Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Health and Social Care > Unit 7 > Flashcards

Unit 7 Flashcards

1
Q

What is abuse?

A

A form of maltreatment of a child or adult.

Involves inflicting harm or failing to act to prevent harm.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is physical abuse?

A

Deliberately harming or hurting a child or an adult. This can include hitting, kicking, shaking, throwing, poisoning, burning, biting, breaking bones and drowning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is sexual abuse?

A

Forcing or tricking a child or adult into sexual activities. A child may not understand what is happening and they may not realise that it is wrong. This can include sexual touching of any part of the body, assault by raping or penetrating or involving children in looking at sexual images.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is emotional abuse?

A

Persistent emotional maltreatment of a child causing severe and persistent effects on the child’s emotional development. This can include humiliating or constantly criticising a child, threatening a child, making hurtful jokes, blaming, exposing a child to upsetting events, ignoring or manipulating a child.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is neglect?

A

Ongoing failure to meet a child’s basic needs. This can include leaving a child hungry, dirty, without proper clothing, shelter, supervision or health care. This can have long term effects on their physical and mental well being.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is financial abuse?

A

Misuse or misappropriation of property, possessions or benefits. It includes theft, fraud and exploitation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is institutional abuse?

A

Neglect and poor care practice within an institution or specific care setting like a hospital or care home.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is bullying?

A

Behaviour that is repeated, intended to hurt someone and often aimed at certain groups. It can include physical assault, teasing, name calling, making threats and cyberbullying.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is discrimination?

A

Treating a person less favourably on either race, gender, gender identity, disability, sexual orientation, religion and other forms of harassment, slurs or similar treatment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is exploitation?

A

Manipulating someone for profit or personal gain, either opportunistically or premeditated, often when the abuser pretends to be their friend.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What are the signs to recognise physical abuse?

A

Unexplained injuries that are the shape of objects, finger marks, bruises, black eyes, fractures, breaks, cuts, scars, scratches, bite or slap marks, burns, weight loss.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are the symptoms to recognise physical abuse?

A

Individual becoming anxious or fearful in particular in the presence of the abuser, less confident, withdrawn, deterioration in health, reluctance to undress in front of others.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the signs to recognise sexual abuse?

A

Bruises, scratches, soreness, or bleeding around genital and rectal areas, incontinence, pregnancy, blood on clothing, unexplained stomach pains and cramps.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the symptoms to recognise sexual abuse?

A

Individual becoming withdrawn, anxious, frustrated, aggressive, displaying inappropriate uninhibited sexual behaviour, reluctance to undress.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are the signs to recognise emotional abuse?

A

The individual avoiding making eye contact, being fearful and anxious, incontinence, self-harming, the individual telling you that they are not worthy and not able.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What are the symptoms to recognise emotional abuse?

A

Individual displaying changes in eating and sleeping, low self-esteem, becoming withdrawn from people and situations, having mood swings, anxious, fearful, frustrated, aggressive.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What are the signs to recognise neglect?

A

Poor standards of care by others that do not meet the individual’s needs, eg. poor personal hygiene, malnourishment, dehydration, dirty surroundings, development of pressure sores, untreated medical conditions, repeated falls. Self-neglect can include unexplained injuries to arms, face and body including bruises, scratches and cuts.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are the symptoms to recognise neglect?

A

Individual becoming anxious, depressed, suicidal thoughts, withdrawn. Individuals becoming passive, social withdrawal, losing interest in themselves and their values in life.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What are the signs to recognise financial abuse?

A

Unexplained lack of money or wish to spend money, sudden debts and unpaid bills, possessions disappearing, sudden changing of the individual’s will, enduring power of attorney obtained when individual is unable to consent.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What are the symptoms to recognise financial abuse?

A

Individual becoming anxious over money and increasingly talking about inability to make payments and buy items.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What are the signs to recognise institutional abuse?

A

Poor working practices and low standards of care and support, inadequate staffing, withholding as well as lack of access to care, support, activities and visitors, failure to uphold individual’s rights to choice, privacy and dignity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What are the symptoms to recognise institutional abuse?

A

Individual becoming withdrawn, passive, frustrated, feeling isolated, social withdrawal, losing interest in themselves and others.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What are the signs to recognise bullying?

A

Unexplained physical injuries, asking for or stealing money to give to a bully, self-harming that can include bruises, scratches and cuts.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are the symptoms to recognise bullying?

A

Individual becoming fearful of going out and carrying out day-to-day activities, anxious, withdrawn. Low self-esteem, changes in eating and sleeping, suicidal thoughts.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What are the signs to recognise discrimination?

A

Failure to respect an individual’s needs, exclusion from activities or services, a cold or intolerant attitude towards the individual.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What are the symptoms to recognise discrimination?

