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Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) – CYP Residential Management Pathway

Health & Social Care

About CourseThe Focus Awards Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) – CYP Residential Management Pathway is a comprehensive qualification designed for...

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Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) – CYP Residential Management Pathway

This course at a glance

By the end of the course, learners with have:

the knowledge and competence to manage practice
promote positive outcomes for children and young people
comply with regulatory and organizational standards.

Course Requirements

You must have a secure internet connection and a digital device to access course learning portals
You must have strong reading and writing skills in English to complete the management reports
You must possess good time management skills to balance independent study with your daily work shifts

Course Description

About Course

The Focus Awards Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) – CYP Residential Management Pathway is a comprehensive qualification designed for professionals working in residential childcare and young people’s services. It aims to develop advanced leadership, management, and care practice skills required to lead teams and ensure the highest standards of care in residential settings.

This qualification is ideal for those in, or aspiring to, senior roles such as Registered Managers, Deputy Managers, Residential Childcare Managers, or Service Managers. The course provides learners with the knowledge and competence to manage practice, promote positive outcomes for children and young people, and comply with regulatory and organizational standards.

Course Outcomes

By the end of the course, learners with have:

the knowledge and competence to manage practice
promote positive outcomes for children and young people
comply with regulatory and organizational standards.

Explore the modules and lessons included in this course.

Course Curriculums

3 chapters
7 lectures
1 quizzes
21 Min total length

Toggle all chapters

1 Understand how the different and evolving theories about autism reflect the complexity of autistic spectrum conditions

N/A

2 Understand the implications of the legal and policy framework underpinning the support of individuals with autistic spectrum conditions

N/A

3 Be able to promote good practice in the support of individuals with an autistic spectrum condition

N/A

4 Be able to promote to others positive communication strategies for individuals with an autistic spectrum condition

N/A

5 Be able to implement strategies to support individuals with an autistic spectrum condition to manage their sensory world

N/A

1 Understand language development

N/A

2 Understand factors that affect the language and communication of an individual with sensory loss

N/A

3 Understand the complexities of specialist communication systems

N/A

4 Be able to support the individual with communication

N/A

5 Be able to support others to make use of specialist communication

N/A

6 Review communication work

N/A

1 Understand the implications of multiple conditions and/or disabilities for the individual

N/A

2 Be able to support an individual with multiple conditions and/or disabilities

N/A

3 Be able to develop others to support the individual with multiple conditions and/or disabilities

N/A

4 Be able to review service provision in respect of individuals with multiple conditions and/or disabilities

N/A

1 Understand the importance of speech, language and communication for children’s overall development

N/A

2 Understand the importance and the benefits of adults supporting the speech, language and communication development of the children in own setting

N/A

3 Be able to provide support for the speech, language and communication development of the children in own setting

N/A

4 Be able to contribute to maintaining a positive environment that supports speech, language and communication

N/A

1 Understand the factors that may impact on the outcomes and life chances of children and young people

N/A

2 Understand how poverty and disadvantage affect children and young people’s development

N/A

3 Understand the importance of early intervention for children and young people who are disadvantaged and vulnerable

N/A

4 Understand the importance of support and partnership in improving outcomes for children and young people who are experiencing poverty and disadvantage

N/A

5 Understand the role of the practitioner in supporting children and young people who are vulnerable and experiencing poverty and disadvantage

