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It is important to be clear about who the formal safeguarding process applies to.

In this section we will define adult safeguarding. See our safeguarding children resource for information in that area.

The Care Act statutory guidance defines adult safeguarding as:

Protecting an adult's right to live in safety, free from abuse and neglect. It is about people and organisations working together to prevent and stop both the risks and experience of abuse or neglect, while at the same time making sure that the adult's wellbeing is promoted including, where appropriate, having regard to their views, wishes, feelings and beliefs in deciding on any action. This must recognise that adults sometimes have complex interpersonal relationships and may be ambivalent, unclear or unrealistic about their personal circumstances.

Introduction to safeguarding adults e-learning course

This definition hints at the challenges of safeguarding, but it is important to be clear about which adults we are discussing. A local authority must act when it has 'reasonable cause to suspect that an adult in its area (whether or not ordinarily resident there):

has needs for care and support (whether or not the authority is meeting any of those needs),

is experiencing, or is at risk of, abuse or neglect, and

as a result of those needs is unable to protect himself or herself against the abuse or neglect or the risk of it.' (Care Act 2014, section 42)

So safeguarding is for people who, because of issues such as dementia, learning disability, mental ill-health or substance abuse, have care and support needs that may make them more vulnerable to abuse or neglect.

Who is at a higher risk?

People with care and support needs, such as older people or people with disabilities, are more likely to be abused or neglected. They may be seen as an easy target and may be less likely to identify abuse themselves or to report it.

People with communication difficulties can be particularly at risk because they may not be able to alert others.

Sometimes people may not even be aware that they are being abused, and this is especially likely if they have a cognitive impairment. Abusers may try to prevent access to the person they abuse.

Further reading from SCIE

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Email: info@scie.org.uk

© Social Care Institute for Excellence.
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Skip to content It is important to be clear about who the formal safeguarding process applies to. In this section we will define adult safeguarding. See our safeguarding children resource for information in that area. The Care Act statutory guidance defines adult safeguarding as: Protecting an adult's right to live in safety, free from abuse and neglect.

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Explanation of Terms used for Level 2 writing.

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Explanation of Terms used for Level 2 writing.

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The Data Protection Act 2018 controls how your personal information is used by organisations, businesses or the government.

The Data Protection Act 2018 is the UK's implementation of the General Data Protection Regulation (GDPR).

Everyone responsible for using personal data has to follow strict rules called 'data protection principles'. They must make sure the information is:

used fairly, lawfully and transparently

used for specified, explicit purposes

used in a way that is adequate, relevant and limited to only what is necessary

accurate and, where necessary, kept up to date

kept for no longer than is necessary

handled in a way that ensures appropriate security, including protection against unlawful or unauthorised processing, access, loss, destruction or damage

There is stronger legal protection for more sensitive information, such as:

race

ethnic background

political opinions

religious beliefs

trade union membership

genetics

biometrics (where used for identification)

health

sex life or orientation

There are separate safeguards for personal data relating to criminal convictions and offences.

Your rights

Under the Data Protection Act 2018, you have the right to find out what information the government and other organisations store about you. These include the right to:

be informed about how your data is being used

access personal data

have incorrect data updated

have data erased

stop or restrict the processing of your data

data portability (allowing you to get and reuse your data for different services)

object to how your data is processed in certain circumstances

You also have rights when an organisation is using your personal data for:

automated decision-making processes (without human involvement)

profiling, for example to predict your behaviour or interests

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The Data Protection Act (DPA) controls how personal information can be used and your rights to ask for information about yourself

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An Act to make provision for the disclosure of information held by public authorities or by persons providing services for them and to amend the Data Protection Act 1998 and the Public Records Act 1958; and for connected purposes.

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This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand and work in a person-centred way.

Learning outcomes

1. Understand person-centred approaches for care and support.

1.1 Define person-centred values.

1.2 Explain why it is important to work in a way that embeds person-centred values.

1.3 Explain why risk-taking can be part of a person-centred approach.

1.4 Explain how using an individual's care plan contributes to working in a person-centred way.

2. Be able to work in a person-centred way.

2.1 Find out the history, preferences, wishes and needs of the individual.

2.2 Apply person-centred values in day-to-day work taking into account the history, preferences, wishes and needs of the individual.

3. Be able to establish consent

3.1 Explain the importance of when providing care or support.

establishing consent wher providing care or support.

