect thoughtful observations. A skillschecklist is provided.

Candidates demonstrate that they can relate to theservice user and engage them in purposeful,interesting and meaningful conversation. They

demonstrate competence, confidently interactingwith the service user and using a wide range ofcomplex skills. They show a high level ofunderstanding of the key concepts relating toeffective communication, being able to apply theseindependently. The interaction lasts for ten minutes,with candidates having established an effectiverelationship with the service user. The evaluation ofthe effectiveness of the interaction shows a high

level of understanding and includes all aspects ofevaluation with Assessment Objective 6.Candidates make reasoned judgements and morethan one perspective is used to support thejudgements made. The suggestions made forimprovements are realistic, based on thoughtfulobservations and are supported by reasonedjudgements. A skills checklist is provided.

6

Achievement of Assessment Objective 6 must be supported by an observation sheet/witness statement or other appropriate evidence.

Documents

Nationals 02