N/A

1 Understand and use the Mental Capacity Act

N/A

2 Provide Independent Mental Capacity Advocacy (IMCA)

N/A

3 Work with the decision maker

N/A

4 Challenge decisions made by the decision maker

N/A

5 Work with people who lack capacity

N/A

6 Work with accommodation and care review referrals

N/A

7 Work with serious medical treatment referrals

N/A

8 Work with adult protection referrals

N/A

9 Construct an IMCA written report that meets statutory requirements

N/A

1 Know how Mental Health legislation affects IMHA qualifying patients

N/A

2 Provide Independent Mental Health Advocacy (IMHA)

N/A

3 Respond to requests for IMHA support

N/A

4 Engage with professionals

N/A

5 Respond to individuals who have diverse needs

N/A

6 Work safely

N/A

1 Manage Advocacy services

N/A

2 Implement record keeping systems

N/A

3 Recruit and induct Independent Advocates

N/A

4 Facilitate service user involvement in the running of the Independent Advocacy Service

N/A

5 Construct a business plan

N/A

6 Measure Advocacy outcomes

N/A

7 Negotiate a Service Level Agreement

N/A

8 Establish relationships with commissioners of Advocacy services

N/A

9 Promote Independent Advocacy and the service

N/A

1 Provide Independent Advocacy support to adults in a range of settings

N/A

2 Treat the individual receiving Advocacy support as an individual

N/A

3 Assist the individual receiving Advocacy support to explore choices and potential consequences

N/A

4 Support adults through a range of meetings

N/A

5 Work safely

N/A

1 Provide Independent Advocacy support to children and young people

N/A

2 Use UK, European and International legislation to promote children’s rights

N/A

3 Respond to requests for Advocacy support

N/A

4 Assist the child or young person to explore choices and potential consequence

N/A

5 Support children and young people through a range of meetings and decision making processes

N/A

6 Engage with professionals

N/A

7 Use child protection systems to keep children and young people safe

N/A

1 Understand the complexities of models of disability

N/A

2 Be able to review how models of disability underpin organisational practice

N/A

3 Develop others’ awareness of models of disability

N/A

1 Understand the contribution that assistive technology can make to the lives of individuals

N/A

2 Be able to facilitate the use of assistive technology

N/A

3 Be able to develop others to facilitate the use of assistive technology

N/A

4 Be able to review the provision of assistive technology

N/A

1 Understand the impact on families who care for an individual who is in a minimally responsive or vegetative state

N/A

2 Understand the long term effects of acquired brain injury on family

N/A

3 Understand legislation that is relevant to carers of an individual effected by acquired brain injury

N/A

4 Be able to assess the support required by families who hold the primary caring role

N/A

5 Be able to work in partnership with other professionals and agencies

N/A

1 Understand the impact on a family of having a child with a disability

N/A

2 Be able to support families who have a child with a disability

N/A

3 Be able to support families with a child with a disability to use informal networks and community resources

N/A

4 Be able to work in partnership with other professionals and agencies to support families with a child with a disability

N/A

1 Understand the role of community partnerships

N/A

2 Be able to identify where community partnerships could inform and support practice

N/A

3 Be able to bring people together to set up community partnerships

N/A

4 Be able to support the setting up of community partnerships

N/A

5 Be able to contribute to the running of community partnerships

N/A

6 Be able to contribute to the review of community partnerships

N/A

1 Understand support available to access housing and accommodation services

N/A

2 Be able to work with individuals to identify housing and accommodation services that meet their needs

N/A

3 Be able to work with individuals to plan to access housing and accommodation services

N/A

4 Be able to work with individuals to access housing and accommodation services

N/A

5 Be able to work with housing and accommodation services to meet the needs of individuals

N/A

6 Be able to contribute to the review of housing and accommodation services for individuals

N/A

1 Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life

N/A

2 Understand factors affecting end of life care

N/A

3 Understand advance care planning in relation to end of life care

N/A

4 Be able to provide support to individuals and key people during end of life care

N/A

5 Understand how to address sensitive issues in relation to end of life care

N/A

6 Understand the role of organisations and support services available to individuals and key people in relation to end of life care

N/A

7 Be able to access support for the individual or key people from the wider team

N/A

8 Be able to support individuals through the process of dying

N/A

9 Be able to take action following the death of individuals (F5DLMCYPM49-9). Be able to manage own feelings in relation to the dying or death of individuals

N/A

1 Understand relevant legislation, policy and practice when working with individuals, carers and families in times of crisis

