Y12 Promoting Quality Care

Question 1

Give one agent of primary socialisation

Answer 1

Family

Question 2

Give 4 agents of secondary socialisation

Answer 2

Media, peers, religion,education

Question 3

Define indirect discrimination

Answer 3

Indirect discrimination is when there’s a practice, policy or rule which applies to everyone in the same way, but it has a worse effect on some people than others. The Equality Act says it puts you at a particular disadvantage.

Question 4

Define Direct Discrimination

Answer 4

Direct discrimination is when you are treated differently and worse than someone else for certain reasons. The Equality Act says you’ve been treated less favourably. Direct discrimination can be done on the grounds of age, disability, race or sexuality.

Question 5

Define Socialisation

Answer 5

Socialisation is the adoption of the behavior of the surrounding culture. The act of adapting behaviour to the norms of a culture or society is called socialisation.

Question 6

Who creates law?

Answer 6

The elected government makes decisions on law in the houses of parliament on how to govern our country. As we are a member of the European Union we also have some laws that come from the European Union - this is based in Brussels.

Question 7

What is an Act?

Answer 7

Each piece of government legislation (law) is divided into Acts. Each one covers law on a specific topic e.g. Human rights.

Question 8

What group of people are protected by the Children’s Act 1989 / 2000 and the Every Child Matters?

Answer 8

All children (under the age of 18)

Question 9

What group of people are protected by the Sex Discrimination Act 1975 / 1986?

Answer 9

All men and woman

Question 10

What group of people are protected by the Race Relations Act 1976 / 2000?

Answer 10

This protects on the grounds of ethnicity. So any group of people of any race can be protected by this act.

Question 11

What group of people are protected by the Disability Discrimination Act 1995?

Answer 11

All disabled people

Question 12

What group of people are protected by the Equality Act?

Answer 12

Everyone. This features a combination of previous acts and protects people on the groups of Ethnicity, Disability, Men/woman/ sexuality (and with regards to employment also) and age.

Question 13

What group of people are protected by the Mental Health Act 1983?

Answer 13

Vulnerable Adults with Mental Health issues.

Question 14

Which group creates Codes of Practice?

Answer 14

Councils create codes of Practice. Each type of council creates a Code of Practice that is specific to the job. E.g. The general midwifery council’s codes of practice provide specific guidance to midwifes on how to promote quality care.

Question 15

Who creates policies?

Answer 15

Every health and social care setting has managers. It is their responsibility to create clear policies. A policy is a set of guidelines on how to follow a procedure(s) in accordance to rules and regulations. The purpose of a policy is to promote quality care in the setting in a way that is consistent.

Question 16

What is the purpose of a policy?

Answer 16

To improve the standard of care that service users receive by improving the consistency of how staff carry out procedures.

Question 17

The Children’s Act features the ‘paramountcy principle’. What is this and how does it help children?

Answer 17

This is a really important section of the Act that states that welfare of the child should be considered as the most important factor by the courts when considering a child’s future. Therefore the parents wishes can be overridden if these are considered not to be in the best interests of the child.

Question 18

The Children’s Act states that local authorities have a duty to safeguard and promote the welfare of children in need. What does this mean?

Answer 18

Safeguarding is everyone’s responsibility. Safeguarding is defined as:

• protecting children from maltreatment.
• preventing impairment of children’s health and development.
• ensuring that children grow up in circumstances consistent with the provision of safe and effective care.
• taking action to enable all children to have the best outcomes.

Question 19

The Children’s Act states that courts should avoid delays when dealing with children - why is this?

Answer 19

Children are vulnerable and should not be allowed to suffer unnecessary anxiety in situations. Therefore if a child can appear in court through video link, it should be done. A child should not have to wait for long periods of time waiting for court decisions.

Question 20

What does seeking redress mean?

Answer 20

When a service user is unsatisfied with the standard of care that they have received and they seek to correct and rectify the situation - this is ‘seeking redress’. This can involve complaining and seeking compensation. Service users may seek redress by contacting a commission (responsible for specific legislation), a council (responsible for a specific profession) or the Citizen’s Advice Bureau.

Question 21

In what situations is it ok to discriminate on the grounds of sex?

Answer 21

If the job is a personal advert requiring a specific sex of career, in films or for P.E. teachers.

Question 22

When is indirect discrimination allowed?

Answer 22

If a service has made every effort to make ‘reasonable adjustments’ to their service and premises and there is nothing else that can be done. E.g. not being able to put a lift into a historic building as it would destroy the original architecture.

