C (Working with people with specific needs in the hsc sector Flashcards
c1 = specific needs //c2= working practices
physical and ill mental health
chronic conditions often have MDTs and may have additional needs as well as original issues. strong link between physical and mental health.
mental health conditions
hard to define and therefore to monitor and diagnose. Many with mental health issues go undiagnosed and treated, making it harder for them to get help.
mental health statistics
1/4 in the UK experience a mental health issue /year. In England, 1/6 experience a common mental health problem in any given week. In 2019, 7.8/100 had anxiety and depression. Bipolar, Psychotic and personality disorders are usually measured in a lifetime.
symptoms of stress and mental ill health
physical - tiredness, tight chest, indigestion, headaches, appetite/weight changes, joint/back pain.
psychological - anxiety, tearfulness, low self-concept, mood changes, indecision, loss of motivation, increased sensitivity
behavioural - inc smoking and drinking (depressants = x), withdrawal, aggression, lateness, recklessness, difficulty with concentration.
avoiding professional help for mental health
- not regarding self as mentally ill. think it is only a temporary issue
- denial due to stigma
- fear of labelling (and consequences of the labels)
- don’t want long-term treatment
mental health practitioners
can be from any type of care. Many work in community. EG: GP, social worker, community mental health nurse, psychologist, psychiatrists, counsellor, forensic mental health nurses.
legislation
MENTAL HEALTH ACT 1983/2007 - Detainment w/o consent due to risk
MENTAL CAPACITY ACT 2005 - help for people w/o capacity to have care decided in ‘best interests’
causes of long term physiological conditions
Causes - not always avoidable. risk may be reduced.
lifestyle//occupational//conditions during pregnancy//genetic inheritance// chromosomal abnormalities// accidents//cell mutation
classifications of long-term physiological disorders
physical and sensory disabilities and impairments
exist in disabling environments. may be resulr of birth defect, trauma, otherhealth issues, or accidents. pre Community Care Act ‘90, maj lived on hospitals w. focus on P care, less awareness of holistic care. segregation from society. 4 main types - sensory, neurological spinal cord injury, amputation. may limit ability to perform day-to-day activities. Physical, hearing and visual impairments exist.
learning disabilities
usually result of genetic facotrs, maternal factors, or trauma, injury oe illness. multiple types. classified as mild, moderate, severe or profound. care depends on severity but usually highly specialised. typically have challenging behaviour.
poverty, and learning,physical and sensory disability
poverty rate with disabilities x2 of adults w/o. despite Disability Discrim Act ‘95 and E.A 2010, disabled/impaired people have highest rates of unemployment. approx 1/5 adults w. disability cannot find employment, vs 1/20 w/o. face extra costs for adaptations, SC costs, independent, mobility, and communication aids.
supporting people with sensory, physical or learning disabilities
care in community, personalised care, early identification of need and intensive support, advocacy, monitoring and review of care plan, independent aids, social interactions (reduce isolation), holistic care, support for informal carers, support to access services and overcome barriers, protecting rights, support to access work,education and training, offering choices, and access to financial support.
care in later adulthood - rights
to choose own GP, have equal/fair treamtnet, be consulted about needed care, consulted about preferences, protection from harm, access to complaints, advocacy and empowerment.
care in later adulthood - carer’s role
- keep safe via management of risk
- enable independent living
- enable access to benefits
- confidentiality
- partnership working
- anti-discriminatory practice
- promoting rights
- mediation and reducing conflict
- preventing self-neglect
- safeguarding
care in later adulthood - specific needs
development/progression of health issues - requiring treatment and medication to manage physiological disorders, mental conditions, sensory impairments, rehabilitation, provision of support in the home.
involvement of informal carers - advice from specialists on how sus can be supported (and IC), support to express needs for those with impairments
interventions to maintain physical/mental health - lifestyle support, healthy ageing advice, screening and assessments for early diagnosis of issues
early years care - specific needs
disabilities, difficulties, impairments, challenging behaviour, severe illness, victims of abuse/neglect
early years care - carer’s role
safeguarding, keeping a healthy environment, providing accessible learning, encouraging learning and dev, enabling positive contributions, ensuring child welfare is paramount, confidentiality, partnership working, anti-discriminatory practice, non-judgemental working, promoting rights
early years carer - main providers
parents, family and friends, educational staff, specialist support workers for education (SEND), specialist medical staff.
early years care - children’s entitlement
communication and language, physical dev, personal/social/emotional dev, literacy, maths, understanding the world, expressive arts and design/
working practices - caring skills and practices to support SUs w. specific needs
Care (genuine concern and protection of SUs when providing care, which should be P-c.)
communication (informing and involving SUs - mutual speaking and listening)
competence (skills, training and knowledge to deliver effective care)
commitment (absolute best effort for consistent best service for SUs)
Compassion (empathetically, dignity and respectfully showing interest in welfare)
courage (doing the right thing for SU and their welfare)
multi-disciplinary, holistic working and empowerment. provision of personal care w. respect and dignity.
understanding needs, assessing needs and what SUs needs, putting them first
poor working practices
LACK OF communication, confidentiality, effective safeguarding, respect and dignity t/w SUs.
poor working practices - examples w. outcomes
Victoria Climbie - Every Child Matters 2003 initiative, Children;s Act 2004,
Jessica Chapman&Holly Wells - DBS checking during recruitment of staff
Peter Connolly (Baby P) and Mid Staffs - no official outcome other than recommendations (staff training, Care Cert, further review of recruitment of staff.
poor working practices - impacts
bed blocking and long waiting lists, safeguarding risks, h&s issues, higher staff absence, breaches of confidentiality, low morale, poor IPC, slower recovery, abuse and neglect, discrimination, inadequate training, high turnover, lack of trust/dignity/respect for staff, incorrect treatment, lack of involvement, lack of complaints and whistleblowing, high morbidity/mortality, lack of legislation/procedures followed, not balancing safety and risk.
poor working practices improvements into HSC settings
improved recruitment (care cert, DBS), improved SG training, monitoring and inspection from gov bodies, changes to registration & revalidation, encouragement of whistleblowing, +medcia coverage, updating p/p, making building and equipment safe, improvements in IPC, higher staffing levels, teamworking/integrated/MDT care, line management reform (staff can ask for help if needed
