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Assignment Briefs
10-18-2024
1.1. Explain the statutory and legal frameworks that apply to young people as they leave care.
RCC 5.17 Lead practice to support young people leaving care
Unit reference
Y/506/8114
Unit level
5
Credit value
4
Guided Learning (hours)
25
Unit aim
This unit provides the knowledge and skills required to lead practice to support young people leaving care.
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Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
1. Understand theoretical, statutory and legal frameworks in relation to young people leaving care to live independently.
1.1. Explain the statutory and legal frameworks that apply to young people as they leave care.
1.2. Evaluate how theories of change management can be applied to supporting young people leaving care.
1.3. Evaluate the importance of a planned and phased approach to leaving care.
2. Be able to recognise factors that impact on the experience of leaving care.
2.1. Analyse aspirations and concerns that young people leaving care can experience.
2.2. Analyse personal factors that can compound concerns and risks for young people because they have been in care.
2.3. Research the features of practice that affect young people’s experience of leaving care.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
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Assessor judgement achieved
Initial and date
2.4. Review the importance of interactions and relationships between young people and others as they prepare to leave care.
3. Be able to lead support for young people as they prepare for independent living.
3.1. Allocate resources to ensure young people have sufficient time, opportunity and support to plan and prepare for independent living.
3.2. Support team members to work with young people to develop the practical abilities , social skills and emotional resilience needed in more independent living.
3.3. Implement approaches for building self-confidence, assertiveness and self-esteem in young people so that they can explore and express their own views, choices and perceptions of their situation.
3.4. Implement planning procedures that keep the young person and their needs, views and choices at the heart of the process.
4. Be able to work with others to support young people leaving care.
4.1. Research local agencies and professionals who can contribute information, advice or services to young people leaving care.
4.2. Build positive working relationships with others within and beyond the organisation.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
4.3. Support team members to offer a continued welcome for young people who visit after leaving care, while recognising the boundaries of their role.
4.4. Challenge instances of practice within and beyond the organisation that fail to keep the needs of the young person paramount.
5. Be able to review support in relation to young people leaving care.
5.1. Assess the extent to which the statutory and legal frameworks for leaving care are being effectively applied in the work setting.
5.2. Evaluate the extent to which there is a balance achieved between the interests of the young person, inherent risks and legal requirements.
5.3. Review the effectiveness of the support provided to young people, their families and carers during the transition.
5.4. Review the effectiveness of information, guidance and support services available to support the process of leaving care.
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Additional information about the unit:
Relationship to occupational standards
SCDLMCB3
Additional unit assessment requirements
Units need to be assessed in line with the Skills for Care & Development Assessment Principles.
Guidance for developing assessment arrangements for the unit:
Guidance for developing unit assessment arrangements – provided with the unit
Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment.
Unit assessment guidance – provided by the sector
Others may include family, carers, friends, team members, professionals from different agencies and others who are significant to the young person.
Resources , e.g. team members’ time, financial resources, physical resources in the setting.
Practical abilities , e.g.:
to manage and maintain accommodation
to manage personal finances
to maintain health and well being
to manage daily living tasks
to access training or education
to seek employment (including entrepreneurial options)
to manage risks
to engage as a citizen and make a contribution to society.
Example Answer
1. Understand Theoretical, Statutory and Legal Frameworks in Relation to Young People Leaving Care to Live Independently
1.1 Explain the Statutory and Legal Frameworks that Apply to Young People as They Leave Care
The statutory and legal frameworks surrounding young people leaving care in the UK are designed to protect their rights and provide necessary support. The Children Act 1989 and the Children (Leaving Care) Act 2000 are key pieces of legislation that outline the responsibilities of local authorities towards young people in care. These laws mandate that care leavers receive adequate preparation for independent living, including a pathway plan that addresses their individual needs.
Additionally, the Care Leavers’ Charter and The Children and Families Act 2014 reinforce the importance of support services, ensuring that care leavers have access to housing, education, training, and employment opportunities. These frameworks are vital in establishing a clear structure of support, guiding local authorities in their duties to young people transitioning from care.
1.2 Evaluate How Theories of Change Management Can Be Applied to Supporting Young People Leaving Care
Theories of change management, such as Kotter’s 8-Step Change Model and Lewin’s Change Management Model , can be effectively applied to support young people leaving care. For instance, Kotter’s model emphasizes the importance of creating a sense of urgency and building a guiding coalition. This approach can be utilised by care practitioners to foster an environment where young people feel motivated and supported throughout their transition.
Furthermore, Lewin’s model involves three stages: unfreezing, changing, and refreezing. Practitioners can help young people unfreeze their existing perceptions about independence, guide them through the change process by providing skills and resources, and ultimately refreeze their new identities as independent adults.
1.3 Evaluate the Importance of a Planned and Phased Approach to Leaving Care
A planned and phased approach to leaving care is crucial for ensuring that young people are adequately prepared for independent living. This approach allows for tailored support over time, addressing specific needs as they arise. For example, phased planning can involve gradual exposure to independent tasks, such as budgeting or cooking, alongside ongoing assessments of the young person’s readiness.
Implementing a phased approach also facilitates the development of a trusting relationship between care leavers and their support workers, enabling open communication and feedback. This method not only enhances the young person’s confidence and self-efficacy but also reduces the likelihood of crisis situations post-transition.
Continued...
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