Unit 21 Supporting Significant Life Events  

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MeritDate:
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Assignment front sheet

QualificationUnit number and title
BTEC Higher National Certificate / Diploma in Health and Social CareUnit 21 / Supporting Significant Life Events
Student nameAssessor name
Date issuedCompletion dateSubmitted on
28.03.1718.05.17
Assignment titleSupporting Significant Life Events
LO 

Learning outcome

(LO)

ACIn this assessment you will have the opportunity to present evidence that shows you are able to:Task no.
LO 1LO1 Understand how significant life events impact on individuals and their social networks1.1Explain the impact of significant life events on individuals1
1.2Analyze possible group responses to significant life events that occur to one of its members1
1.3Analyse the impact for others in health and social care when an individual experiences significant life events 1
LO 2LO2 Understand the support available for individuals experiencing significant life events2.1Evaluate the effectiveness of organizational policies and procedures in supporting individuals and their social networks affected by significant life events

2

2.2Explain how others in social networks may provide support to individuals experiencing significant life events2
2.3 Evaluate the suitability of external sources of support for those affected by significant life events

LO 3

LO3 Be able to analyze responses made by health and social care services to support individuals experiencing significant life events.3.1 Analyze possible organizational responses to the need to support individuals experiencing a significant life event3
3.2 Reflect on their own personal contributions to the support of individuals experiencing significant life events3
3.3Make recommendations for improving the support available in a health and social care organization for individuals and their social networks when affected by significant life events.
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Student signature:                                                             Date:

 In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades
Grade Descriptor Indicative characteristic/sContextualization
M1 Identify and apply

strategies to find

appropriate solutions

An effective approach to study and research has been appliedTo achieve M1, you must demonstrate an effective approach to your study by submitting your work according to the deadline set (Opportunities to meet with Task 1, 2, 3)
M2 Select / design

and apply appropriate

methods and techniques

A range of source information has been used.To achieve M2, you need to demonstrate the use of a range of sources of information by referring to the roles performed by support groups and the effectiveness of organisational policies and procedures (Task 2 )
M3 Present and

Communicate

appropriate findings

The communication is appropriate for familiar and unfamiliar

audiences and appropriate media have been used.

To achieve M3, you must present your findings clearly and confidently making appropriate use of key terms and examples to support your presentation (Task 3 )
D1 Use critical

reflection to evaluate own work and justify valid conclusions

Realistic improvements have been proposed against defined characteristics for success.To achieve D1, you must make logical recommendations for improving the support available in health and social care organisations for individuals and their social networks when affected by significant life events  that are justified and supported based on examples of best practice (Task 3 )
D2 Take responsibility

for managing and organising activities

Autonomy/independence has been demonstratedTo achieve D2, you need to demonstrate the use of a wide range of sources of information with limited tutorial support to demonstrate independent research and application (Task 2 )
D3 Demonstrate

convergent / lateral /

creative thinking

Self-evaluation has taken placeTo achieve D3, you need to demonstrate critical thinking in reflecting on your own personal contributions to the support of individuals experiencing significant life events by providing a detailed evaluation of the effectiveness/ineffectiveness of your role supporting your answer with detailed examples (Task 3 )
Assignment brief
Unit number and titleUnit 21 Supporting Significant Life Events
QualificationBTEC Higher National Certificate / Diploma in Health and Social Care
Start date
Deadline/hand-in 18.05.17
Assessor
Assignment titleSupporting Significant Life Events
Purpose of this assignment 

The aim of this unit is to enable you to investigate the support available for those experiencing significant life events and the effectiveness of service responses in supporting such individuals. You will investigate how individuals may be supported through expected and unexpected transitions associated with the human life cycle and with adjustment to change such as entering, moving within, or leaving a health and social care service. The responsibilities of ensuring that a service is responsive to the needs of individuals experiencing trauma and loss will be discussed. You will look at ways in which health and social care services may contribute to the maintenance of dignity and self-image for those experiencing trauma and loss. You will also explore how staff working with individuals experiencing significant life events may also be supported.

Scenario 

Please use your own practice across all the learning outcomes and assessment criteria.

When that is not possible, please use the following case study:

Case Study of  Gentleman with Alzheimer’s

Terry Rowley 68, from Staffordshire, was diagnosed with Alzheimer’s disease in May 2007 after undergoing a series of tests and having to spend time in a psychiatric hospital. The time he spent in the hospital before his diagnosis was very difficult for him and his family, because unlike with other illnesses, Alzheimer’s takes away sufferers’ ability to think rationally. Terry did not fully understand why he was in the hospital with other people who had mental disorders, and at times he was very frustrated at not being allowed to go home.

After a trying few weeks and after undergoing weeks of tests, Terry was prescribed Aricept, a drug used to help slow down the progression of Alzheimer’s disease. Terry has lived back at home ever since. He is constantly cared for by his wife of over 20 years Christine 62, who won a local carers award last year for the love and support she continues to show. She was nominated for the award by her stepdaughter, Terry’s eldest daughter Sharon, who also plays a large part in Terry’s life.