Question 23

Identify 2 ways job advertisements could promote equality and diversity.

Answer 23

Ensure that wording is not biased to any particular sex / gender / ethnicity.
State that the organisation promotes an equal opportunities and that all applicants will be fairly considered.

Question 24

Give 2 possible effects of social exclusion on service users.

Answer 24

Service users may suffer from anxiety and feel lonely

Question 25

Megan, aged 86, is thinking about moving into a residential home but is worried about the media coverage surrounding cases of abuse towards older people.
Identify 3 likely effects of abuse on an older person.

Answer 25

Any 3 of the following: Angry/annoyed, frustrated, withdrawn, humiliated, embarrassed, low self esteem / self worth / worthless, low self confidence, depressed, sad/ upset / unhappy, devalued, stressed, ill health, lonely / isolated / excluded, self harming, learned helplessness / disempowered, self fulfilling prophecy, anxious / frightened/ scared.

Question 26

There are 3 main values of care for use with everyone but children. One of them is ‘Maintaining confidentiality’. Give an example of how people working with older people could apply this values of care.

Answer 26

All personal information about the individual must be kept confidential except unless it is deemed to be a ‘need to know basis’. This is when the person is at risk of harming themselves or someone else.

Question 27

Give a definition of a ‘need to know basis’

Answer 27

This is when we pass on personal information to others who need to know in order to help a person who is at risk of harming themselves or someone else. The individuals that we inform will often be senior management positions with roles to ensure the protection of individuals in their care.

Question 28

Explain ways an organisation can ensure staff promote quality care.

Answer 28

REMEMBER 5 OF THESE ANSWERS:

Provide training for staff on
policy/legislation/values of care so they follow correct procedures and adopt appropriate attitudes,
Create a mentoring system to help staff and give them advice/support
Monitor their staff’s performance so they can reflect and improve.
Have staff meetings to share concerns/communicate service users needs/ share good practice.
Good handover procedures to ensure consistency in care and good standards.
Provide appropriate adaptations/resources/equipment so they can do their job correctly
Provide policies/ procedures / guidelines – to ensure that staff understand how attitudes can
influence practice.
Good management structure - a clear hierarchy and procedures. Approachable and effective
managers.
Appraisals – to reflect current practice and look for improvements.
Quality assurance procedures to get feedback.
e.g. feedback forms

Question 29

Following a serious accident, a 3 year old child needs a blood transfusion to survive. the child’s parents refuse permission for the transfusion on religious grounds.
Explain why the parents wishes can be overruled.

Answer 29

The child’s life is at risk/ child’s right to life.
Child not old enough to give/refuse consent.
Child not old enough/competent enough to have made conscious decision on their religion.
The law protects the child through the paramouncy
principle and the professional duty of professionals to protect life.

Question 30

What is meant by the term self-advocacy?

Answer 30

An individual’s ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs and rights/choices.

Question 31

What is an advocate?

Answer 31

someone who speaks on behalf of another person to communicate their best interests, desires, needs and choices. This person will not be able to effectively communicate these by themselves.

Question 32

What are the benefits of implementing a confidentiality policy?

Answer 32

This helps to prevent the misuse of information and keeps individuals personal information
safe.
The policy improves trust and relationships, develops self-esteem, self-worth and selfconfidence. People also feel
respected.
Individuals feel safe and secure.
There is an organised system for redress/knowing how to
complain.
Everyone understands their rights
and it protects staff against accusations.
The organisation gets a better reputation.
Informs them of their legal
responsibilities.
This all promotes quality care.

Question 33

Explain why legislation designed to protect people with disabilities may not be effective.

Answer 33

There is a difficulty in ascertaining what is a ‘reasonable adjustment’
some places are exempt (e.g. historical buildings.
Attitudes are hard to change;
legislation alone does not
reduce discrimination;
It is difficult to police the amount of discrimination occurring/hard to prove; stereotyping still very influential e.g. influence
of the family/media;
The cost and time of training staff
cost of adapting buildings;
The cost/emotional stress and time to take cases to court;
Many people are unaware of their rights; There is a fear of victimisation;

Question 34

Analyse the possible effects of discrimination on people with disabilities.

