How a D.ESCAL8 course can link in to
Skills for Care learning outcomes.
Links to Skills for Care QCF units for Level 2, 3 and 4 Diplomas in Health and Social Care.
HSC 027 Level 2 : Contribute to health and safety in health and social care.
Outcome 9 - Know how to manage own stress.
9.1 - Identify common signs and indicators of stress.
9.2 - Identify circumstances that tend to trigger own stress.
9.3 - Describe ways to manage own stress.
HSC 037 Level 3 : Promote and implement health and safety in health and social care.
Outcome 9 - Know how to manage stress.
9.1 - Describe common signs and indicators of stress.
9.2 - Describe signs that indicate own stress.
9.3 - Analyse factors that tend to trigger own stress.
9.4 - Compare strategies for managing stress.
HSC 3058 Level 3 : Enable individuals with behaviour difficulties to develop strategies to change their behaviour.
Outcome 1 - Understand how legislation, policies and practice affect the support provided to individuals to manage their behaviour.
1.1 - Describe how legislation affects policy and practice when working with individuals to manage their behaviour.
1.2 - Describe the methods and approaches available to help an individual change their behaviour.
Outcome 2 - Understand the factors that influence behaviour.
2.1 - Explain how different factors relating to the individual can affect behaviour.
2.2 - Describe the potential effects of the environment and the behaviour of others on individuals.
Outcome 3 - Be able to work with individuals to recognise the impact of their behaviour on others.
3.1 - Describe why it is important to establish a professional relationship with an individual and others when working on behaviour management.
HSC 2012 Level 2 : Support individuals who are distressed.
Outcome 1 - Understand causes and effects of distress.
1.1 - Identity common causes of distress.
1.2 - Describe signs that may indicate an individual is distressed.
1.3 - Explain how distress may affect the way an individual communicates.
1.4 - Explain how working with an individual who is distressed may impact on own well being.
Outcome 2 - Be able to prepare to support individuals who are experiencing distress.
2.2 - Establish signs of distress that would indicate the need for specialist intervention.
2.3 - Describe how to access specialist intervention.
2.4 - Identify sources of support to manage own feelings when working with an individual who is distressed.
HSC 3045 (Level 3) : Promote positive behaviour.
Outcome 1 - Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support.
1.1 - Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice.
1.2 - Define what is meant by restrictive interventions.
1.3 - Explain when restrictive interventions may and may not be used.
1.4 - Explain who needs to be informed of any incidents where restrictive interventions have been used.
1.5 - Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour.
1.6 - Describe safeguards that must be in place if restrictive physical interventions are used.
Outcome 2 - Understand the context and use of proactive and reactive strategies.
2.1 - Explain the difference between proactive and reactive strategies.
2.2 - Identify the proactive and reactive strategies that are used within own work role.
2.3 - Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive and reactive strategies to be used.
2.4 - Explain the importance of maintaining a person or child centred approach when establishing proactive strategies.
2.5 - Explain the importance of reinforcing positive behaviour with individuals.
Outcome 3 - Be able to promote positive behaviour.
3.1 - Explain how a range of factors may be associated with challenging behaviours.
HSC 3065 (Level 3) : Implement the Positive Behavioural Support Model.
Outcome 1 - Understand the context of the Positive Behavioural Support model.
1.1 - Explain how Positive Behavioural Support has been influenced by:
Applied Behaviour Analysis (ABA)
Social Role Valorisation (SRV)
1.2 - Summarise current legislation and policy guidance relating to Positive Behavioural Support.
Outcome 2 - Understand the term ‘challenging behaviour’.
2.1 - Define the term ‘challenging behaviour’.
2.2 - Explain the reasons for the term challenging behaviour coming into use.
2.3 - Analyse key factors that lead to a behaviour being defined as challenging.
Outcome 3 - Understand the context in which challenging behaviour occurs.
3.1 - Summarise key environmental risk factors for challenging behaviours.
3.2 - Explain how slow and fast triggers contribute to challenging behaviour.
3.3 - Analyse the role of reinforcement in maintaining behaviour.
3.4 - Explain the time intensity model.
Outcome 4 - Be able to contribute to the functional analysis in relation to an individual's challenging behaviour.
4.1 - Describe the key components of functional analysis.
Outcome 5 - Understand the key characteristics of Positive Behavioural Support.
5.1 - Describe the key characteristics of Positive Behavioural Support.
5.2 - Explain the role of Positive Behaviour Support of -
Primary prevention strategies.
Secondary prevention strategies.
non aversive reactive strategies.
5.3 - Explain the importance of social validity in Positive Behaviour Support model.
Outcome 6 - Be able to implement primary prevention strategies.
6.1 - Summarise the key primary prevention strategies.
6.3 - Explain the importance of effective communication and positive interaction in primary prevention for individuals.
Outcome 7 - Be able to use a person centred approach to develop plans that promote participation.
7.1 Explain how Active Support can help prevent challenging behaviour by improving an individual’s quality of life.
7.2 - Analyse the role of structure and daily planning in primary prevention for individuals.
Outcome 8 - Be able to implement secondary prevention strategies.
8.1 - 8.1 Summarise key secondary prevention strategies.
8.2 Explain when secondary prevention strategies should be used with individuals.
8.3 Identify early warning signs of behavioural agitation in an individual.
8.4 Identify possible secondary prevention strategies that may be used with an individual.
Outcome 9 - Be able to implement non aversive reactive strategies.
9.1 Explain when reactive strategies should be used with individuals.
9.2 Describe the key characteristics and types of reactive strategies.
9.4 Identify possible reactive strategies that may be used for an individual.
9.7 Identify own preferred post-incident support.
Outcome 10 - Be able to understand and implement Positive Behavioural Support Plans.
10.1 Explain the purpose and importance of Positive Behaviour Support Plans for individuals.
Links to Skills for Care Common Induction Standards
Standard 8 : Health and Safety in an adult social care setting.
10.1 Recognise common signs and indicators of stress in yourself and others.
10.2 Be aware of circumstances that tend to trigger stress in yourself and others.
10.3 Know ways to manage stress.