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.

 

Skills for Care  -

http://www.skillsforcare.org.uk/Standards/Common-Induction-Standards/Common-Induction-Standards.aspx

http://www.skillsforcare.org.uk/Document-library/Standards/Common-Induction-Standards/CommonInductionStandardswithglossary.pdf

http://skillselector.skillsforcare.org.uk/qualification-builder.aspx?id=13