Answer 34

MEMORISE 4 KEY POINTS:
lonely / isolated / excluded /
withdrawn – may not want to mix with people, fears going to service, low self-esteem / self-worth / worthless – slowly begins to erode.
Makes them feel unworthy so do not seek help.
Low self-confidence – difficult to go and see providers /
apply for help / support due to
previous experiences.
Depressed – feels very low, hard to motivate themselves
stressed / ill health – effects of the experience may bring on illnesses,
Depression,
Self-harming – in severe cases may resort to this as a cry for help.
Self-fulfilling prophecy – begin to
believe what they have been told and how they have been treated
anxious / frightened / scared – if the prejudice / attitudes have been threatening they may not want to go out, leave their homes
treat people less favourably /
discriminate against them yourself due to your own experiences / attitudes
May not go to the service therefore
the condition may worsen.
They may fail to get employment/ unable to access housing /education or other
services.

Question 35

GIVE AN EXAMPLE OF DIRECT DISCRIMINATION

Answer 35

Stating men/women are not suitable for a particular job
Stating women/men cannot wear certain clothes.
Sexist comments or jokes.
Only asking women questions regarding childcare.

Question 36

GIVE AN EXAMPLE OF INDIRECT DISCRIMINATION.

Answer 36

Height restrictions
Requiring uninterrupted previous service/work history
Not employing single parents as they are more likely to be
women.
Part time workers not given promotions.

Question 37

Outline features of current legislation that aims to protect men and women.

Answer 37

You can use the Equality Act or sex discrimination act to answer this.
Women and men, including transsexual people, sex
are one of the protected characteristics.
It makes direct and indirect discrimination illegal protects from harassment and victimisation.
It covers housing, education, employment transport,
public bodies, associations
protects people from discrimination by association.
set up EHRC.
It aims to eradicate sex discrimination but also
promotes equal opportunities.
There is an organised system of redress (so people can complain).
It gives people rights.
It identifies exemptions from the act.
It protects married people.
Public bodies have duties to promote equality.
It ensures equal pay for equal work.

Question 38

Analyse ways interviewing procedures could ensure equalities for men and women.

Answer 38

Fair Interviewing involves the following:
Non-discriminatory questions to avoid bias.
The interview must have a mixed panel - eg, gender to ensure
fairer representation & balanced
views.
The organisation must make sure panel are trained - so they
know correct procedures for
interviewing.
All candidates need to be asked the same questions - to ensure all candidates get a fair interview
No personal questions can be asked - so that certain groups are not disadvantaged accessible interview times and place, so groups are not disadvantaged e.g.
school run mums.
Job appoints and the shortlist of candidates should be based only on merit - to ensure best candidate gets the job not based
on discriminatory issues.
Organisations need to analyse and monitor application forms and data on candidates in order to
ensure that they are receiving
applications from a wide range of
groups.
Organisations should consult relevant commissions/
legislation/policies to ensure
compliance with legal requirements (to make sure that they are not breaking the law and are promoting quality care).

Question 39

There are 5 parts / sections of an Equal Opportunities policy. One of them is the POLICY STATEMENT. What is the purpose of this component?

Answer 39

This states the aims and outcomes of the policy.

Question 40

There are 5 parts / sections of an Equal Opportunities policy. One of them is the IMPLEMENTATION PLAN. What is the purpose of this component?

Answer 40

This explains the commitment from senior management and staff;
This shows all consultation with people who use services, staff
and the wider community;
This includes information on the training of staff to promote ownership and good practice; This includes target
setting and timescales for the policy to be put into place;
This explains the methods that will be used to monitor and measure the progress of the policy implementation;
This will explain how the policy will be communicated to people who use the services and the staff;
Information will be provided to inform users on how to carry out the policy, to ensure staff understand the policy.

Question 41

There are 5 parts / sections of an Equal Opportunities policy. One of them is the MONITORING SECTION. What is the purpose of this component?

Answer 41

This will explain all of the ways in which the policy include monitoring. This includes the collection of data/surveys/questionnaires from service users, candidates for jobs and staff. Areas that may be monitored include gender for applications for services, those refused services,complaints to find out what people think.

Question 42

There are 5 parts / sections of an Equal Opportunities policy. One of them is the EVALUATION SECTION. What is the purpose of this component?

Answer 42

An evaluation of the policy happens regularly to see whether the policy has been effective and has ensured fair representation of people from all groups in the community.
Other areas that may be evaluated are: the levels of customer satisfaction and the reputation of the organisation
in the local community.

Evaluation meetings will take place to discuss findings and minutes will be taken and included in this section.

The evaluation section will also See whether the policy targets have been met/what needs to be
changed / improved. A Review of strengths and weaknesses will be made.