3.2 Establish consent for ar activity or action

3.3 Explain what steps to take if consent cannot be readily established.

3. Be able to establish consent when providing care or support.

3.1 Explain the importance of establishing consent when providing care or support.

3.2 Establish consent for an activity or action.

3.3 Explain what steps to take if consent cannot be readily established.

4. Be able to encourage active participation.

4.1 Describe how active participation benefits an individual.

4.2 Identify possible barriers to active participation.

4.3 Demonstrate ways to reduce the barriers and encourage active participation.

5. Be able to support the individual's right to make choices.

5.1 Support an individual to make informed choices.

5.2 Use agreed risk-assessment processes to support the right to make choices.

5.3 Explain why a worker's personal views should not influence an individual's choices.

5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others.

6. Be able to support the individual's well-being.

6.1 Explain how an individual's identity and self-esteem are linked with well-being.

6.2 Describe attitudes and approaches that are likely to promote an individual's well-being.

6.3 Support an individual in a way that promotes a sense of identity and self-esteem.

6.4 Demonstrate ways to contribute to an environment that promotes well-being.

6.5 Recognise and respond to changes in physical and mental health.

6.6 Explain the importance of good nutrition and hydration.

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To introduce the learner to national and local policies in relation to infection control; to explain employer and employee responsibilities in this area; to understand how procedures and risk assessment can help minimise the risk of an outbreak of infection. Learners will also gain an understanding of how to use PPE correctly and the importance of good personal hygiene

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1. Understand own and others’ roles and responsibilities in the prevention and control of infections.

1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection.

1.2 Explain employers’ responsibilities in relation to the prevention and control of infection.

2. Understand legislation and policies relating to prevention and control of infections.

2.1 Outline current legislation and regulatory body standards which are relevant to the prevention and control of infection.

2.2 Identify local and organisational policies relevant to the prevention and control of infection.

3 Understand systems and procedures relating to the prevention and control of infections.

3.1 Describe procedures and systems relevant to the prevention and control of infection.

3.2 Explain the potential impact of an outbreak of infection on the individual and the organisation.

4. Understand the importance of risk assessment in relation to the prevention and control of infections.

4.1 Define the term ‘risk’.

4.2 Outline potential risks of infection within the workplace.

4.3 Describe the process of carrying out a risk assessment.

4.4 Explain the importance of carrying out a risk assessment.

5. Understand the importance of using Personal Protective Equipment (PPE) in the prevention and control of infections.

5.1 Demonstrate correct use of PPE.

5.2 Identify different types of PPE.

5.3 Explain the reasons for use of PPE.

5.4 State current relevant regulations and legislation relating to PPE.

5.5 Describe employees’ responsibilities regarding the use of PPE.

5.6 Describe employers’ responsibilities regarding the use of PPE.

5.7 Describe the correct practice in the application and removal of PPE.

5.8 Describe the correct procedure for disposal of used PPE.

6. Understand the importance of good personal hygiene in the prevention and control of infections.

6.1 Describe the key principles of good personal hygiene.

6.2 Demonstrate good handwashing technique.

6.3 Identify the correct sequence for hand washing.

6.4 Explain when and why hand washing should be carried out.

6.5 Describe the types of products that should be used for hand washing.

6.6 Describe correct procedures that relate to skincare.

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Video - Infection control. Break the chain 

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Video - Infection control. Break the chain 

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University Hospitals Birmingham Foundation Trust

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Infection Prevention and Control - Hand-washing Technique Video

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The aim of this unit is to provide learners with the knowledge and understanding required to support individuals with acquired brain injury.

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1. Understand acquired brain injury.

1.1 Describe acquired brain injury.

1.2 Identify possible causes of acquired brain injury.

1.3 Identify types of brain injury.

2. Understand the impact of acquired brain injury on individuals.

2.1 Outline initial effects of acquired brain injury on individuals.

2.2 Identify long-term effects of acquired brain injury, to include:

• physical

• functional

• cognitive

• behavioural

• emotional.

3. Understand the specialist communication needs of an individual with acquired brain injury.

3.1 Define the term ‘dysphasia’.

3.2 Define the term ‘dysarthria’.

3.3 Describe the communication challenges presented to individuals and the practitioner by:

• dysphasia

• dysarthria.

3.4 Identify skills required to support an individual with specialist communication needs.

3.5 Describe technology available to meet an individual’s communication needs.

4. Understand the impact that personality changes may have on an individual with acquired brain injury and others.

4.1 Identify changes in personality that an individual may experience as a result of acquired brain injury.

4.2 Describe the impact of lack of self-awareness on an individual with acquired brain injury.

4.3 Outline the impact of changes in personality on an individual with acquired brain injury and others.

5. Understand the impact of behaviours that challenge.

5.1 Describe behaviours that challenge.

5.2 Outline the importance of a non-confrontational approach.

5.3 Describe how behaviour that challenges may impact those providing care.

5.4 Identify support available to manage behaviour that challenges.

5.5 Describe how to record and report behaviour that challenges.

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Headway - The Brain Injury Association. (website link)

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Headway - The Brain Injury Association. (website link)

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brain injury head injury concussion coma traumatic brain injury rehabilitation legal compensation support uk headway

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Headway is the UK-wide charity that works to improve life after brain injury by providing vital support and information services.

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Recovering from an acquired brain injury (ABI)

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An Acquired Brain Injury (ABI) is an injury caused by trauma, such as a fall or road accident or a neurological event such as a stroke or an infection.

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Understand the neurology of dementia.

1.1 Describe a range of causes of dementia syndrome

1.2 Describe the types of memory impairment commonly experienced by individuals with dementia.

1.3 Explain the way that individuals process
information with reference to the abilities and limitations of individuals with dementia.

1.4 Explain how other factors can cause changes in an individual's condition that may not be attributable to dementia.

1.5 Explain why the abilities and needs of an individual with dementia may fluctuate.

Understand the impact of recognition and diagnosis of dementia.

2.1 Describe the impact of early diagnosis and follow-up to diagnosis.

2.2 Explain the importance of ecording possible signs c ymptoms of dementia in a individual in line with agreed ways of working.

2.3 Explain the process of reporting possible signs of dementia within agreed way

working

2.4 Describe the possible impact of receiving a diagnosis of dementia on:

• the individual

• their family and friends

Understand how dementia care must be underpinned by a person-centred approach.

3.1 Compare a person-centred and a non-person-centred approach to dementia care.

3.2 Describe a range of different techniques that can be used o meet the fluctuating abilities and needs of the individual with dementia.

3.3 Describe how myths and stereotypes related to dementia may affect the individual and their carers.

3.4 Describe ways in which

individuals and carers can be supported to overcome their fears.

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Understand the principles of a balanced diet.

1.1 Outline current nutritional guidelines for a balanced diet.

1.2 Identify the main food groups.

1.3 Identify sources of essential nutrients.

1.4 Explain the importance of a balanced diet.

1.5 Outline how nutritional requirements vary between different groups.

1.6 Explain the impact of a poor diet on health and well- being.

Understand hydration.

2.1 Explain the importance of hydration.

2.2 Outline the signs of dehydration.

2.3 Explain the impact of dehydration on health and well- being.

Understand how to prevent malnutrition.

3.1 Identify signs of malnutrition.

3.2 Outline risk factors that may contribute to malnutrition.

3.3 Outline ways of increasing nutritional density of foods and drinks through fortification.

3.4 Outline the use of nutritional supplements.

4. Understand how to meet special dietary requirements.

4.1 Identify factors which influence an individual's dietary needs and preferences.

4.2 Give examples of special dietary requirements associated with common health conditions.

4.3 Outline the potential risks of not following special dietary requirements.

4.4 Explain:

food intolerance

food allergy

4.5 Identify sources of information and support in relation to special dietary requirements.

Understand person-centred approaches in relation to supporting nutrition and hydration.

5.1 Describe the importance of understanding an individual's nutrition and hydration needs.

5.2 Describe how mealtime environments can be a barrier to meeting nutritional and hydration needs.

5.3 Describe how mealtime environments and food presentation can be used to promote nutrition and hydration.

5.4 Describe how to provide assistance to individuals with eating and drinking in a way that maintains dignity, respect and independence.

5.5 Outline how a range of aids and adaptations can be used to support an individual with eating and drinking.

Be able to support and monitor nutrition and hydration.

6.1 Establish with an individual their choice of food and drink.

6.2 Encourage the individual to select options to meet their nutritional needs.

6.3 Identify the level and type of support needed for eating and drinking.

6.4 Support an individual to position themselves for comfort and to promote digestion.

6.5 Apply food safety and hygiene precautions when preparing and handling food and drink.

6.6 Present food according to individual preferences with appropriate utensils and aids.

6.7 Dispose of waste.

6.8 Complete records to monitor nutrition and hydration.

6.9 Explain actions to take in relation to concerns regarding nutrition and hydration.

Understand food safety and hygiene requirements.

7.1 Identify food safety standards.

7.2 Outline hazards in relation to handling and storing food.

7.3 Describe food safety and hygiene protocols in relation to:

storage

preparation

serving and presentation

disposal.

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1. Understand personalisation in social care

1.1 Summarise current legislation, statutory guidance and national policies that promote personalisation.

1.2 Define the term

'personalisation'.

1.3 Explain the relationship between personalisation, rights, choice and control, independent living and well-being.

2. Understand systems which promote personalisation.

2.1 Summarise local and national systems which promote personalisation.

2.2 Identify types of care and support planning tools

available.

3. Understand how to implement personalisation in practice.

3.1 Explain the care planning process.

3.2 Describe strategies to

overcome barriers to personalisation.

3.3 Outline the role of risk management in promoting personalised care.

3.4 Describe types of support that individuals or their families can access in relation to personalised care services.

3.5 Outline the role of independent advocacy in promoting personalisation.

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Understand the ageing process.

1.1 Describe changes occurring with age, to include:

physical

psychological

emotional

social.

1.2 Outline the needs of the elderly in relation to the ageing process.

Be able to adapt communication techniques when caring for elderly patients.

2.1 Outline ways to minimise barriers to communication.

2.2 Demonstrate communication techniques adapted for elderly patients.

Understand how to care for elderly patients.

3.1 Describe conditions affecting the elderly, to include:

• dementia

﻿﻿Parkinson's disease

﻿﻿stroke/Transient Ischaemic
Attack (TIA)

﻿﻿arthritis

﻿﻿osteoporosis.

3.2 Describe how to adapt care plans for elderly patients.

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1. Understand the importance of the Mental Capacity Act 2005.

1.1 Explain why legislation is necessary to protect the rights of individuals who may lack the capacity to make decisions for themselves.

1.2 Describe the factors which may lead to an individual lacking the capacity to make a particular decision for themselves.

1.3 Explain how the Mental
Capacity Act 2005:

﻿﻿empowers people to make decisions for themselves

﻿﻿protects people who lack capacity by placing them at the heart of the decision-making process.

1.4 Describe why effective communication is important when working with a person who may lack capacity to make a particular decision for themselves.

2. Understand the key elements of the Mental Capacity Act 2005.

2.1 Define the five statutory principles included in the Mental Capacity Act 2005.

2.2 Describe when a worker must comply with the Mental Capacity Act 2005.

2.3 Explain how the Mental Capacity Act 2005 gives legal protection to workers providing care and treatment for someone who lacks capacity.

2.4 Explain 'capacity' as defined in the Mental Capacity Act 2005.

2.5 Explain 'best interests' as defined in the Mental Capacity Act 2005.

2.6 Explain what actions need to be taken to ensure a worker acts in an

individual's best interests.

2.7 Identify whose responsibility it is to assess capacity and best interests.

3. Understand 'restraint' as defined in the s6 (4) Mental

Capacity Act 2005.

2.8 Identify the type of day-to-day decisions a worker may find themselves making on behalf of a person who lacks capacity to make those decisions themselves.

2.9 Explain the circumstances when an Independent
Mental Capacity Advocate
(IMCA) should be appointed.

2.10 Explain how the Mental

Capacity Act 2005 can assist a person to plan ahead for a time when they may not have capacity to make certain decisions.

3.1 Identify the range of actions that amount to restraint.

3.2 Identify the factors which make restraint lawful under the Mental Capacity
Act 2005.

3.3 Describe the circumstances where the restrictions or restraint being used amount to a person being deprived of their liberty.

3.4 Describe the actions that are necessary to ensure that a person is lawfully deprived of their liberty.

Learning outcomes

The learner will:

Assessment criteria

The learner can:

3.5 Explain why a worker should raise their concerns with their supervisor/manager when they think a person may be being deprived of their liberty.

4. Understand the importance of complying with the Mental Capacity Act 2005 Code of Practice when working with

4.1 Explain the legal status of the Mental Capacity Act

2005 Code of Practice.

individuals who lack capacity.

4.2 Explain the purpose of the Mental Capacity Act 2005

Code of Practice.

4.3 Explain how the Mental

Capacity Act 2005 Code of Practice affects the day-to-day activities of a worker when making decisions for individuals who lack the capacity to make those decisions for themselves.

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1. Understand dementia.

1.1 Define the term 'dementia'.

1.2 Describe key functions of the rain that are affected by dementia.

1.3 Explain why depression, delirium and age-related memory impairment may be mistaken for dementia.

2. Understand models of dementia.

2.1 Outline the medical model of dementia.

2.2 Outline the social model of dementia.

2.3 Explain why dementia should be viewed as a disability.

3. Know types of dementia and their causes

3.1 List causes of dementia.

3.2 Describe signs and symptoms of dementia.

3.3 Identify causal risk factors for types of dementia.

3.4 Identify prevalence rates for types of dementia.

4. Understand an individual's experience of dementia.

4.1 Describe how individuals may experience living with dementia.

4.2 Outline the impact that the attitudes and behaviours of others may have on an individual with dementia.

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AC M10 Understand Mental Capacity and Restrictive Practice