Adult safeguarding

Overview

Framework:
RQF
Level:
Level 2
Unit No:
D/651/1519
Credits:
3
Guided learning hours:
29 hours

Assessment Guidance

Assessment guidance:

Assessment decisions for skills-based learning outcomes must be made during the learner’s normal work activity.

Skills-based assessment must include direct observation as the main source of evidence and must be carried out over an appropriate period of time.

Any knowledge evidence integral to skills-based learning outcomes may be generated outside of the work environment. The final assessment decision must show application of knowledge which relates to the work environment and the specific local authority procedures and arrangements for safeguarding adults.

Aim

This unit will help learners to understand the principles of safeguarding adults and how to reduce the likelihood of abuse. It will also develop an understanding of the policies and processes to identify suspected abuse and to deal with any disclosure so that individuals are protected when receiving care.

Unit Learning Outcomes

10.1

Be able to demonstrate the principles of adult safeguarding

Assessment Criteria

  • a)

    Explain the term adult safeguarding

  • b)

    Give the legal definition of an adult at risk

  • c)

    Explain own role and responsibilities in adult safeguarding

  • d)

    Describe what constitutes harm

  • e)

    List the main types of abuse

  • f)

    Identify possible indicators of abuse

  • g)

    Identify a range of factors which have featured in adult abuse and neglect

  • h)

    Identify potential risks with using technology and how to support individuals to be safe without being risk averse

  • i)

    Demonstrate that individuals are treated with dignity and respect when providing care and support services

  • j)

    Identify where to get information and advice about own role and responsibilities in preventing and protecting individuals from harm and abuse

10.2

Know how to reduce the likelihood of abuse

Assessment Criteria

  • a)

    Explain why an individual may be at risk from harm or abuse

  • b)

    Explain how care environments can promote or undermine people’s dignity

  • c)

    Explain the importance of individualised and person-centred care

  • d)

    Explain how to apply basic principles of supporting individuals to keep themselves safe

  • e)

    Explain how the likelihood of abuse may be reduced by:

    • working with person-centred values
    • enabling active participation
    • promoting choice and rights
    • working in partnership with others
10.3

Know how to respond to suspected or disclosed abuse

Assessment Criteria

  • a)

    Explain what to do if abuse of an adult is suspected; including how to raise concerns within local freedom to speak up/whistleblowing policies or procedures

10.4

Understand how to protect people from harm and abuse – locally and nationally

Assessment Criteria

  • a)

    Identify relevant legislation, principles, local and national policies, and procedures which relate to safeguarding adults

  • b)

    Explain the local arrangements for the implementation of multi-agency adult safeguarding policies and procedures

  • c)

    Explain the importance of sharing appropriate information with the relevant agencies

  • d)

    Explain the actions to take if they experience barriers in alerting or referring to relevant agencies

10.5

Understand restrictive practices

Assessment Criteria

  • a)

    Explain what is meant by ‘restrictive practice’

  • b)

    Explain organisational policies and procedures in relation to restrictive practices and their own role in implementing these

  • c)

    Explain the importance of seeking the least restrictive option for the individual