Question 43

There are 5 parts / sections of an Equal Opportunities policy. One of them is the TARGETS SECTION. What is the purpose of this component?

Answer 43

After evaluation has taken place, targets can be set to improve future performance of the policy. Timescales can be agreed and recorded in this part of the policy.

Question 44

Evaluate the effectiveness of legislation in promoting the rights of people who use services. Please remember that the command verb EVALUATE means explain strengths and weaknesses.

Answer 44

Usually an evaluate question will ask for at least 2 strengths and 2 weaknesses to be explained in detail. Remember to use connectives.

This question often confuses students as they try to use a specific piece of legislation- don’t it needs to be answered in general.

Weaknesses:
Legislation alone does not reduce
discrimination/protect rights
discrimination still exists – need to
work harder at changing attitudes
more emphasis needed within
education, advertising, media etc. to
improve role models and reduce
stereotypes.
It is difficult to police the protection of people who use services’ rights and hard to prove when rights are broken.
People who use services may be vulnerable groups so
more prone to abuse/discrimination.
Stereotyping still very influential e.g. The influence of the family/media.
The cost/emotional stress and time to take cases to court/seek redress many people unaware of their rights.
People may have a fear of victimisation.

Strengths
Helps raise awareness gives people more rights more opportunities /access for people who use the services.
More equality in many organisations.
High profile cases have been won before.
The school curriculum includes more equality and encouragement to partake in range of
subjects.
There is a system of redress/support if required.

Question 45

Identify three effects of discrimination on children and young people.

Answer 45

One mark for each, THREE required:
 upset/sad/unhappy
 angry
 frustrated
 withdrawn
 annoyed
 humiliated
 embarrassed
 low self-esteem/self worth/worthless
 low self confidence
 depressed
 devalued
 stressed/ill health
 lonely/isolated/excluded
 self-harming
 self-fulfilling prophecy
 anxious/frightened/scared
 not want to go to nursery/school.

Question 46

Explain two reasons why children and young people may not report discrimination.

Answer 46

One mark for reason, TWO required
One mark for explanation of the reason, TWO required
 fear - may be too scared/worried about consequences
 lack knowledge/do not understand – not know they
have been discriminated against
 not know how to complain or who to - may lack
confidence or verbal skills
 unaware of their rights- don’t know the law well enough
 fear of victimisation – worried it may actually make
them be treated even worse
 difficult to prove – may feel no one will believe
them/indirect discrimination
 embarrassment/shame – about what’s happened
 denial – of accepting what’s happened

Question 47

Outline features of relevant legislation that aims to protect children and young people.

Answer 47

Must give a detailed outline of at least 2 features.

Children Act:
 paramountcy principle
 children consulted wherever possible/gives children
the right to speak out/have a voice/to be heard
 stay with wider family circle
 issues determined as soon as possible
 working in multidisciplinary teams
 children with special needs are categorised as
‘children in need’
 aims to protect children from abuse /discrimination
 gives children rights
 care orders/emergency protection orders
 establishes a child protection register
 5 key outcomes – Staying Safe, Being Healthy,
Enjoying and Achieving, Make a positive
contribution, Economic Well-being
 established a new Children’s Commissioner
 duty on Local Authority to promote cooperation
between agencies to improve well being of C and
YP relating to the 5 outcomes
 duty for key agencies who work with children to put
in place arrangements to make sure they safeguard
and promote the welfare of C and YP
 guidance on setting up databases that contain
basic information on C and YP to ensure working
together and sharing information
 set up local Safeguarding Children Boards
 establish Children and Young Peoples Plan
(CYPP)
 put in place Director of Children’s Services/lead
counsellor
 Integrated Inspection Framework

Question 48

What is meant by the term ‘social exclusion’?

Answer 48

One mark for partial definition, two marks for complete
definition.

‘Social exclusion’ is a term that covers, but is broader than,
poverty. It relates to being unable to participate fully [1] in
normal social activities, or to engage in political and civic
life / possibly due to barriers which exist [1]

Question 49

Identify and explain four barriers vulnerable adults may face when accessing services. (8)

Answer 49

One mark for identifying each barrier, FOUR are required.
One mark for giving an explanation (PEA), FOUR explanations required- one for each barrier.

Psychological – may feel isolated / fear of discrimination /
stigma/treatment, don’t know they’re ill, don’t know or
understand the services.

Financial – lower incomes/transport costs, unemployment, postcode lottery
communication/language – difficulties in communication
/ side effects of condition / medication.