A

Individual becoming withdrawn from people and situations, anxious, withdrawn, low self-esteem, frustrated.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What are the signs to recognise exploitation?

A

Unexplained physical injuries, bills not being paid, losing weight.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What are the symptoms to recognise exploitation?

A

Individual becoming withdrawn from people and situations, low self-esteem, mood swings, changes in friends.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What are the 3 factors for why abuse happens?

A

Individual factors
Environmental factors
Other factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What are the individual factors for why abuse happens?

A

Individuals:

  • Who have a learning disability
  • Have dementia
  • Lack mental capacity
  • Have a sensory impairment
  • Have physical disabilities
  • Are looked-after children
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Why are people with learning disabilities at higher risk of abuse?

A

They may not know or understand their rights or may want to please others.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Why are people with dementia at higher risk of abuse?

A

They may not recognise that abuse is happening.
They may have difficulty remembering and communicating their experiences to others.
Behaviours such as withdrawal may be mistaken as part of their dementia.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Why are people who lack mental capacity at higher risk of abuse?

A

They may not be able to tell others what is happening and they may have to depend on others to make decisions on their behalf.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Why are people with sensory impairments at higher risk of abuse?

A

They may have limited experience of personal relationships and may depend on others to meet their intimate care needs and are therefore less likely to report abuse.

35
Q

Why are people with physical disabilities at higher risk of abuse?

A

They may have to depend on others and therefore may feel powerless to prevent abuse from happening.

36
Q

Why are looked-after children at higher risk of abuse?

A

They may have had poor life experiences, may move in and out of different settings and may be unlikely to form trusting relationships with adults and/or other children and are therefore less likely to report abuse.

37
Q

What are the environmental factors for why abuse happens?

A
  • Care services with institutional practices
  • Adults and children residing in health and social care settings
  • Health services
  • Independent living facilities
  • Homelessness
38
Q

Why are care services with institutional practices a factor to make abuse more likely?

A

Practices that do not respect individuals’ privacy, comfort and unique needs. These practices could form part of day-to-day working and therefore may be more acceptable to those who work and live there. It then becomes more difficult for individuals to report or speak about these institutional practices if they are in the minority.

39
Q

Why are adults and children residing in health and social care settings a factor to make abuse more likely?

A

People in health and social care settings usually perceive these settings as safe. They may be afraid to speak out about abuse that is happening as they may fear that they could lose their home or be responsible for a professional losing their job or going to prison.

40
Q

Why are health services a factor to make abuse more likely?

A

Practitioners are usually viewed as being in positions of trust and power. If staff are not trained well, or do not have the necessary skills to communicate and problem solve effectively, individuals may not receive safe and effective care.
Settings may also be understaffed and this may mean that staff will be under a lot of pressure and have less time to carry out their responsibilities safely.

41
Q

Why are independent living facilities a factor to make abuse more likely?

A

Independent living facilities are not staffed all the time so individuals who live there may become targeted by other individuals who live there.
They may also be perceived as needing less care and support than other vulnerable groups and therefore may be at risk of abuse because they may not be visited as frequently or may lose contact with their family.

42
Q

Why is homelessness a factor to make abuse more likely?

A

A homeless individual may become isolated and don’t have much contact with family and friends. This can make them targets of abuse.
They may move from one place to another and could stay in unsafe public areas or with individuals who abuse them.

43
Q

What are the other factors that make abuse more likely?

A
  • Situations where people are dependent on others
  • Relationships where there is an imbalance of power
  • Social isolation
  • Situations where there is an invasion of privacy
  • Staffing issues
44
Q

Why are situations where people are dependent on others a factor that may make abuse more likely?

A

People may be dependent on others for personal care and management of money. Care givers may experience high levels of stress particularly if the individual displays challenging needs such as verbal or physical aggressive, and that can lead to abuse.

45
Q

Why are relationships where there is an imbalance of power a factor that may make abuse more likely?

A

The caregiver may not be receiving practical or emotional support from others and may also have other family and work commitments; these factors may cause the child’s needs to not be met or to be ignored.

46
Q

Why is social isolation a factor that may make abuse more likely?

A

May have mental health needs and live independently with no care and support and may show signs of a mental illness and become a target for abuse, particularly if the abuser knows they live alone.

47
Q

Why are situations where there is an invasion of privacy a factor that may make abuse more likely?

A

A health or social care setting may not have individuals’ doors and/or curtains kept shut whilst they are getting dressed or undressed. Individuals may become the targets of abuse as they may be feeling vulnerable and embarrassed at having to depend on others for their personal, intimate care.

48
Q

Why are staffing issues a factor that may make abuse more likely?