Terry is still taking Aricept, and while the drug claims to help with the plaque forming on the sufferers’ brain, it can only delay the inevitable effects. It is difficult to measure how effective the drug has been until the sufferer stops taking them. However, this became apparent when Terry took part in a drug trial last year. He was among a handful of people who were included and was the only person from Stoke-on-Trent to participate in a Phase III trial. He seemed to experience negative effects while on the trial, indicating that he may have been one of those taking part who was given a drug rather than a placebo and that the drug would need some work before it was ready for use.

Ideally, a treatment that is sought by so many living with Alzheimer’s is Ebixa. Ebixa is seen as a step up from Aricept in the way that it works. Put simply, while Aricept tries to slow down the process of plaque forming on the brain, Ebixa attacks the plaque that has already formed. It has not yet been fully licensed for use in the UK.

As part of a couple, there are many day-to-day tasks that are often split between the two people. When one half of the couple is struck down by a disease such as Alzheimer’s, those tasks can no longer be equally shared, and more pressure falls on the other half of the couple as well as the family as a whole. When Terry could not drive anymore, it became Christine’s responsibility as the sole driver as Terry can no longer drive; just a few months ago after fastening Terry into the car and walking around to the driver’s side, he had released the handbrake in confusion over his seatbelt holder.

As well as continuing to use the Aricept prescribed, Christine and the rest of the family are open to other methods of relieving the effects of this devastating illness. Because the levels of aluminum in the brain of an Alzheimer’s sufferer are significantly higher than they should be, it is a good idea to try and counterbalance this with foods that are high in potassium. This can be found in a number of basic food and drink such as meat, fish, potatoes and most fruit and vegetables. Christine has tried on several occasions to introduce different foods into Terry’s diet but has found no significant change.

It can be very upsetting to deal with the different aspects of the illness, as the sufferer sometimes forgets the names of those closest to them, or maybe even the fact they are married or have children. These are the times when it is vital to remember that it is the illness talking, not your loved one. Having to explain to someone where they live, who they are married to and even the names of their friends and family are perhaps one of the most heart-breaking things for a family to endure.

At times, Terry has questioned his relationship with Christine, and there even came a time when he dialed 999 to ask about the welfare of one of his daughters as he had not seen her for a while.

Familiarity is usually the key when dealing with Alzheimer’s; if the surroundings and people are the same then they can develop some sense of routine – a word that is crucial to the day-to-day life of someone living as a sufferer or a carer. However, sometimes it can also be good to have a short break, as Christine and Terry found out when they went to a holiday respite center in Southport last month. They went as part of a scheme offered by the Alzheimer’s society and spent the week being looked after by professionals. As well as giving them both a change of scenery, it offered lots of activities for them to take part in as well as day trips, and was fully equipped with qualified carers to deal with Alzheimer’s sufferers, taking some of the pressure off Christine.

Another problem that can arise when spending time with someone suffering from Alzheimer’s is that they can very quickly become paranoid, for example, if someone laughs they might think it is directed at them, causing them to become irate. This can make it hard to socialize as normal without making them feel uncomfortable, and it is important to keep their feelings in mind at all times.

While dealing with Alzheimer’s is no walk in the park, it is something that must be done and it does have light moments. For all of the difficult times and the sadness faced there are times when the person suffering from Alzheimer’s will show a flash of their personality as it used to be. These are the times that Terry’s family have cherished and will continue to cherish throughout his illness. Perhaps in a conversation about one of his favorite television shows or when talking about football he will let out a little quip, a quick-witted comment, and remind everyone that his sense of humor remains very much intact if a little distorted at times. Sharing a joke with a loved one is always a special moment, but in these circumstances; it is made even more precious.

Alzheimer’s and dementia affect so many people and so many families, so why is the awareness so low? Everyone seems to be aware of and willing to donate money to other charities; Alzheimer’s falls off the radar somewhere along the way. If more money was raised, there might just be enough awareness and money raised to give this illness the attention it so desperately requires. Any family who has dealt with or is dealing with Alzheimer’s will know that it is not just an illness; it becomes a way of life.

Task 1  (1.1,1.2, 1.3 and M1)

Please address the following points in an essay format:

  • Explain the impact of significant life events on individuals, e.g. events and transitions associated with life stages (childhood, adolescence, adulthood, middle age, old age, dying); physical, social, psychological changes relating to e.g.  lifestyle, relationships, health, illness, disability, economic circumstances, cultural difference, etc.  (1.1)
  • Analyze possible group responses to significant life events that occur to one of its members (groups could include life partnerships, family, friends, communities; care workers, colleagues; users of health and social care services)  (1.2)
  • Finally analyze the impact for others in health and social care when individual experiences significant life events (examples of impacts could  be psychological e.g. depression, emotional stress; physical e.g. reduced mobility, loss of function; social e.g. behavioral, detachment, etc. )  (1.3)

Please make clear connections to your own work/personal or to the case study

Task Guidance:

  • To achieve M1, you must demonstrate an effective approach to your study by submitting your work according to the deadline set

(Indicative word count: 1000-1500 words)

Task 2 (2.1, 2.2, 2.3 and M1, M2, D2) 

Please address the following points in an essay format:

  • Explain how others in social networks may provide support to individuals experiencing significant life events. (These could include family, friends, groups, communities; other users of health and social care services, care workers, etc. )  (2.2)
  • Evaluate the effectiveness of organizational policies and procedures in supporting individuals and their social networks affected by significant life events. (These polices could include: confidentiality, bereavement, accessing specialist services, etc. )  (2.1)
  • Evaluate the suitability of external sources of support for those affected by significant life events (External sources of support could include: specialists within the health and social care sector and the framework within which they work; support therapies eg counseling, aromatherapy; cultural, faith communities; agencies e.g. the Deaf Society, the Royal National Institute of Blind People (RNIB), the Dementia Association; information and advice e.g. financial, legal) (2.3)

Please make clear connections to your own work/personal or to the case study 

Task Guidance:

  • To achieve M1, you must demonstrate an effective approach to your study by submitting your work according to the deadline set
  • To achieve M2, you need to demonstrate the use of a range of sources of information by referring to the roles performed by support groups and the effectiveness of organisational policies and procedures
  • To achieve D2, you need to demonstrate the use of a wide range of sources of information with limited tutorial support to demonstrate independent research and application

(Indicative word count: 1000-1500 words)

Task 3: (3.1, 3.2, 3.3 and M1, M3, D1,D3)

Finally, you must provide a 15-minute power-point presentation, referring to your own experience of supporting others and from your experience of working in the health and social care field/or the case study to support your work. In your presentation you must include the following:

  • Analyze possible organizational responses to the need to support individuals experiencing a significant life event. (These responses could include: applying policies and procedures; critical incident responses; routines; support for those in social networks; respect for rituals; adaptations to service eg equipment; personal care) (3.1)
  • Reflect on your own personal contributions to the support of individuals experiencing significant life events (This needs to link to your workplace/placement or other personal experience).  (3.2)
  • Make recommendations for improving the support available in a health and social care organization for individuals and their social networks when affected by significant life events (These recommendations could include:  improvements to support e.g. for policies, procedures, organizational culture, management style, accommodation and facilities, etc.) (3.3)

Please make clear connections to your own work/personal or to the case study

Task Guidance:

  • You would be expected to use approx. 15 slides in your presentation, i.e.  5 slides per assessment criteria plus a Title slide at the beginning and a References slide at the end. You must also include your slide notes for all slides when making your presentation.
  • To achieve M1, you must demonstrate an effective approach to your study by submitting your work according to the deadline set
  • To achieve M3, you must present your findings clearly and confidently making appropriate use of key terms and examples to support your presentation
  • To achieve D1, you must make logical recommendations for improving the support available in health and social care organizations for individuals and their social networks when affected by significant life events  that are justified and supported based on examples of best practice
  • To achieve D3, you need to demonstrate critical thinking in reflecting on your own personal contributions to the support of individuals experiencing significant life events by providing a detailed evaluation of the effectiveness/ineffectiveness of your role supporting your answer with detailed examples
Evidence checklistSummary of evidence required by the studentEvidence presented
Task 1Essay
Task 2Essay
Task 3Power-point Presentation
Sources of information

http://www.positivehealth.com/article/alzheimer-s/case-study-family-experience-of-living-with-alzheimer-s-disease

https://www.alzheimers.org.uk/

Achievement Summary 

 

Qualification

BTEC Higher National Certificate / Diploma in Health and Social Care 

Assessor name

 
Unit Number and titleUnit 21 / Supporting Significant Life Events 

Student name

Criteria ReferenceTo achieve the criteria the evidence must show that the student is able to:Achieved?

 

LO 1
1.1Explain the impact of significant life events on individuals
1.2Analyze possible group responses to significant life events that occur to one of its members
1.3Analyze the impact for others in health and social care when an individual experiences significant life events
LO 2  
2.1Evaluate the effectiveness of organizational policies and procedures in supporting individuals and their social networks affected by significant life events
2.2Explain how others in social networks may provide support to individuals experiencing significant life events
2.3Evaluate the suitability of external sources of support for those affected by significant life events
LO 3
3.1 Analyze possible organizational responses to the need to support individuals experiencing a significant life event
3.2 Reflect on their own personal contributions to the support of individuals experiencing significant life events
3.3Make recommendations for improving the support available in a health and social care organization for individuals and their social networks when affected by significant life events.
 Higher Grade achievements (where applicable)
 

Grade descriptor

 

 

Achieved?

(tick)

 

Grade descriptor

 

Achieved?

(tick)

M1 Identify and apply

strategies to find

appropriate solutions

 D1 Use critical

reflection to evaluate own work and justify valid conclusions

M2 Select / design

and apply appropriate

methods and techniques

 D2 Take responsibility

for managing and organizing activities

M3 Present and

Communicate

appropriate findings

 D3 Demonstrate

convergent / lateral /

creative thinking

 Assignment Feedback 

Formative Feedback: Assessor to Student
Action Plan 
Summative feedback
Feedback: Student to Assessor 
 Assessor Signature  

 

 

Date

 

Student  Signature

 

  

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