Location/geographical – postcode lottery, poor services.

cultural – black people are more likely to be diagnosed with a mental illness due to cultural differences, values
about their condition.

physical – discrimination due to features / side effects of
medication.

Question 50

Describe features of one piece of legislation that aims to protect vulnerable adults. (10)

Answer 50

There will be a detailed description of at least 2 features.

Mental Health Act 2007:

 sets out processes and safeguards for patients
with a mental disorder (sectioning procedures)
 ensure that people with serious mental disorders
which threaten their health or safety of public can
be treated irrespective of their consent where it is
necessary to prevent harm to self or others
 introduces new ‘appropriate medical treatment
test’
 prevents them being detained against their will in
cases where this is unnecessary
introduces supervised community treatment
 provides a duty to provide advocates
 nearest relative consulted
 empowers and gives them a voice

Question 51

Disability is one characteristic that is protected under current legislation.
Identify four other characteristics that are protected under current legislation.

Answer 51

One mark for each, FOUR required
 age
 gender reassignment
 marriage and civil partnership
 pregnancy and maternity
 race
 religion and belief
 sex
 sexual orientation

Question 52

Analyse the possible effects of discrimination on health and well-being. (7)

Answer 52

They will include a detailed analysis of at least two effects on health and well being of discrimination.

 lonely/isolated/excluded/withdrawn
may not want to mix with people/fears going out
 low self-esteem/self worth/worthless slowly begins to erode/makes them feel unworthy
 low self confidence – difficult to go
and see friends, apply for jobs due to
previous experiences
 depressed – feels very low/hard to
motivate themselves/difficult for
family and friends to deal with
 stressed/ill health – effects of the
experience may bring on illnesses,
depression/may need time off work
or/and need to take medication
 self-harming – in severe cases
 anxious/frightened/scared – if the
discrimination has been threatening
they may not want to go out/leave
their homes
 difficult to get employment – could
result in poverty, poorer standard of
living/social isolation
 can’t access services, eg no ramps – so the condition worsens / don’t use services

Question 53

Explain two ways codes of practice could help protect practitioners. (4)

Answer 53

One mark for a way, TWO required.
One mark for explanation, TWO required.

 know what is expected of them in legal terms
therefore can ensure they are doing job properly
 gives them a form of redress if they are accused of
breaching procedures
 something to refer to that outlines boundaries and
expectations
 gives staff rights so ensures staff are treated fairly
and not discriminated against

Question 54

Identify the five components of an Equal Opportunities Policy. (5)

Answer 54

One mark for each component, FIVE required:
 a policy statement
 an implementation plan
 the ways in which the policy will be monitored
 an evaluation of the policy
 after evaluation, targets can be set

Question 55

Analyse how an organisation could ensure its advertising procedures promote equal opportunities.

Answer 55

Advertising:
 advertise in a wide range of areas to
ensure different groups can access the job
 use an EOP logo to indicate they are EOP employers and encourage certain groups.
 analyse monitoring forms to make sure the system is working correctly
 use of positive statements to indicate they are EOP employers and encourage certain groups.
 non discriminatory language in the advertisement so no one is put off from applying.

Question 56

Bob, a teacher, is discussing a planned residential trip with a student. Bob tells the student he does not want any of the Muslim students to go as he thinks it will be too much trouble to accommodate their needs, nor does he want the epileptic girl in his class to go as she may be a danger.
(a) Identify the three values of care that Bob has not adhered to and give an example for each. (6)

Answer 56

Values of care:
 promoting the equality and diversity of pwus
 promoting individual rights and beliefs
 maintaining confidentiality

Give three examples from:
 not meeting individual needs
 restricting choice to clients, eg students missing out on
the trip
 speaking to a student about other students
 need to know basis/client information to be kept
confidential
 being racist about a student
 saying she is a danger or liability

Question 57

Discuss ways education could socialise children’s attitudes towards minority ethnic groups. (9)

Answer 57

There will be a detailed analysis of at least two reasons why people may not seek redress, these will be developed logically and there will be evidence of
synthesis within the work.

Choose from:
 not aware that they have been
discriminated against therefore do not take their case forward
 workplace may not promote policies/rights
 unaware of their rights / don’t know how to
complain, they do not know the law well enough
 fear of victimisation – worried it may actually make them be treated even worse by employer
 cost/time/emotional cost of taking a case to court may put people off
 difficult to prove – so people won’t bother as it’s unlikely to result in positive outcome / may have seen other employees fail / may think they will not be
believed
 embarrassment / shame – about what’s happened, do not want work colleagues to be aware / worried about losing friend at
work
 fear that it may stop you getting future employment
 denial / fear of accepting what’s happened – not able to cope with the reality of the situation
 do not have the confidence to come forward / learned helplessness

Question 58

Analyse reasons why people who feel they have been discriminated against in the workplace may not want to report it. (8)

Answer 58

There will be a detailed analysis of at least two reasons why people may not seek redress, these will be developed logically and there will be evidence of
synthesis.

Choose from:
 not aware that they have been
discriminated against therefore do not take their case forward
 workplace may not promote policies/rights
 unaware of their rights / don’t know how to complain, they do not know the law well enough
 fear of victimisation – worried it may actually make them be treated even worse by employer
 cost/time/emotional cost of taking a case to court may put people off
 difficult to prove – so people won’t bother as it’s unlikely to result in positive outcome / may have seen other employees fail / may think they will not be
believed
 embarrassment / shame – about what’s happened, do not want work colleagues to be aware / worried about losing friend at work
 fear that it may stop you getting future employment
 denial / fear of accepting what’s happened – not able to cope with the reality of the situation
 do not have the confidence to come forward / learned helplessness

Question 59

Evaluate possible ways organisations could help to promote quality care. (12)

Answer 59

There will be a detailed evaluation of at least two positive and two negative ways an organisation could promote /
inhibit quality care. These will be
developed logically and there will be evidence of synthesis within the work.

Positives:
 training – to improve practice
 using policies and codes of practice – better standards/practice
 update staff regularly – keep them updated on current issues
 meetings to discuss and share
ideas/concerns
 abide by recent legislation to abide by laws, improve care
 feedback from service users and staff to help make improvements
 care values to be implemented to enhance care for people who use services.
 staff recruitment - well-qualified staff able to do their jobs effectively.
 good management structure – strategic changes and monitoring
 staff appraisal system –feedback and make improvements
 mentoring – learning from others and sharing good practice
 provide appropriate resources and equipment so they can do the job safely and effectively
 good handover procedures to ensure smooth transitions
 monitor/observe staff performance
 induction procedures – to ensure they are well-prepared, trained and working in line the organisation’s policies and procedures

Negatives/problems:
- cost and time
- being able to recruit well qualified staff – may be staff shortages
- meetings need to be productive and well planned, this is not always the case
- not having a good mentor/management
system
- feedback may not be accurate/too small a sample
- resources and equipment may be out of date
- staff shortages do not allow all these processes to occur as well as they should
- government cuts may reduce ability to provide many of these things
- workplace culture – doesn’t allow for critical staff feedback

Question 60

Identify four agencies of secondary socialisation. (4)

Answer 60

One mark for each, FOUR required
 media
 education (school)
 peers (friends)
 workplace (work)
 religion

Question 61

Explain, using examples, three different ways children could learn attitudes and prejudices. (6)

Answer 61

One mark for explanation, THREE required
One mark for example, THREE required
 role models – copying ideas and thoughts from significant people
 what they are taught and demonstrated to them at school
 main carers and primary influence - may teach their children ideas
 show negative portrayals, and role models within a variety of different media - distorted representations of certain groups
 peer pressure and influence of peers ideas and thoughts
 through teachings of a particular faith
 own experiences – may influence how they act and
what they believe, especially if they have experienced
stereotypical treatment
 learning – work-based culture

Question 62

Identify five early years values of care. Give an example of how people working with children
could apply each in their day-to-day work. (10)

Answer 62

One mark for each identification, FIVE required.
One mark for each example, FIVE required:

 making the welfare of the child paramount – having a child centred approach/meeting children’s’ needs
 keeping the children safe and maintaining a healthy environment – safety procedure/ID/locked
gates
 working in partnership with parents/families –involving parents and families, inviting them in, parents evening, daily book to take home
 making sure children are offered a range of experiences and activities that support all aspects
of their development – a well-planned curriculum, adhering to policies, ensure all areas/resources are fully accessible
 valuing diversity- displays/toys/resources reflect
equal opportunities
 equality of opportunity and anti-discriminatory practice – training, good practice, being strong role
models
 maintaining confidentiality – need to know basis, have information about children is kept in a secure place
 working with others – working with other agencies that support children
 reflective practitioners – staff training, feedback, staff meetings to share ideas and reflect on how things have been.

Question 63

Outline the purpose of policies in promoting quality care for children and young people. (5)

Answer 63

May refer to Equal Opportunities,
Bullying, Confidentiality, Harassment.
5 POINTS:
 helps to prevent harassment/
bullying/discrimination
 ensures that they are treated
fairly/with equality/needs are met
(not equally or the same)
 promotes opportunity
 develops self-esteem/self-worth/self-confidence/feels
respected
 increases safety and security
 system of redress/know how to
complain
 helps practitioners do their job
effectively
 guides staff about good practice/legal requirements
 helps to protect staff from
accusations/feel safe
 ensures that staff are all working to the same high standards/goals/
consistency of care
 gives rights/know what to expect
 gives a voice

Question 64

What is meant by the term ‘victimisation’? (2)

Answer 64

One mark for partial definition
Two marks for a full definition:

As a result of making a complaint/raising concerns, you
are treated unfairly.

Question 65

Identify one piece of legislation that seeks to address the needs of older people.

Answer 65

The answer could be either:
The Equality Act
The Disability Discrimination Act
or
The Mental Health Act

Question 66

Identify one piece of legislation that seeks to address the needs of vulnerable adults.

Answer 66

The answer could be either:

The Disability Discrimination Act
or
The Mental Health Act

Question 67

Identify one piece of legislation that seeks to address the needs of men and women.

Answer 67

The answer could be either:

The Equality Act, the Sex Discrimination Act or the Equal Pay Act.

Question 68

Analyse how the Equality act protects people who use services. (10)

Answer 68

There will be a detailed analysis of at least two ways this legislation protects people who use services.

Equality Act:
 prohibit sex discrimination in education, employment, access to goods and services, management of premises, housing
 covers direct and indirect discrimination
 covers victimisation/harassment
 changed the definition of gender re-assignment
 discrimination on the basis of a protected characteristic.
 Perception/association/third party is now an offence
 women have the right to breastfeed in public places
 Pay secrecy clauses have been made illegal

Question 69

Analyse how the Disability Discrimination Act protects people who use services. (10)

Answer 69

There will be a detailed analysis of at least two ways this legislation protects people who use services.

Disability Discrimination Act:
 protects disabled people in employment, goods & services, land, property and education
 provides a commission
 system of redress
 gives them rights
 makes disability discrimination illegal
 covers victimisation and harassment
 covers direct and indirect discrimination

Question 70

Analyse how the Mental Health Act protects people who use services. (10)

Answer 70

There will be a detailed analysis of at least two ways this legislation protects people who use services.

Mental Health Act 2007:
 sets out processes and safeguards for patients with a mental disorder (sectioning procedures)
 ensure that people with serious mental disorders which threaten their health or safety of public can be treated irrespective of their consent where it is necessary to prevent harm to self or others
introduces new ‘appropriate medical treatment
test’
 prevents them being detained against their will in cases where this is unnecessary
 introduces supervised community treatment
 provides a duty to provide advocates
 nearest relative consulted
 empowers and gives them a voice

Question 71

Analyse how the Sex Discrimination Act protects people who use services. (10)

Answer 71

There will be a detailed analysis of at least two ways this legislation protects people who use services.

Sex Discrimination Act:
 makes sex discrimination illegal
 covers marital status
 covers direct and indirect discrimination
 use it as a system of redress
 set up EOC/EHRC – this could be used to
phone/contact for advice and to find out their
rights
 prohibit sex discrimination in education,
employment, access to goods and services,
management of premises, housing
 covers victimisation/harassment
 gives rights and guidance
 defines exemptions
 burden of proof is on the accused

Question 72

Molly works in a care home for vulnerable adults. She discovers a resident has been taking and using another resident’s medication.
Explain two appropriate courses of action Molly should take.

Answer 72

One mark for action, TWO required
One mark for explanation, TWO required

 speak/report to her supervisor to log and get advice/report what’s happening/protect Molly.
 speak to the resident – find out why they’re taking the
medication/point out dangers
 record details of the incident so that it is all recorded
and abides by the law
 refer to policies/procedures so she can see what to do
 consult medic re consequences of taking medicine in order to protect both residents
 check the resident’s health as a result of taking the medication
 check the other resident’s health to ensure they are not ill due to lack of their medication
 take the medication away to prevent further harm
 check storage of medication/dispensary to see if there are issues about dispensing safely
 monitor the residents to ensure no repeat behaviour

Question 73

Give three circumstances when it is appropriate to break client confidentiality.

Answer 73

One mark for each, THREE required.

 when a person who uses services is at risk of harm
 when others may be at risk of harm
 when the person who uses services is at risk of harming others
 when the person who uses services is intending to or
breaking the law (a serious crime)

Question 74

Analyse possible issues that people with disabilities could face in society today. (10)

Answer 74

There will be a detailed analysis of at least two issues that disabled people could face in society today. Contemporary and
relevant examples should be given.

ISSUES:
 relying on family /friends for support
 deprivation/poverty/low income
 discrimination/abuse/bullying
 fear of vulnerability
 lack of access/less care in
community services
 stigma/stereotyping
 reduction in benefits/new capability checks
 exclusion from material resources
 exclusion from social relations
 exclusion from civic activities
 exclusion from basic services
 exclusion from neighbourhood
 allowed more of a voice in society
 positive employment practices
 voluntary activities
 greater sense of expectation
 better representation through
media/sport

Question 75

Explain four ways an organisation could ensure its staff promote quality care. (8)

Answer 75

One mark for each identification, FOUR required

One mark for explanation, FOUR required:

 staff training to ensure they are aware of policy/legislation/care values/procedures
 monitor/observe staff so they can reflect and improve
 mentoring systems to help staff and give them advice/support
 staff meetings to share concerns, communicate ideas
 appropriate resources/equipment so they can do their job safely and effectively
 good handover procedures to ensure consistency in care and good standards
 provide policies / procedures / guidelines / values of care handbooks to ensure staff work within the law/give guidance
 good management structure – clear and effective management
 appraisals/reviews/mock inspections to focus on best practice and improvement
 quality assurance e.g. questionnaires to get feedback
from people who use the services

Question 76

Discuss the effectiveness of current legislation in reducing discrimination against people with
disabilities. (10)

Answer 76

A well-balanced discussion of how successful legislation has been. At least two strengths and two weaknesses will be covered in detail. These will be developed logically and there will be evidence of synthesis within the work.

Strengths:
+ helps raise awareness
+ gives disabled people more rights
+ more opportunities for disabled groups in society
+ more equality in terms of job opportunities
+ defines what is a disability
+ high profile cases have been won and made employees think differently
+ school curriculum - more equality and encouragement to partake in range of subjects/more inclusion in
mainstream education
+ system of redress/support
+ helped to reduce discrimination
+ increased access
+ EA – legislation merged = process of redress easier

Weaknesses:
- legislation alone does not reduce
discrimination/discrimination still exists – need to work
harder at changing attitudes
- more emphasis within education, advertising, media etc to improve role models and reduce stereotypes
- difficult to police the amount of discrimination occurring/hard to prove
- still big differences in pay between people with
disabilities and others
- top positions in business and politics still held by people without disabilities
- stereotyping still very influential e.g. influence of the family/media
- cost/emotional stress and time to take cases to court
- many people unaware of their rights
- fear of victimisation
- Equality Act may have lost focus on disability issues
- adaptations expensive
- changes in legal aid support for employment tribunals (often not given).

Question 77

Evaluate ways in which service providers could facilitate access to services. (15)

Answer 77

There will be a detailed evaluation of at least two ways service providers could facilitate access to services for people,
these will be developed logically and there will be evidence of synthesis within the work.

For each point the answer could be argued positively or negatively:

 adaptation of premises and facilities to improve access for people this can be costly and time consuming
 provision of transport /volunteer drivers because of financial /rural location reasons hard to get volunteers, cost of transport, hard in very remote areas
 campaigns to raise awareness/change attitudes. Hard to
change attitudes, campaigns often do not get heard, advice ignored
 promotion of self-advocacy to give individuals a ‘voice’ limited service, not always known about or appropriate.

The following areas could be abused:

 funding – identifying additional sources. Funding is being
reduced. Hard to know how to access funding.
 joint planning and funding between services to increase efficiency/ensure better coverage. May be
competition between resources, time to manage and meet, who has ultimate responsibility
 leaflets/information/interpreters in a variety of formats so that it’s accessible by all. Costly to produce and distribute. People may be unaware that this is available
 outreach services available, eg home visits. Cost and logistics of providing this service. Staff numbers required and resources needed
 flexible opening hours – to allow for people who work/care. Limited resources, staff shortages.
 staff available to cater for different cultural values/
beliefs/needs not always available, staff shortages, shifts
 resources – food, prayer rooms, facilities, toys, play
areas etc can be costly, space restrictions
 staff training – aware of
requirements/barriers/communication/ specialist skills but can be costly to implement/update, staff reluctant to upskill/participate