A

Lack of staff or lack of staff training may lead to the abuse of individuals as unsafe or abusive practices may result. Staffing issues may also remain unchallenged by staff, management and/or individuals and make it even more difficult to speak out.

49
Q

Why might peers suspect or be told about abuse?

A

They may find it easier to tell friends as the individual might feel guilty and want to share this with someone who is likely to believe and listen to them.
The individual may also find it easier to speak to a friend because they can use their own language and terminology and not worry about how it will sound.

50
Q

Why might family suspect or be told about abuse?

A

Family members may be another source of emotional support for an individual being abused.
An individual may turn to a family member they trust and feel comfortable with.
Family members who know the individual well are more likely to notice that the individual’s behaviour has changed and might suspect that abuse is happening.

51
Q

Why might teachers suspect or be told about abuse?

A

Teachers’ roles involve close monitoring of children’s learning and development, so they may notice when an individual’s behaviour changes.
A student may have a good relationship with one particular teacher and may choose to confide in them.
They may also be found by a teacher when they are upset or anxious and speak to them about being abused.

52
Q

Why might social workers suspect or be told about abuse?

A

Social workers are professionals who are qualified and trained to identify evidence to suggest abuse. They may also receive suspicions of abuse from other professionals.
Social workers may also be the first person a young person approaches about being abused. Also, a social worker may have worked with an individual for a long time and identify that something is wrong.

53
Q

Why might other professionals suspect or be told about abuse?

A

Professionals may suspect abuse while carrying out their roles. Professionals are trained to identify signs and symptoms and if they come into contact with the individual on a number of occasions they may have noticed deterioration of their health.
In addition, a private appointment may provide the environment where an individual may be more likely to disclose that they are being abused.

54
Q

Why might other members of the public suspect or be told about abuse?

A

For example, neighbours, may notice changes in an individual’s behaviour. They may notice they haven’t seen the individual for a long time or the individual has become withdrawn.

55
Q

How should you deal with suspected abuse?

A
  • Do not ignore the signs
  • Ensure the individual is safe
  • Report your suspicions to the named person in your workplace
  • Keep secure any evidence you have of your suspicions
  • Record with full details what you have noticed in the words they used
  • Refer your suspicions to another organisation (social services, CQC) if your suspicions are not dealt with seriously
56
Q

How should you deal with disclosures of abuse?

A
  • Listen to the individual and reassure them that you believe them
  • Try not to show shock or disbelief
  • Ensure the individual is safe and explain that you will need to pass on the disclosure in confidence
  • Report to the named person in your workplace the disclosure of abuse that is happening
  • Keep secure any evidence of the abuse
  • Record with full details the facts of the disclosure you have been told, in the words used by the individual
  • Refer the disclosure to another organisation if required to do so
57
Q

What are the policies and procedures to safeguard vulnerable adults from abuse?

A
  • Recruitment
  • Safeguarding training
  • Induction process
  • Probationary period
  • Formal and informal systems
  • DBS
  • Multi-agency approach
  • Risk assessments
  • Accessible complaints procedures
  • Designated protection officer
58
Q

How does recruitment safeguard vulnerable adults?

A
  • Effective recruitment procedures minimise the risk of unsuitable people working with vulnerable adults
  • Settings have a duty to recruit people who are of good character and have integrity
59
Q

How does safeguarding training help protect vulnerable adults?

A
  • Ensures staff have knowledge and skills that are up to date and effective
  • Taken at least every three years
  • It includes an understanding of the possible signs and symptoms of abuse and the latest safeguarding procedures
60
Q

How do induction processes help safeguard vulnerable adults?

A
  • Care certificate sets out standards.

- It can help new staff to learn and understand more about their roles

61
Q

How does a probationary period help safeguard vulnerable adults?

A
  • A ‘trial period’ during which a supervisor decides whether the staff member has met the standards of the job, and whether they are suitable to carry out the role on a permanent basis.
62
Q

How do formal and informal systems help safeguard vulnerable adults?

A
  • Appraisals are part of a formal process to ensure that staff achieve agreed goals
  • Formal supervision is the process by which an employee’s manager monitors the staff member’s progress towards the agreed goal
63
Q

How does DBS help safeguard vulnerable adults?

A
  • Prevents unsuitable people from working with vulnerable adults
  • Process requests for criminal record checks
  • Decide whether it is appropriate for a person to be placed or removed from the barred list
  • Places people on the DBS adult’s or children’s list
  • Requires employers to refer people to the DBS who have harmed a vulnerable adult or child
64
Q

How does the multi-agency approach help safeguard vulnerable adults?

A
  • Ensures all concerns are identified early and reported
  • Ensures individuals and their families come together and share information that they have
  • Provides a better insight into the needs and views of children and adults
  • Ensure professionals work in consistent ways that focus on building trust, mutual respect and providing support to children and adults
65
Q

How do risk assessments help safeguard vulnerable adults?

