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Adapting Communication to Suit Needs

Adapting Communication to Suit Needs

This lesson was created for the Level 3 Supporting Teaching and Learning course. TDA 3.1 Communication and Professional Relationships . It meets the criteria for 2,2 Explain how to adapt communication to suit the needs of children and young people. The powerpoint includes a starter and plenary activity, and supports students in being able to identify three reasons why communication may need to be adapted (for different contexts, different communication needs/challenges, for developmental stage). There are case studies of children in different developmental stages. The learners have questions to answer including identifying the stage and good practice within the case study,
Bongos
Descibe how to deal with conflicts between children and young people

Descibe how to deal with conflicts between children and young people

This resource is for Level 2/3 Supporting Teaching and Learning. It includes a powerpoint, a matching statements task which will need to be cut up so students can identified which are related to retributive justice and which are restorative justice. They then look at 4 key methods children use to resolve conflict and a case study of a boy called Stephen and how teachers used the restorative method to improve his ability to resolve his own conflicts. The students have to identify which strategy is being used at different stages.
Bongos
Learning Aim C2: Working Practices BTEC Health and Social Care Level 3 Unit 2

Learning Aim C2: Working Practices BTEC Health and Social Care Level 3 Unit 2

A two-part lesson lasting between 1-5-2 hours. The first powerpoint (skills to work in these areas) helps students to learn and apply their knowledge of the 6C’s. The first task is a mindmap to ‘learn/review’ what the 6C’s are. This is followed up by an article from nursingtimes.net (6C’s story of the Month) where students have to find examples of each of the 6C’s demonstrating their ability to apply their knowledge. Finally students compare the 6C’s to the RCN principles of nursing practice to identify similarity and differences. Lesson two uses powerpoint two (working practices). This starts with a definition of key terms e.g. regulation, policy and procedure and then explains how these affect working practice. The final task is an independent research task which requires students to use the internet to review examples of poor practice (e.g. Mid-Staffordshire Hospital Trust, Jessica Chapman & Holly Wells as well as Victoria Climbe & Baby P. The powerpoint includes prompts, suggested websites and answers.
psychoo
*New* L2 Tech Award H&SC Component 2 LAA

*New* L2 Tech Award H&SC Component 2 LAA

PDF ATTACHED IS A COPY AS SOME GRIDS MOVE AROUND. Teacher Notes This booklet is aimed at Level 2 Pass and above pupils, it can be adapted for level 1 is needed. LAA has been broken down into manageable tasks, which will also help with marking! Task 1: Introduction does not meet any specific criteria, but will help pupils understand the aim of the component. Task 2: Introduces the first part of the assignment and meets the criteria as pupils have a choice of 3 suitable case studies of two individuals, one with health care needs and the other with social care needs. Assessing how well the services meet their needs. Learners may need to refer to a combination of services to address an individual’s needs. Remember to adapt the heading above the case studies to match your local area I have added a note for each case study to say which services they link to most I.e. health or social. Meets level 2 P1 by explaining the needs of each case study and the ways in which health and social care services (2 most appropriate chosen) meet the needs of individuals in a scenario. Meets level 2 M1 by analysing the extent to which health and social care services (the 2 chosen) meet the needs of individuals in a scenario. Task 3: Meets level 2 P2 by explaining the ways in which barriers would affect one individual from the scenario in using one of the services Meets level 2 M1 by explaining what barriers exist for one individual from the scenario in using a service and how these barriers can be overcome for this individual. Meets level 2 D1 by providing justified and realistic suggestions for how barriers can be overcome in using a service for one individual from the scenario. The justification should provide clear reasons and explain why the suggestions are realistic, this might include why other possibilities would not work. Task 4: Meets level 2 D1 by assessing the suitability of health and social care services (2 chosen for each case study) meeting the needs of individuals in a scenario. This is achieved by rating most and least effective with clear information about how they have reached this judgement. Please give feedback, or anything you disagree with. – Happy teaching Charlotte.
charlotteburton1991
BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim A1. A2. B1 and B2 resources

BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim A1. A2. B1 and B2 resources

A 49 page booklet with information, activities and applied tasks that will inform and encourage students to develop their analysis and evaluation skills so distinction course work can be written. This unit is not in the two core text books for students so students will be able to refer to this when writing up their assignment work. There are four PowerPoints that go with the booklet covering the main perceptions and theories which are engaging and interesting, allowing students to make their own notes. You are free to add to or adapt the booklet to best suit your own personal teaching style. This booklet covers the A1 part of the spec, the A2 as well as B1 and B2, which students need before they work on their Assignment 1. A1 Concepts of health psychology, health and ill health • Definitions of health psychology, health and ill health, e.g. World Health Organization (WHO). • Models of health, including medical model, biopsychosocial model. • Use of holistic concept of health in underpinning complementary treatments, e.g. acupuncture. • Health-related behaviours, including health-belief model, compliance and non-compliance. • The ‘sick role’. • The development of health psychology as a discipline. A2 Influences on beliefs and behaviours towards health and ill health • Cultural, including differing attitudes among different ethnic groups. • Religion. • Socioeconomic, including social class, economic status. • Environmental, including population density, available infrastructure. • Individual, including age, gender. • Education, including ethnic/professional subcultures. B1 Contemporary issues in health • Smoking, alcohol and other substance dependency. • Eating behaviour. • Exercise. • Childbirth. B2 Health psychology in relation to contemporary issues • Health implications of smoking, alcohol consumption and other substance addictions. • Social learning perspective, addictive behaviour – from a psychological viewpoint. • Psychological theories of causes of obesity, anorexia and bulimia. • Ethics of the treatment of eating disorders. • Physical and psychological benefits of exercise. • Medicalisation of childbirth, cultural and religious issues, the growth of caesarean sections, home births and water births, and the rationale behind them. For other resources for the BTEC Level 3 HSC course, follow me on TES to find all the resources https://www.tes.com/member/HSCresources …some resources are free, others there is a small charge for.
HSCresources
BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim C1. C2. D1 and D2

BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim C1. C2. D1 and D2

A 51 page booklet with information covering the BTEC Level 3 Health & Social Care Unit 26 Health Psychology Learning Aim C1. C2. D1 and D2 in preparation for students assignment 2. There is information relating to each part in the spec and seven Powerpoints with areas for activities and notes. The booklet is a Microsoft word document which means you can add to it or alter it, to suit your teaching needs. This is a continuation booklet from the initial Unit 26 Learning Aims A and B, also uploaded onto TES and is page numbered accordingly, however, this can also be changed. The content covered, as below:- Learning aim C: Investigate models of stress and related strategies for managing stress C1 Development of stress models • The fight or flight model, general adaptation syndrome. • Life events theory. • Psychosocial models of stress. • Role of psychological factors, locus of control, personality type. C2 Stress management strategies • Coping strategies and responses, including problem focused, emotion focused, defence mechanisms. • Stress-illness link, including effects of stress on immune system, effects of lack of or too much information on illness, role and extent of family and wider social support. Positive coping mechanisms, including relaxation techniques. • Negative coping mechanisms, including alcohol or other substance abuse. • Behavioural techniques, cognitive techniques. • Importance to professionals of having knowledge of stress-management strategies. Learning aim D: Explore the role of psychology in dealing with pain and ill health D1 Concepts of pain and ill health • Theories of pain. • The role of psychological factors in pain perception. • Organic pain, psychogenic pain. • Acute and chronic pain, referred pain. • Injury without pain, pain without injury. • Measuring pain. • Controlling pain, application of psychological approaches to alleviation of pain. D2 Psychological theories related to pain and ill health • Diagnosis and behaviour change. • Alleviation of symptoms, coping mechanisms. • Effect on families and dependants. • Illnesses, including heart disease, cancer, HIV/AIDS, back pain, asthma. For the Unit 26 Learning Aim A and B booklet, click this link https://www.tes.com/teaching-resource/btec-level-3-health-and-social-care-unit-26-health-psychology-learning-aim-a1-a2-b1-and-b2-11803530 For more resources for BTEC or CTEC Levels 2 and 3, follow me on TES to find all resources in one place with a search facility https://www.tes.com/member/HSCresources Good luck in your teaching :-)
HSCresources
GCSE Child Development & Care CACHE - Learning Through Play - Tv  & Technology Worksheet

GCSE Child Development & Care CACHE - Learning Through Play - Tv & Technology Worksheet

GCSE Child Development & Care CACHE Learning Through Play Tv & Technology Worksheet Students to explore how TV & technology can be used to stimulate learning for children aged 0-5 Students are tasked to put the TV shows in the suitable age category & justify their choices Students will also explore how TV & Technology can affect Physical Development 1x Grid worksheet with age categories 1x TV show sheet - students to cut out and organise
merk90
Level 3 (Unit 20): Models of Behaviour

Level 3 (Unit 20): Models of Behaviour

P2 – Explain two models of behaviour change that have been used in recent national health education campaigns. This clear and simple writing template will guide your students with their P2. It includes: Clear instructions Intoduction starter Examples of national health campaigns Writing frame
Fquaicoe
Stress; General Adaptation Syndrome Hans Selye and Biofeed

Stress; General Adaptation Syndrome Hans Selye and Biofeed

Two PowerPoints, information and activity sheets covering Hans Selye’s General Adaptation Syndrome (GAS) theory, biofeed as a non-medication stress management. Personaility Traits which lead to stress and a fun activity to test which one stuednts are.
HSCresources