N/A

2 Be able to develop risk management strategies when working with individuals, carers and families in times of crisis

N/A

3 Be able to respond during times of crisis

N/A

4 Be able to review the outcomes of requests for action during times of crisis

N/A

1 Understand the context of the Positive Behavioural Support model

N/A

2 Understand the term ‘challenging behaviour

N/A

3 Understand the context in which challenging behaviour occurs

N/A

4 Be able to contribute to the functional analysis in relation to an individual’s challenging behaviour

N/A

5 Understand the key characteristics of Positive Behavioural Support

N/A

6 Be able to implement primary prevention strategies

N/A

7 Be able to use a person centred approach to develop plans that promote participation

N/A

8 Be able to implement secondary prevention strategies

N/A

9 Be able to implement non aversive reactive strategies

N/A

10 Be able to understand and implement Positive Behavioural Support Plans

N/A

1 Understand the value of engagement in training, education or employment for individuals

N/A

2 Understand how legislation, guidance and codes of practice support an individual to access training, education or employment

N/A

3 Understand the support available to individuals accessing education, training or employment

N/A

4 Be able to support an individual to identify and access education, training or employment that meet needs and preferences

N/A

5 Be able to support individuals to undertake education, training or employment

N/A

6 Be able to evaluate engagement in education, training or employment

N/A

1 Understand how to raise awareness of sensory loss

N/A

2 Be able to raise awareness of sensory loss

N/A

3 Be able to review action to promote awareness of sensory loss

N/A

1 Understand legislation which affects people who may be subject to Deprivation of Liberty Safeguards or the formal provisions of the Mental Health Act

N/A

2 Provide the statutory IMCA DOLS service

N/A

3 Construct an IMCA DOLS written report that meets statutory requirements

N/A

4 Challenge decisions

N/A

1 Recognise indications of substance misuse

N/A

2 Assess and monitor risk

N/A

3 Handle information and maintain records

N/A

4 Refer individuals to appropriate services

N/A

1 Identify immediate risk of danger to substance misusers

N/A

2 Act upon immediate risk of danger to substance misusers

N/A

1 Be able to develop a plan to provide information about own organisation and its services

N/A

2 Be able to provide information about own organisation and its services

N/A

3 Be able to evaluate information provided to stakeholders

N/A

1 Understand current infection prevention and control policies, procedures and practices

N/A

2 Be able to lead the implementation of policies and procedures for infection prevention and control

N/A

3 Be able to manage the exchange of information about infections

N/A

4 Be able to lead the practice of infection prevention and control

N/A

5 Be able to manage risk management in infection prevention and control

N/A

1 Understand theories that underpin practice within health and social care

N/A

2 Be able to lead the implementation of values, principles and statutory frameworks that underpin service provision in own area of work

N/A

3 Be able to use evidence based practice in the provision of health and social care services

N/A

4 Be able to engage others in reflective practice

N/A

1 Understand the legal and organisational requirements for recording information and providing reports

N/A

2 Be able to prepare professional records and reports that meet legal requirements, and agreed ways of working

N/A

3 Be able to use records and reports to inform judgements and decisions

N/A

1 Understand the relationship between person-centred assessment, care planning and positive risk taking for individuals

N/A

2 Be able to promote understanding of the legal and policy frameworks which underpin an Individual’s right to make decisions and take risks

N/A

3 Be able to develop practice which includes the individual and others in positive risk assessment and planning

N/A

4 Be able to support others to understand individuals’ ambition and the support they will need to achieve them

N/A

5 Be able to develop systems for positive risk taking

N/A

6 Be able to evaluate the practice of positive risk-taking

N/A

1 Be able to support others to understand the contribution that families and carers make in caring for individuals in health and social care or the care of children and young people

N/A

2 Be able to develop the practice of staff in assessing the needs of families and carers

N/A

3 Be able to implement a care planning process to support families and carers

N/A

4 Be able to evaluate quality of assessment and care planning to meet the needs of families and carers

N/A

1 Understand the wider market of provision of health and social care or children or young people’s services in relation to a work setting

N/A

2 Be able to work with others to support business redesign

N/A

3 Be able to develop a plan for business redesign

N/A

4 Be able to implement a plan for business redesign

N/A

1 Understand policies, theories and models which underpin appraisal of performance

N/A

2 Be able to support others to understand the purpose of appraisal

N/A

3 Be able to facilitate preparation for appraisals

N/A

4 Be able to support appraise to participate in appraisal meetings

N/A

5 Be able to evaluate own practice during the appraisal process

N/A

1 Be able to carry out assessments for the approval of adult placement / shared lives carers

N/A

2 Be able to support adult placement / shared lives carers to prepare for providing a home to an individual

N/A

3 Be able to carry out the matching process between adult placement / shared lives carers and individuals

N/A

4 Be able to monitor and review placements of individuals

N/A

1 Understand the impact of the ageing process on older people

N/A

2 Understand attitudes of society to older people

N/A

3 Understand the importance of using person centred approaches with older people

N/A

4 Understand the importance of independence for older people

N/A

1 Understand the role of self and others when supporting children or young people who have experienced harm or abuse

N/A

2 Be able to support children or young people who disclose harm or abuse

N/A

3 Be able to support children or young people who have experienced harm or abuse

N/A

4 Be able to work with others to support the safe involvement of key people with children or young people who have experienced harm or abuse

N/A

1 Understand theories of management and leadership and their application to health and social care or children and young people settings

N/A

2 Understand the relationship between professional management and leadership

N/A

3 Understand the skills of professional management and leadership in health and social care or children and young people’s settings

N/A

4 Understand the impact of policy drivers on professional management and leadership in health and social care or children and young people’s services

N/A

1 Understand current policy and practice guidance for dementia care

N/A

2 Be able to support others to develop an understanding of current research of the impact of dementia on individuals and their families

N/A

3 Be able to lead practice that promotes the wellbeing of individuals with dementia

N/A

4 Be able to lead practice that support staff to establish and maintain relationships with carers of individuals with dementia

N/A

5 Be able to support staff to deliver dementia care

N/A

6 able to develop own practice in leading the delivery of dementia care

N/A

1 Understand the importance of spirituality for individuals

N/A

2 Be able to assess the spiritual needs of an individual

N/A

3 Understand the impact of values and beliefs on own and an individual’s spiritual wellbeing

N/A

4 Be able to support individuals’ spiritual wellbeing

N/A

1 Understand the impact of the last days of life on the individual and other

N/A

2 Understand how to respond to common symptoms in the last days of life

N/A

3 Be able to support individuals and others during the last days of life

N/A

4 Be able to respond to changing needs of an individual during the last days of life

N/A

5 Be able to work according to national guidelines, local policies and procedures, taking into account preferences and wishes after the death of the individual

N/A

6 Be able to manage own feelings in relation to an individual’s dying or death

N/A

1 Be able to apply current legislation and policy in end of life care in order to develop end of life services

N/A

2 Understand current theory and practice underpinning end of life care

N/A

3 Be able to lead and manage effective end of life care services

N/A

4 Be able to establish and maintain key relationships to lead and manage end of life care

N/A

5 Be able to support staff and others in the delivery of excellence in the end of life care service

N/A

6 Be able to continuously improve the quality of the end of life care service

N/A

1 Be able to implement organisational systems and procedures necessary to support individuals experiencing significant life events

N/A

2 Be able to ensure sufficient and appropriate resources to support individuals experiencing significant life events

N/A

3 Be able to ensure staff can respond to individuals experiencing significant life events

N/A

1 Understand how legislative frameworks support the safeguarding of individuals

N/A

2 Be able to support individuals to gain understanding of behaviours and situations that may make them vulnerable to harm or abuse

N/A

3 Be able to support individuals to gain understanding about how to stay safe

N/A

4 Be able to work in ways that support individuals to stay safe

N/A

1 Understand the role of self and others when supporting individuals who have experienced harm or abuse

N/A

2 Be able to support individuals to disclose harm or abuse

N/A

3 Be able to support individuals who have experienced harm or abuse

N/A

1 Understand the contribution that families and carers make in caring for individuals

N/A

2 Be able to engage with families and carers who are providing care

N/A

3 Be able to assess the needs of families and carers

N/A

4 Be able to identify a plan to support families and carers

N/A

1 Understand how to manage disciplinary processes in relation to health and social care or children and young people’s settings