A
  • Involve identifying, managing, recording and reviewing any risks that have the potential to cause harm
  • Abuse can be prevented and its likelihood of occurring is reduced and employees can respond effectively when it occurs
  • Promotes vulnerable adult’s rights to take risks
66
Q

How do accessible complaints procedures help safeguard vulnerable adults?

A
  • Enables individuals to openly raise and discuss any concerns and complaints
  • This will promote an environment of mutual trust and respect
  • Understanding complaints procedures means people will be more likely to raise concerns
67
Q

How does a designated protection officer help safeguard vulnerable adults?

A
  • Provides information and support to staff in relation to disclosures and suspicions of abuse
68
Q

What are the ways to minimise the risk of abuse?

A
  • Person-centred planning
  • Duty of care
  • Effective record keeping
  • Following policies and procedures
  • Building a trusting professional relationship
  • Effective communication channels
  • Continuing professional development
69
Q

How does person-centred planning minimise the risk of abuse?

A
  • It enables individuals to be in control of their own safety
  • It ensures workers place individuals in the centre of their care
  • Value individuality
  • Promote individual’s privacy and dignity
  • Promote individual’s rights to independence
  • Promote mutual trust and respect
  • Work together in partnership
70
Q

How does duty of care minimise the risk of abuse?

A

Professionals have a legal obligation to ensure:

  • Decisions made are led by the individual’s needs, wishes and preferences
  • Risks are identified and reduced
  • Individuals are supported and protected from the risk of danger
  • Individuals are not placed in situations that may cause harm
71
Q

How does effective record keeping minimise the risk of abuse?

A
  • Clearly identifying potential risks of harm
  • Providing guidance on the actions to take when risks are identified
  • Providing consistent information that is accessible by all workers who access it on a need to know basis
  • Providing accurate information that can be shared between professionals who access it on a need to know basis
72
Q

How does building a trusting professional relationship minimise the risk of abuse?

A

People who are being abused are often left feeling unsafe, fearful and suspicious of others. By building trust, workers can minimise the risk by:

  • Enabling individuals to confide in them when abuse is happening
  • Building mutual respect so individual feels in control of their life
  • Encouraging open discussions and therefore minimising the risk of abusive relationships
73
Q

How do effective communication channels minimise the risk of abuse?

A
  • Creating an open environment where it is encouraged to discuss any concerns of abuse
  • Ensuring all concerns are responded to and acted on quickly to lessen the risk and extent of abuse happening
  • Diffusing situations that have the potential to cause distress and frustration and that could potentially lead to abuse occurring
74
Q

How does continuing professional development minimise the risk of abuse?

A

Provides workers with opportunities to maintain and develop their knowledge and skills in minimising the risk by:

  • Equipping them with current knowledge and practices in safeguarding
  • Enabling them to identify when individuals are being abused
  • Knowing about how to reduce the opportunities for abuse to occur
  • Develop ways of working that reduce the likelihood of abuse happening eg. person-centred approaches
75
Q

What are the strategies for developing confidence and resilience?

A
  • Supporting positive risk taking
  • Promoting active participation
  • Promoting choice
  • Teaching personal safety
76
Q

How does supporting positive risk taking develop confidence?

A
  • Individuals are empowered to take responsibility for their own decisions
  • This leads to them becoming less dependent on others
  • Being independent means its less likely for abuse to take place
77
Q

How does supporting positive risk taking develop resilience?

A
  • Individuals can take risks, make mistakes and learn from them
  • Learning from mistakes means individuals are less vulnerable to abuse
78
Q

How does promoting active participation develop confidence?

A
  • Taking part results in increased wellbeing and self-esteem

- Creating partnership with others reduces the risk of abuse

79
Q

How does promoting active participation develop resilience?

A
  • Providing opportunities for individuals to participate in day-to-day tasks
  • This increases the individual’s awareness of their abilities and what they can achieve, reducing their vulnerability to abuse
80
Q

How does promoting choice develop confidence?

A
  • Individuals are given options and the advantages and disadvantages to each
  • Making choices means the individual is in control of their life and are less likely to be abused
81
Q

How does promoting choice develop resilience?

A
  • Supports individuals to develop their problem-solving skills when making choices
  • Making positive choices will make them less vulnerable to abuse
82
Q

How does teaching personal safety develop confidence?

A
  • Providing individuals with knowledge and skills related to personal safety will give individuals a sense of ownership
  • They are more involved in their own safety and will be more likely to be able to protect themselves from abusive situations
83
Q

How does teaching personal safety develop resilience?

A
  • Providing individuals with awareness of how difficult situations can be managed safely will reduce the opportunity for abuse to take place

Health and Social Care (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions