Learning aim A Examine principles values and skills

Learning aim A: Examine principles, values and skills which underpin meeting the care and support needs of individuals ©Outstanding Resources 2017

A 1 Promoting equality, diversity and preventing discrimination https: //www. youtube. com/watch? time_continue=44&v=Kz__q. GJm. TMY What Are Your Values? Learn how to Identify Values and Beliefs Mindtools videos Watch the clip above and listen carefully to the comments made, you will need to make some notes. Personal values are what you consider to be most important to you. They help you to determine what is meaningful and important to you. They define your character. Using the following slide pick 10 values that you feel most passionate about. ©Outstanding Resources 2017

A 1 Promoting equality, diversity and preventing discrimination Assertiveness Balance Being the best Belonging Boldness Calmness Carefulness Challenge Cheerfulness Clear-mindedness Commitment Community Compassion Competitiveness Consistency Contentment Continuous Improvement Contribution Control Cooperation Correctness Courtesy Creativity Curiosity ©Outstanding Resources 2017 Decisiveness Democraticness Dependability Determination Devoutness Diligence Discipline Discretion Diversity Dynamism Economy Effectiveness Efficiency Elegance Empathy Enjoyment Enthusiasm Equality Excellence Excitement Expertise Exploration Expressiveness Fairness Faith Familyorientedness Fidelity Fitness Fluency Focus Freedom Fun Generosity Goodness Grace Growth Happiness Hard Work Health Helping Society Holiness Honesty Honor Humility Independence Ingenuity Inner Harmony Inquisitiveness Insightfulness Intelligence Intellectual Status Intuition Joy Justice Leadership Legacy Love Loyalty Making a difference Mastery Merit Obedience Openness Order Originality Patriotism Perfection Piety Positivity Practicality Preparedness Professionalism Prudence Quality-orientation Reliability Resourcefulness Restraint Results-oriented Rigor Security Self-actualization Self-control Selflessness Self-reliance Sensitivity Serenity Service Shrewdness Simplicity Soundness Speed Spontaneity Stability Strategic Strength Structure Success Support Teamwork Temperance Thankfulness Thoroughness Thoughtfulness Timeliness Tolerance Traditionalism Trustworthiness Truth-seeking Understanding Uniqueness Unity Usefulness Vision Vitality

A 1 Promoting equality, diversity and preventing discrimination Now that you have picked your values are there any that you feel may change over time and if so why? What happens if your values are challenged? Are there any that you think may be challenged as you get older? https: //www. youtube. com/watch? v=Dy 6 QJs. V 60_ k Brittany's choice: 29 -year-old reignites debate about aid in dying https: //www. youtube. com/watch? v=3 z. KADdgcf 1 4 Dementia : End of life care Northtraininguk Watch the clip. We know that doctors are ultimately there to keep you alive. If you were the doctor in this situation and you were told to give Brittany the medication to kill her, how would it affect your values? Make notes on the clip above. What are your views on this topic. Is this the way you would wish to care for people? Fred is 93 years old. He has had dementia since he was 70. He is in a care home that specialises in cases of dementia. Fred's condition has deteriorated quickly. He was a fit and active man. He is now 2 stone in weight, in a bed which is almost like a cot. He is fed through drips. He knows nothing and can no longer communicate with others. He has been in this condition now for 10 years. When he has any type of infection he is given medication through an intravenous line. His daughter comes to visit him but he has no idea that she is there. She would like the care home to stop giving him medication when he is ill, to allow him to die. They can not do this, even though he has no quality of life. Discuss this scenario as a class. Should he be kept alive or should he be allowed to die? Does your view affect your values? ©Outstanding Resources 2017

A 1 Promoting equality, diversity and preventing discrimination Definition of equality, diversity and discrimination. Watch all of the clips and make notes. In pairs come up with a definition for equality, diversity and discrimination. Equality https: //www. equalityhumanright s. com/en/equality-act-2010/what -equality-act https: //www. youtube. com/watch? v=2 Ec. YYM nd. HK 4 Equality, Diversity and Inclusion by BVS Training ©Outstanding Resources 2017 Diversity http: //www. ed. ac. uk/equalitydiversity/about/equality-diversity https: //www. youtube. com/watch? v=X-LMPZp 93 Y Equality and Diversity Derbyshire Community Health Services https: //www. youtube. co m/watch? v=_Tbvuq. RMU O 4 Types of Discrimination The links within the circles are definitions or information that you should read after watching the video clips. Discrimination https: //www. equalityhumanrights. com /en/advice-and-guidance/whatdiscrimination https: //www. youtube. com /watch? v=Ucu. S 5 glh. Nto Equality, Diversity and Inclusion by What you need to know

A 1 Promoting equality, diversity and preventing discrimination Definition of equality, diversity and discrimination. Equality involves Equality means treating Treating every person as an every person fairly and individual valuing every person as an Treating every person fairly individual. It means supporting people’s rights and ensuring Supporting every person’s every person has equal rights and opportunities. Providing every person with access to the same life opportunities as everyone else Diversity involves recognising that every person is unique and different. In what ways are you unique? ©Outstanding Resources 2017 Equality does not involve Treating every person the same Treating some people unequally Not respecting every person’s rights Denying some people access to the same life opportunities as everyone else Differences that may make people unique: • Age • Religion • Personality • Physical characteristics • Sexual orientation • Abilities https: //www. youtube. com/watch? v=j. D 8 tjh. VO 1 Tc TV 2 | All That We Share TV 2 Danmark

A 1 Promoting equality, diversity and preventing discrimination What do we mean by: Race Culture Disability Social Class? Discrimination is when someone is treated unfairly or less favourably compared to others. Discrimination can occur when an individual or group treats another individual or group worse than they would others because of their unique differences. Discrimination could occur on the basis of an individual’s race, culture, disability or social class. As we have seen discrimination can be either direct or indirect. Look at the following comments or situations. Are they direct or indirect discrimination? Max is autistic. He has been denied support to move to independent living because of his condition. This is discrimination as he is being prevented from living his life how he wants to and being denied opportunities to learn and develop new living skills. Lucy has just had a job interview. She is told that she did not get the job because she is female. A job has been advertised by a company which states that men should be ‘clean shaven’. ©Outstanding Resources 2017 https: //www. youtube. com/watch? v=ENAi. Uou p. RM 4 Piers Morgan Clashes With Guest Over Dress Code Sexism | Good Morning Britain What is your opinion? ?

A 1 Promoting equality, diversity and preventing discrimination Importance of preventing discrimination. Initiatives aimed at preventing discrimination in care, e. g. the use of advocacy services. Advocacy means getting support from another person in order to help an individual express their views and wishes, and ensure their voice is heard. http: //www. nhs. uk/Conditions/social-careand-support-guide/Pages/advocacyservices. aspx Read the information from the link above and write your own revision notes. Advocates are: • Independent • Able to help individuals understand their rights • Able to help individuals express their views • Able to help individuals get information • Able to help individuals with getting involved with decisions about their lives • Able to help individuals explore different options. ©Outstanding Resources 2017 Research the following advocacy services. What do they do? • SEAP (Support, Empower, Advocate, Promote) • Mencap • Empower Me • British Institute of Learning Disabilities There also support services such as: Mind Age UK Headway What do these services do? Why are these important services? Why is it important to prevent discrimination? Create a class list of reasons Why is it important to promote a persons equality and diversity? How can health care professions do this?

A 1 Promoting equality, diversity and preventing discrimination Importance of preventing discrimination. Initiatives aimed at preventing discrimination in care, e. g. the use of advocacy services. Why is it important to promote a persons equality and diversity? How can health care professions do this? What ideas can you think of? • Take into consideration their feelings and preferences, for example using their preferred name, discussing their current care needs • Make them feel valued by speaking to them in a polite way that is not demeaning. • Ensure that they have a right to privacy such as closing the door whilst they get dressed or closing the curtains. • Promote independence, such as allowing someone to make their own cup of tea. • Allow them to make their own decisions where possible, such as what they want to eat. • Support their faith, beliefs and preferences. This could be a person who would prefer a female doctor to a male one, someone who can’t eat certain foods due to their beliefs or whishes' to dress a certain way. All of these should be supported. ©Outstanding Resources 2017

A 1 Promoting equality, diversity and preventing discrimination Importance of preventing discrimination. Initiatives aimed at preventing discrimination in care, e. g. the use of advocacy services. Promote equality Support diversity Respect the right of individuals: privacy, dignity, independence Treat individuals as unique Work in inclusive ways (provide individuals with equal opportunities so that they are included) Understanding and valuing individuals differences (give individual choices such as what to eat/wear) Being impartial, not allowing your own beliefs and values to influence the care and support you provide Taking into account individuals differences (consider special dietary requirements, provide opportunities for individuals to share their beliefs) Not engaging in discriminatory practices by challenging and reporting these Supporting empowerment of individuals so that they can make decisions about their care and access services https: //www. youtube. com/watch ? v=Pr. Imwg. BFMYE Dignity in care: Choice & Control ©Outstanding Resources 2017 Watch the clip and see how professionals promote equality and diversity. Make notes

Look at the following information and then use these to write about the information needed on the next two slides. Use all of your notes so far! Two individuals with different needs Lucy first visited her GP 5 years ago due to feeling very low and was diagnosed as being depressed. She was facing a number of challenges in her life including a recent divorce and she also was the main carer for her elderly mother. She had turned to alcohol as a coping mechanism. She decided to attend her local day centre to help her to mix with others and hopefully drink less alcohol. Lucy had experienced some discrimination as she wanted to join a pottery class but some members of the group didn’t want her there. She had received some support from her mental health nurse. Billy was suffering from depression. He was suicidal. He had been out of work for a long time and he was isolated. Due to depression he had started to eat more and more causing him to become overweight. This affected his health and also his state of mind further. He had isolated himself to the point that he didn’t cope with everyday things such as shopping and paying bills. He was getting into more and more debt. He was referred to a day centre and offered some help. He joined an exercise class and was given help from the centre to manage his budget. He is very trusting and so this could lead to safeguarding issues. ©Outstanding Resources 2017

Learning Aim A P 1 Explain why it is important to promote equality and diversity for individuals with different needs. EXPLAIN Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and providing proof with relevant research. What am I being asked to do? ©Outstanding Resources 2017

Learning Aim A M 1 Analyse the impact of preventing discrimination for individuals with different needs. Analyse Break an issue into its separate parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate (connect) to one another. What am I being asked to do? ©Outstanding Resources 2017

Are you able to comfortably explain: 1. What discrimination is? 2. Give examples of discrimination? 3. Link the discrimination to individuals within a health/care setting? 4. Suggests ways in which discrimination can be overcome again giving examples that link to individuals. 5. Explain what equality means. 6. Give examples of equality. 7. Explain what diversity means. 8. Give examples of diversity 9. Give examples of initiatives that are used to prevent discrimination (link to individuals) 10. Explain what an advocate is. 11. Link advocates to individuals. ©Outstanding Resources 2017

A 2 Skills and personal attributes required for developing relationships with individuals the 6 Cs – care, compassion, competence, communication, courage and commitment https: //www. youtube. com/watch? v=cc 0 zxs. Gj 104 What are the 6 c’s to you? Watch and make notes Bit of fun to remember the 6 c’s (starter) Compassion in Practice https: //www. youtube. com/watch? v=L 3 SCi 9 L 6 d. RM https: //www. youtube. com/watch? v=HVF 0273 i. Hus Compassion, dignity and respect in health care The Health Foundation What is meant by the term ‘compassion’ and what examples are given that demonstrate compassion? Watching the clips write some notes focusing on the things below: • What is meant by each of the 6 c’s? • What examples can you give for each one? • What attributes and skills does the trust look for in their staff? https: //www. youtube. com/watch? v=Vnn 1 Tl. Rlp. G 4 Compassionate care: delivering the Six Cs ©Outstanding Resources 2017 https: //www. youtube. com/watch? v=IPGn 0 p. V 3 d. U 0 Northamptonshire Healthcare NHS Foundation Trust

A 2 Skills and personal attributes required for developing relationships with individuals the 6 Cs – care, compassion, competence, communication, courage and commitment https: //www. youtube. com/watch? v=sub. Mg wy. JOK 8 Brutality by social workers in UK disablity centre Winterbourne View Watch the two clips about Winterbourne View and make notes. https: //www. youtube. com/watch? v=hh. Cx 3 K 8 XJJM Winterbourne View abuse scandal - DAMNING REPORT is published How do you think the use of the 6 C’s would help to prevent this situation happening again? https: //www. youtube. com/watch? v=i. HXOFS 9 ec 2 Q Stafford- The Hospital That Didn't Care- Patients Left To Die- BBC Special Again watch the clip and make notes. How do the 6 C’s prevent this happening again ©Outstanding Resources 2017

A 2 Skills and personal attributes required for developing relationships with individuals • • people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills communication skills – communicating with service users, colleagues and other professionals, e. g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations observation skills, e. g. observing changes in an individual’s condition, monitoring children’s development dealing with difficult situations Produce a list of questions to ask someone working in a setting about the following things: • What skills they need to undergo their role • What qualifications they need to enable them to carry out their job • How they develop their skills • What skills and personal attributes they feel a health/social care worker needs to have to be able to carry out their role Undertake your interview and write up your results. In Pairs take each of the following and explain why these skills are important and what type of situation may occur where someone needs to use these skills. Feedback to the class and record results. Empathy, Patience, Engendering trust, Flexibility, Sense of humour, Negotiating skills, Honesty, Problem-solving. ©Outstanding Resources 2017

A 2 Skills and personal attributes required for developing relationships with individuals • • people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills communication skills – communicating with service users, colleagues and other professionals, e. g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations observation skills, e. g. observing changes in an individual’s condition, monitoring children’s development dealing with difficult situations https: //www. youtube. com/watch? v=8 DTr. VQI W 5 Cw Dignity in care: Communication skills are vital in Health and Social Care. Can you think of any reasons why it is so important? Watch the video and make notes. Take into consideration they way in which the health care professional communicates with the service user. What type of language do they use? Why and how does it differ from person to person? • Health care professionals have to be able to communicate with a range of people all with varying needs. • They also have to be able to communicate effectively with other professionals. This can be written or verbal. Lack of communication could mean that the person being looked after does not have their needs met. • They have to be able to communicate with families. For this they need to listen to the families concerns and reassure the family. What is active listening? Watch the video and make notes, device your own definition. https: //www. youtube. com/watch? v=o. We_og. A 5 YCU 6 Tips for Active Listening #Little. Things ©Outstanding Resources 2017

A 2 Skills and personal attributes required for developing relationships with individuals • • people skills – empathy, patience, engendering trust, flexibility, sense of humour, negotiating skills, honesty and problem-solving skills communication skills – communicating with service users, colleagues and other professionals, e. g. active listening and responding, using appropriate tone of voice and language, clarifying, questioning, responding to difficult situations observation skills, e. g. observing changes in an individual’s condition, monitoring children’s development dealing with difficult situations Observation skills: Watch the following clip. Monitor children’s development: Why is it important to monitor a child's Why do you think it is important for a health development? care professional to observe the service user? How can you monitor a child development? https: //www. youtube. com/watch? v=y 1 F 35 m https: //www. youtube. com/watch? v=Kr. UNBfyj Uk 4 Oo l. Bk CNA 728 R - The Nursing Assistant: Recognizing Early Recognition Of Child Development & Reporting Changes in a Resident's Physical Problems / Educational Video Condition Things to monitor: There are two types of observations. The ones • Their physical condition that you have just watched, which were things • Non-verbal communication that the health care professional could see • Behaviour and then measurable observations, such as • Relationship to others and how they play volume of blood in the urine, pulse rate, blood This is important because problems can be pressure and temperature. identified quickly and addressed before they get worse ©Outstanding Resources 2017

Read through the information below. Which of the 6 C’s can you see being used? What type of skills are shown by the doctor and the nurse? Alice is 85 years old. She lives at home with her husband. She is her husbands carer. Alice has had an infection and has had to stay in the hospital overnight. Whilst she is in hospital her daughter is looking after Alice’s husband. Alice wants to go home and she is very concerned about her husband. She asks to speak to the doctor. The nurse says that she will get the doctor and she is not to worry. The doctor comes over to Alice and sits on the edge of her bed. Alice explains to the doctor that her husband needs her care and she want to go home. The doctor says that should be fine but he wants her to wait for some of her tests results to come back first. He reassures Alice that it will not be too long. Whilst she is waiting for her results she speaks to another nurse. She states again that she wants to go home. The nurse tells Alice that it won’t be too long and not to worry. Alice rings her daughter and tells her she will be home soon. The doctor returns and explains to Alice that he is very concerned about the results that have come back. He explains that her potassium levels are extremely low which is putting her in danger. Alice tells him she wants to go home. The doctor can see that she is becoming distressed. He tells Alice that it’s not a good idea as she could become much worse. As Alice listens she gets anxious and starts to cry. She tells the doctor she needs to look after husband. He says that he will go and speak to his superior to see if there is anything that they can do. He returns and tells Alice that she will become dangerously ill and his superior agrees that it wouldn’t be wise for Alice to go home. She becomes even more upset. The doctor points out that Alice won’t take her potassium medication which is why it is still low. Alice pleads and states that she will definitely take it when she goes home. The doctor states that it’s not that simple and she needs an intravenous drip to allow them to replace some of the potassium that she needs. Alice eventually agrees to stay in hospital for another two hours to allow the doctors to give her what she needs through the drip. Once the doctor leaves she asks the nurse what foods she should eat that are high in potassium. The nurse is unsure and offers to get Alice a fact sheet and also tells Alice that she will ring her daughter to let her know that she will not be home for a few hours. ©Outstanding Resources 2017

Learning Aim A P 2 Explain what skills and personal attributes are necessary for professionals who care for individuals with different needs. • Explain – clarify. • You need to give a detailed account of the skills a professional who cares for individuals with different needs should have. • For each skill explain why they need that particular skill. • Give examples of situations where they may need to adapt that particular skill depending on the needs of the individual. • Explain what personal attributes are. • For each type of personal attributes a professionals who cares for individuals with different needs should have you need to explain it. • Why are these attributes needed? • Give examples of when a professional may use these attributes. • Include relevant information to back up your work (6 C’s)! ©Outstanding Resources 2017

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Theories of attachment What do you already know about the term ‘Attachment’? Can you think of a definition? Attachment is an emotional tie between two people. In respect of infants/babies it is the emotional link between them and their parent/caregiver. We are going to look at different theories of attachment. The first one we will look at is by John Bowlby. Create a chart or spider diagram on the following four sections. Secure Ambivalent Attachment can be separated into types. Avoidant ©Outstanding Resources 2017 Disorganised

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Secure attachment characteristics A child will: • Be able to separate from a parent • Prefers parents to strangers • Seek comfort from a parent or caregiver if they are frightened • Become excited when they see their parent/caregiver Ambivalent attachment characteristics A child will: • Be wary of strangers • Become very distressed when a parent/caregiver leaves • Do not appear to be comforted in the return of a parent/caregiver ©Outstanding Resources 2017

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Avoidant attachment characteristics Children may: • May avoid parents • Don’t really seek comfort from parents of caregivers • Show no real preference between a parent/caregiver or a stranger Disorganised attachment characteristics Characteristics change with age. A child of at age 1. • Mixture of avoidance and resistant behaviours • Can seem confused and apprehensive A child at 6 • May take on a parent role • Some may act as a caregiver towards the parent ©Outstanding Resources 2017

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Main points 1. A child has an innate (i. e. inborn) need to attach to one main attachment figure (i. e. monotropy). There should be a primary bond which was much more important than any other (usually the mother). 2. A child should receive the continuous care of this single most important attachment figure for approximately the first two years of life. (Critical period) Bowlby believed that babies needed to have developed their main attachment by the age of 1 year. During a child’s first three to four years, prolonged separation from this person would cause long-term psychological damage. 3. Children need ‘parenting’ Simply meeting a child’s physical and care needs is not enough for health growth and development. Children need the main attachment in their early lives to give them consistent support. ©Outstanding Resources 2017 4. Short term separation from an attachment figure leads to distress. Bowlby outline a pattern of distress that babies and children showed when separated from their carers. A) Protest: The child cries, screams and protests angrily when the parent leaves. They will try to cling on to the parent to stop them leaving. B) Despair: The child’s protesting begins to stop and they appear to be calmer although still upset. The child refuses others’ attempts for comfort and often seems withdrawn and uninterested in anything. C) Detachment: If separation continues the child will start to engage with other people again. They will reject the caregiver on their return and show strong signs of anger.

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. 5. The child’s attachment relationship with their primary caregiver leads to the development of an internal working model (IWM) The first attachment between a baby and their caregiver provides the child with an internal working model or template for their future relationships. The attachment helps children to develop a view of themselves in relation to others. Separating babies and children from their main carer. Have you witnessed how children and babies react when they are separated from their main carer? What have you seen on your work placement? Has the child's reaction changed overtime? Why does their reaction change? © 2017 Outstanding Resources You may have noticed that the older the child the easier it is for them to be separated from their carer. This is because they have formed other relationships with staff and other children. Babies and young children find this difficult. Bowlby noticed that there was a pattern to the way children reacted when separated from their main attachment. This is often called separation anxiety. This pattern mentioned on the last slide under heading 4. https: //www. youtube. com/watch? v=e. RN 5_p 48 n. Xk Example of separation anxiety

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Mary Ainsworth created an experiment to look at attachment in children. This was called ‘Strange situation’ https: //www. youtube. com/watch? v=s 608077 Nt. NI Watch the clip and make notes on the experiment that you see. Key points: • The child is observed with the main parent or caregiver • The parent and child are left alone in a room with a hidden camera • The child explores the room, without help from the parent • A stranger enters the room and speaks to the parent and then approaches the child • The parent leaves the room without the child knowing • The parent returns to the room and comforts the child • Ainsworth looks at the child's reaction to the parent returning to the room to work out the attachment style. © 2017 Outstanding Resources

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Ainsworth categorised the behaviour into three types. 1. Insecure- Avoidant Attachment: (Type A) • Relationship style of babies involved keeping a distance and avoiding closeness. • Type A babies do not orient their behaviour towards their mother. • They showed some distress at mothers departure but did not seek comfort from her return. • They rejected the stranger’s attempts to comfort them. © 2017 Outstanding Resources 2. Secure Attachment: (Type B) • Use their mother as a safe base and were happy to explore the room when she was there. • They showed distress by crying when she left the room. • They welcomed their mothers return and settled down to play quite quickly 3. Insecure-Ambivalent Attachment: (Type c) • These babies alternated between seeking closeness and wanting distance. • They were very distressed at separation. • They were not easily comforted when the mother returned, appearing angry and rejecting the mother’s attempt to comfort them. • They kept a close eye on the stranger. .

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. Look at Bowlby’s 4 attachment types. For each one discuss how the adult might behaviour towards the child for the child to display that type of attachment. Secondly how could that affect the child as they become an adult? https: //www. youtube. com/watch? v=x. Sf 7 p. Rp. Ogu 8 In. Brief: How Resilience is Built Centre on the Developing Child at Harvard University Research the definitions for the following words: Attachment Resilience Autonomy ©Outstanding Resources 2017

A 3 Empathy and establishing trust with individuals The triangle of care. The Triangle of Care guide was launched in July 2010 as a joint piece of work between Carers Trust and the National Mental Health Development Unit Professional ©Outstanding Resources 2017 It enables all parties to be involved in someone's care. The individual, carer and professional all share information and work together to give a better quality of life for the individual. Service user https: //www. youtube. com/watch ? v=JIj 22 Jjjwww Watching the clip make some notes about the triangle of care. Carer

A 3 Empathy and establishing trust with individuals Attachment and emotional resilience theory, to include the effect of secure attachments and support on emerging autonomy and resilience. What do we mean by the term ‘Empathy? ’ Empathy is the ability to share someone else’s feelings or experiences. Basically by being ‘in their shoes’. How would you feel if you were in that situation? https: //www. youtube. com/watch? v=2 Gsds. Axv i. Qc Patient Empathy: It Starts with You Carilion Clinic List all of the things that you see that show empathy. https: //www. youtube. com/watch? v=8 BKN 7 RF hdq 4 The next revolution in health care? Empathy | Paul Rosen | TEDx. Wilmington TEDx Talks Write some notes on the clip. What issues are mentioned and how can these be changed? ©Outstanding Resources 2017

A 3 Empathy and establishing trust with individuals Empathy theories, e. g. Johannes Volkelt, Robert Vischer, Martin Hoffman and Max Scheler https: //www. youtube. com/watch? v=ba. Hrc. C 8 B 4 WM The power of empathy: Helen Riess at TEDx. Middlebury Watch the video clip and make some notes. It has some very good examples about empathy and how to be empathetic. From watching the clip above, how do you think empathy helps a professional to establish a trusting relationship with a person who needs care and support? Johannes Volkelt (1848– 1930) was a German philosopher. He said that you could only really appreciate an object, such as a work of art or piece of music, if your personal identity and the object become one, so you not only see an object or hear music but also feel it with your body Robert Vischer (1847– 1933) was also a German philosopher. He invented the term Einfühlung, which was later translated in English as empathy. He said this word referred to when you imagine yourself as being one with a piece of art or literature and feel the emotions that the artist tried to reproduce, so imbuing the piece with relevant emotions. ©Outstanding Resources 2017

A 3 Empathy and establishing trust with individuals Empathy theories, e. g. Johannes Volkelt, Robert Vischer, Martin Hoffman and Max Scheler Another German philosopher, Max Scheler (1874– 1928) said that we should look at objects differently, so we didn’t just give the facts about an object, such as it being big and a particular colour, but also give our opinion of it, such as it being beautiful, ugly, bland or majestic. Martin Hoffman is a contemporary American psychologist. His work is based on social and emotional development, especially empathy, and its bearing on how we develop morally. Our moral development includes our principles, how we behave and our sense of right and wrong. ©Outstanding Resources 2017

Learning Aim A M 2 Assess the different methods a professional might have to use to build a relationship and establish trust with an individual. ASSESS Weigh up to what extent something is true. Persuade the reader of your argument by citing (to mention something as proof for a theory or as a reason why something has happened) relevant research but also remember to point out any flaws and counterarguments as well. Conclude by stating clearly how far you are in agreement with the original proposition. What am I being asked to do? ©Outstanding Resources 2017

A 3 Empathy and establishing trust with individuals Learning Aim A D 1 Evaluate the success of promoting anti-discriminatory practice for specific individuals with different needs. EVALUATE Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice. What am I being asked to do? ©Outstanding Resources 2017