N/A

2 Be able to manage staff practice which falls below professional and/or organisational standards

N/A

3 Be able to compile and present evidence for a disciplinary proceeding

N/A

4 Be able to manage the outcomes of a disciplinary process

N/A

1 Understand issues related to access to healthcare services for individuals with learning disabilities

N/A

2 Understand the healthcare needs that may affect individuals with learning disabilities

N/A

3 Understand good practice in supporting people with a learning disability to access healthcare services

N/A

4 Understand how to support others to develop, implement, monitor and review plans for healthcare

N/A

5 Be able to develop processes to support others to meet the healthcare needs of individuals with a learning disability

N/A

6 Be able to promote good practice to others in their support of individuals with learning disabilities accessing healthcare

N/A

1 What is App Development

50 Min

Full Detail Description for App Develpments

2 Setup Environments for Develping an App

Preview

30 Min

Full Detail Description for Setup enironments for develping an app

1 Understand the legal, policy, rights and theoretical framework for group living for children and young people

N/A

2 Be able to lead the planning, implementation and review of daily living activities for children and young people

N/A

3 Be able to promote positive outcomes in a group living environment

N/A

4 Be able to manage a positive group living environment

N/A

5 Be able to safeguard children and young people in a group living environment

N/A

1 Understand the features of effective team performance within a health and social care or children and young people’s setting

N/A

2 Be able to support a positive culture within the team for a health and social care or children and young people’s setting

N/A

3 Be able to support a shared vision within the team for a health and social care or children and young people’s setting

N/A

4 Be able to develop a plan with team members to meet agreed objectives for a health and social care or children and young people’s setting

N/A

5 Be able to support individual team members to work towards agreed objectives in a health and social care or children and young people’s setting

N/A

6 Be able to manage team performance in a health and social care or children and young people’s setting

N/A

1 Understand the purpose of professional supervision in health and social care or children and young people’s work settings

N/A

2 Understand how the principles of professional supervision can be used to inform performance management in health and social care or children and young people’s work settings

N/A

3 Be able to undertake the preparation for professional supervision with supervisees in health and social care or children and young people’s work settings

N/A

4 Be able to provide professional supervision in health and social care or children and young people’s work settings

N/A

5 Be able to manage conflict situations during professional supervision in health and social care or children and young people’s work settings

N/A

6 Be able to evaluate own practice when conducting professional supervision in health and social care or children and young people’s work settings

N/A

1 Understand how different approaches to promoting positive well-being and resilience in children and young people impact on practice

N/A

2 Be able to lead practice in supporting children and young people’s well-being and resilience

N/A

3 Be able to lead practice in work with carers who are supporting children and young people

N/A

4 Be able to lead practice in responding to the health needs of children and young people

N/A

5 Be able to lead the development of practice with children or young people to promote their well- being and resilience

N/A

1 Understand the regulatory requirements, codes of practice and relevant guidance for managing concerns and complaints

N/A

2 Be able to develop procedures to address concerns and complaints

N/A

3 Be able to lead the implementation of procedures and practice for addressing concerns and complaints

N/A

4 Be able to review the procedures and practices for addressing concerns and complaints

N/A

1 Understand the recruitment and selection processes in health and social care or children and young people’s settings

N/A

2 Be able to contribute to the recruitment process in health and social care or children and young people’s settings

N/A

3 Be able to participate in the selection process in health and social care or children and young people’s settings

N/A

4 Be able to evaluate the recruitment and selection processes in health and social care or children and young people’s settings

N/A

1 Understand how groups develop and function in health and social care or children and young people’s work settings

N/A

2 Be able to create a climate that facilitates effective groups in health and social care or children and young people’s work setting

N/A

3 Be able to facilitate a group in health and social care or children and young people’s work settings

N/A

4 Be able to enhance learning through the constructive use of power, authority and influence in group work in health and social care or children and young people’s work settings

N/A

5 Be able to monitor and review the work of a group in health and social care or children and young people’s work settings

N/A

1 Understand the benefits of coaching and mentoring practitioners in health and social care or children and young people’s settings

N/A

2 Be able to promote coaching and mentoring of practitioners in health and social care or children and young people’s settings

N/A

3 Be able to identify the coaching and mentoring needs of practitioners in health and social care or children and young people’s settings

N/A

4 Be able to implement coaching and mentoring activities in health and social care or children and young people’s settings

N/A

5 Be able to review the outcomes of coaching and mentoring in health and social care or children and young people’s settings

N/A

1 Understand the purpose of induction for health and social care or children and young people’s settings

N/A

2 Be able to manage the induction process in health, social care and children and young people’s work settings

N/A

3 Be able to support the implementation of induction processes in health, social care and children and young people’s work settings

N/A

4 Be able to evaluate the induction process in health and social care or children and young people’s settings

N/A

5 Be able to implement improvements to the induction process in health and social care or children and young people’s settings

N/A

1 Understand the impact of current legislation that underpins the safeguarding of children and young people

N/A

2 Be able to support the review of policies and procedures for safeguarding children and young people

N/A

3 Be able to implement policies and procedures for safeguarding children and young people

N/A

4 Be able to lead practice in supporting children and young people’s wellbeing and resilience

N/A

1 Understand theoretical approaches to child and young person development

N/A

2 Be able to lead and support developmental assessment of children and young people

N/A

3 Be able to develop and implement programmes with children or young people requiring developmental support

N/A

4 Be able to evaluate programmes for children or young people requiring developmental support

N/A

5 Be able to lead and promote support for children experiencing transitions

N/A

6 Be able to lead positive behaviour support

N/A

1 if-else in Java

30 Min

Full Detail Description for If-else

2 Nesting if-else

Preview

30 Min

Full Detail Description for nested if-else Creatig Modeling for Blender

1 All about loops (for,while,do-while)

30 Min

Full Detail Description for Loops

2 Deploying and Testing App

Preview

30 Min

Full Detail Description for Deploying and Testing App

3 1st term Quiz [Quiz]

5 Min

1 Start

N/A

2 Be able to address the range of communication requirements in own role (F5DLMCYPR1-1).

N/A

3 Be able to improve communication systems and practices that support positive outcomes for individuals (F5DLMCYPR1-2).

N/A

4 Be able to improve communication systems to support partnership working (F5DLMCYPR1-3).

N/A

5 Be able to use systems for effective information management (F5DLMCYPR1-4).

N/A

1 Understand principles of professional development (F5DLMCYPR2-1).

N/A

2 Be able to prioritise goals and targets for own professional development (F5DLMCYPR2-2).

N/A

3 Be able to prepare a professional development plan (F5DLMCYPR2-3).

N/A

4 Be able to improve performance through reflective practice (F5DLMCYPR2-4).

N/A

1 Understand diversity, equality and inclusion in own area of responsibility (F5DLMCYPR3-1).

N/A

2 Be able to champion diversity, equality and inclusion (F5DLMCYPR3-2).

N/A

3 Understand how to develop systems and processes that promote diversity, equality and inclusion (F5DLMCYPR3-3).

N/A

4 Be able to manage the risks presented when balancing individual rights and professional duty of care (F5DLMCYPR3-4).

N/A

1 Understand the current legislative framework and organisational health, safety and risk management policies, procedures and practices that are relevant to health, and social care or children and young people’s settings (F5DLMCYPR4-1).

N/A

2 Be able to implement and monitor compliance with health, safety and risk management requirements in health and social care or children and young people’s settings (F5DLMCYPR4-2).

N/A

3 Be able to lead the implementation of policies, procedures and practices to manage risk to individuals and others in health and social care or children and young people’s settings (F5DLMCYPR4-3).

N/A

4 Be able to promote a culture where needs and risks are balanced with health and safety practice in health and social care or children and young people’s settings (F5DLMCYPR4-4).

N/A

5 Be able to improve health, safety and risk management policies, procedures and practices in health and social care or children and young people’s settings (F5DLMCYPR4-5).

N/A

1 Understand partnership working (F5DLMCYPR5-1).

N/A

2 Be able to establish and maintain working relationships with colleagues (F5DLMCYPR5-2).

N/A

3 Be able to establish and maintain working relationships with other professionals (F5DLMCYPR5-3).

N/A

4 Be able to work in partnership with others (F5DLMCYPR5-4).

N/A

1 Be able to justify a topic for research within services for health and social care or children and young people (F5DLMCYPR6-1).

N/A

2 Understand how the components of research are used (F5DLMCYPR6-2).

N/A

3 Be able to conduct a research project within services for health and social care or children and young people (F5DLMCYPR6-3).

N/A

4 Be able to analyse research findings (F5DLMCYPR6-4).

N/A

1 Understand the pattern of development that would normally be expected for children and young people from birth-19 yrs

N/A

2 Understand the factors that impact on children and young people’s development

N/A

3 Understand the benefits of early intervention to support the development of children and young people

N/A

4 Understand the potential effects of transitions on children and young people’s development

N/A

5 Understand how assessing, monitoring and recording the development of children and young people informs the use of interventions

N/A

1 Understand the principles of change management in health and social care or children and young people’s settings

N/A

2 Be able to facilitate a shared understanding of the need for change in health and social care or children and young people’s settings

N/A

3 Be able to develop an approved change management plan in health and social care or children and young people’s settings

N/A

4 Be able to gain support for a proposed change in health and social care or children and young people’s settings

N/A

5 Be able to implement approved change management plans in health and social care or children and young people’s settings

N/A

6 Be able to evaluate the change management process in health and social care or children and young people’s settings

N/A

1 Understand the principles of inter- professional working within health and social care or children and young people’s settings

N/A

2 Be able to manage service objectives through the inter-professional team in health and social care or children and young people’s settings

N/A

3 Be able to promote inter-professional team working in health and social care or children and young people’s settings

N/A

4 Be able to manage processes for inter- professional work with individuals in health and social care or children and young people’s setting

N/A

5 Be able to evaluate the effectiveness of inter-professional team work in health and social care or children and young people’s setting

N/A

1 Understand financial management in own work setting

N/A

2 Be able to plan budget requirement for own area of responsibility

N/A

3 Be able to manage a budget

N/A

4 Be able to evaluate financial expenditure within own area of responsibility

N/A

1 Understand the principles of advance care planning

N/A

2 Understand the process of advance care planning

N/A

3 Understand the person centred approach to advance care planning

N/A

1 Understand common features of support during the last days of life

N/A

2 Understand the impact of the last days of life on the individual and others

N/A

3 Know how to support individuals and others during the last days of life

N/A

4 Understand the actions to be taken following an individual’s death

N/A

5 Know how to manage own feelings in relation to an individual’s dying or death

N/A

1 Understand considerations for individuals with dementia at end of life

N/A

2 Understand how to support individuals with dementia affected by pain and distress at end of life

N/A

3 Understand how to support carers of individuals with dementia at end of life

N/A

1 Understand factors that influence the management of domiciliary services

N/A

2 Be able to manage domiciliary services

N/A

3 Be able to implement systems for working safely in domiciliary services

N/A

4 Be able to supervise and support practitioners in order to promote individual’s needs and preferences in domiciliary services

N/A

5 Be able to respond to day to day changes and emergencies in domiciliary services

N/A

6 Be able to manage human resources required for domiciliary services

N/A

1 Understand the impact of change and transitions on the well- being of individuals

N/A

2 Be able to lead and manage provision that supports workers to manage transitions and significant life events

N/A

1 Understand the theoretical background and current policy context of Positive Behavioural Support

N/A

2 Be able to conduct a functional analysis of an individual requiring Positive Behavioural Support

N/A

3 Be able to design and lead person-centred, primary prevention strategies

N/A

4 Be able to design and lead secondary prevention strategies

N/A

5 Be able to assess the appropriateness of reactive strategy use

N/A

6 Be able to lead the implementation of a Positive Behavioural Support Plan

N/A

7 Be able to manage and review the implementation of Positive Behavioural Support Plans

N/A

1 Understand the key policies and legislative frameworks that govern the provision of family support in UK home nation

N/A

2 Be able to develop provision for family support

N/A

3 Be able to implement provision for family support

N/A

4 Be able to support others to establish positive relationships with families

N/A

1 Understand how legislation and policy influences provision for disabled children and young people and their carers

N/A

2 Understand the potential impact of disability on children and young people and their carers

N/A

3 Be able to lead child and young person centred provision

N/A

4 Be able to work in partnership with others to promote services for children and young people and their carers

N/A

1 Understand how the active support model translates values into person-centred practical action with individuals

N/A

2 Be able to use practice leadership to promote positive interaction

N/A

3 Be able to use practice leadership in supporting others to develop and implement personcentred daily plans to promote participation

N/A

4 Be able to use practice leadership in supporting others to maintain individuals’ quality of life

N/A

1 Understand the development of human sexuality

N/A

2 Understand how the sexual development of individuals’ with a learning disability can differ

N/A

3 Understand the issues of sexual health and how these can be supported

N/A

4 Understand relevant legislation influencing the support of sexuality and sexual health for individuals with learning disabilities

N/A

5 Know how to support the sexual expression of an individual with a learning disability

N/A

1 Understand the factors that impact on an individual with sensory loss

N/A

2 Understand the importance of effective communication for individuals with sensory loss

N/A

3 Understand the main causes and conditions of sensory loss

N/A

4 Know how to recognise when an individual may be experiencing sight and / or hearing loss and actions that may be taken

N/A

1 Understand the context of quality assurance in a health and social care or children and young people’s setting

N/A

2 Be able to implement quality standards in a health and social care or children and young people’s setting

N/A

3 Be able to lead the evaluation of quality processes in a health and social care or children and young people’s setting

N/A

1 Be able to align objectives of own area of responsibility with those of own organisation

N/A

2 Be able to implement operational plans in own area of responsibility

N/A

3 Be able to monitor and evaluate operational plans in own area of responsibility

N/A

1 Understand the importance of sustainability when using physical resources

N/A

2 Be able to identify resource requirements for own area of responsibility

N/A

3 Be able to obtain required resources for own area of responsibility

N/A

4 Be able to monitor and review the quality and usage of resources in own area of responsibility

N/A

1 Understand partnership working (F5DLMCYPM25-1).

N/A

1 Understand the attributes of effective team performance

N/A

2 Know how to support team development

N/A

3 Know how to promote shared purpose within a team

N/A

4 Know how to promote a ‘no-blame culture’ within a team

N/A

5 Understand different styles of leadership and management

N/A

1 Understand the purpose of supervision

N/A

2 Understand how the principles of supervision can be used to inform performance management

N/A

3 Understand how to support individuals through professional supervision

N/A

4 Understand how professional supervision supports performance

N/A

1 Understand the neurology of dementia

N/A

2 Understand the impact of recognition and diagnosis of dementia

N/A

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

N/A

1 Understand the importance of differentiating between the individual and the disability

N/A

2 Understand the concept of physical disability

N/A

3 Understand the impact of living with a physical disability within society

N/A

4 Understand the importance of promoting inclusion and independence

N/A

1 Understand Acquired Brain Injury

N/A

2 Understand the impact on individuals of Acquired Brain Injury

N/A

3 Understand the specialist communication needs of an individual with Acquired Brain Injury

N/A

4 Understand the impact that personality changes can have on an individual and those providing support

N/A

5 Understand the impact of challenging behaviour

N/A

1 Understand the theoretical background to person-centred interactive training

N/A

2 Be able to plan person-centred interactive training sessions to enhance whole team performance

N/A

3 Be able to lead person-centred interactive training sessions in situ

N/A

4 Be able to provide support to improve the performance of others

N/A

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