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Assignment Briefs 10-18-2024

1.1. Explain the statutory and legal frameworks that apply to young people making the transition to adult services.

RCC 5.19 Principles for leading the transition of young people with complex disabilities or conditions to adult services

Unit reference

A/506/7568

Unit level

4

Credit value

3

Guided Learning (hours)

24

Unit aim

This unit provides the knowledge and understanding required for leading the transition of young people with complex disabilities or conditions to adult services.

Learner name:

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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 making the transition to adult services.

1.1. Explain the statutory and legal frameworks that apply to young people making the transition to adult services.

 

 

1.2. Summarise legislation that affects the rights of young people with complex disabilities or conditions to make decisions about their lives.

 

 

1.3. Evaluate how theories of change management can be applied to support the transition to adult services.

 

 

2. Understand the impact of complex disabilities or conditions on the transition into adulthood.

2.1. Analyse ways in which complex disabilities or conditions can affect the transition into adulthood for young people and their families.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

 

2.2. Analyse factors that affect a young person’s capacity to manage transitions and changes.

 

 

2.3. Explain how cultural considerations can impact on the process of moving from childhood into adulthood.

 

 

3. Understand adult care provision.

3.1. Identify the adult care services that potentially meet the requirements of a young person preparing to make the transition to adult services.

 

 

3.2. Identify funding sources, eligibility criteria and application processes for each.

 

 

3.3. Evaluate how personal budgets support the transition to adult services.

 

 

4. Understand how to work with others to support young people making the transition to adult services.

4.1. Describe knowledge, skills and attitudes required by team members to support the transition process.

 

 

4.2. Analyse the role and contribution of family members in the transition process.

 

 

4.3. Describe the network of local agencies and professionals who can contribute information, advice or support for young people making the transition to adult services.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

 

4.4. Explain how working together with family members, agencies and other professionals affects continuity of support for young people before, during and after the transition.

 

 

5. Understand person centred support for transition to adult services.

5.1. Evaluate systems, aids and approaches that enable young people with complex disabilities or conditions to express their views, choices and perceptions about the transition to adult services.

 

 

5.2. Evaluate the place of person- centred thinking in ensuring that planning processes keep young people and their needs, views and choices paramount.

 

 

5.3. Describe processes needed to secure additional support to meet the individual requirements of young people.

 

 

5.4. Describe how to challenge poor practice in transition support in ways that stimulate improvement.

 

 

6. Understand how to review support in relation to young people making the transition to adult services.

6.1. Explain how statutory and legal frameworks for transition to adult services can be used to review the effectiveness of support provided to young people and their families during the transition.

 

 

6.2. Describe ways to evaluate the balance achieved between the interests of young people, risks and legal requirements during transition.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

 

6.3. Describe ways to review the effectiveness of information, guidance and support services available to support the transition to adult services.

 

 

For e-portfolio a signature is not required, providing the learner has a personalised and secure login.

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:

Unit assessment guidance – provided by the sector

Complex disabilities or conditions may include (but are not confined to) profound and multiple learning difficulty, severe learning difficulty, physical impairment, multi-sensory impairment.

Factors may include:

  • positive / negative identity and self esteem
  • stable / unstable relationships and networks
  • secure / insecure attachments
  • experience of discrimination / social exclusion
  • experience of abuse or harm
  • cognitive capacity.

Cultural: the ideas, customs and social behaviours of a particular society or community.

Additional support may include:

  • training in practical skills
  • emotional support
  • support to manage tensions and dilemmas.

Sample Answer - Please Do Not Copy

1. Understand Theoretical, Statutory, and Legal Frameworks

1.1 Statutory and Legal Frameworks

The transition of young people with complex disabilities or conditions to adult services is governed by various statutory and legal frameworks. The key legislation includes the Children Act 1989, which emphasises the importance of the child`s welfare, and the Care Act 2014, which provides a framework for adult care services, ensuring that young people`s needs are met in a person-centred manner. The Equality Act 2010 also plays a crucial role by protecting individuals from discrimination based on their disabilities.

1.2 Legislation Affecting Rights

Legislation such as the Mental Capacity Act 2005 outlines the rights of young people to make decisions about their lives, provided they have the capacity to do so. It establishes a framework for making decisions on behalf of those who lack the capacity, ensuring that their best interests are considered. Additionally, the Children and Families Act 2014 supports the rights of young people with special educational needs and disabilities (SEND) to receive appropriate care and support during the transition process.

1.3 Theories of Change Management

Change management theories, such as Lewin`s Change Management Model, can be applied to support transitions to adult services. This model consists of three stages: unfreezing (preparing for change), changing (implementing new processes), and refreezing (establishing stability). By understanding these stages, practitioners can facilitate smoother transitions for young people, ensuring they are adequately supported throughout the process.


2. Understand the Impact of Complex Disabilities or Conditions

2.1 Impact on Transition

Complex disabilities or conditions can significantly affect the transition into adulthood for young people and their families. Challenges may include difficulties in communication, social isolation, and reliance on caregivers. Families may experience stress and anxiety as they navigate the complexities of adult services, which may not always cater to the unique needs of their children.

2.2 Factors Affecting Capacity to Manage Transitions

A young person’s capacity to manage transitions can be influenced by several factors, including their cognitive abilities, emotional resilience, and social support networks. Positive self-esteem and stable relationships can facilitate a smoother transition, while experiences of discrimination or social exclusion may hinder their ability to adapt to adult services.

2.3 Cultural Considerations

Cultural considerations can impact the transition process by shaping perceptions of disability and support. Different cultural backgrounds may influence how families view disability, affecting their willingness to engage with adult services. Practitioners must be culturally competent, recognising and respecting these differences to provide effective support.


3. Understand Adult Care Provision

3.1 Identifying Adult Care Services

Potential adult care services that meet the requirements of young people preparing for transition include supported living services, day care services, and community mental health teams. Each service aims to address the specific needs of individuals with complex disabilities, promoting independence and quality of life.

Continued...

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