Recent Papers 05-06-2022

1.1 Explain the concept of safeguarding children, young people and vulnerable adults.

Assignment Brief

QU025409 Safeguarding Children, Young People and/or Vulnerable Adults

Access to HE Diploma Title

Nursing

Unit Code(s)

Unit Title

Level

Credit Value

QU025409

Safeguarding Children, Young People and/or Vulnerable Adults

3

3

Assignment Title

Safeguarding Children, Young People and Vulnerable Adults

Tasks

Task 1: Case Study

GUIDANCE: Please read the scenario (Scenario 1) below carefully. This scenario will form the basis of a case study, in which you must include the following:

  1. An introduction which explains the concept of safeguarding children, young people and vulnerable adults.
  2. An explanation of the duties related to safeguarding of the professional involved in this scenario.
  3. The meaning of the term ‘significant harm’ in the context of safeguarding, outlining which individual or individuals in this scenario are at risk of ‘significant harm’.

Scenario 1:

Cherie is a youth worker employed by a further education college as a member of the student guidance team. As part of her role, she helps plan and supervise visits to the college by groups of pupils from local secondary schools, usually aged between 14 and 16 years. During one such event, where 14-15-year-old pupils are taking part in a health and social care department workshop, Cherie is assigned to providing support for the lecturer delivering the activity.

While she is working with one group, Cherie overhears one of the female pupils, Sophie, talking to a friend about her fifteenth birthday, which will be in a few days’ time. Sophie expresses a wish to have a party or go out with friends, but tells her friend that this will be impossible, as she has been missing school at least one day a week lately, having become too afraid sometimes to leave her mother, Julie, alone.

Julie, Sophie says, has a history of mental health issues and has been suffering from an episode of serious depression since she lost her job a few months ago, but has not been to see her doctor or sought other help. Sophie tells her friend that Julie is drinking alcohol a lot during the day and that there is now hardly any food in the house, as Julie has largely stopped food shopping and has very little money to give Sophie to buy any food. 1.1 Explain the concept of safeguarding children, young people and vulnerable adults. When she has been drinking alcohol, Julie has also been telling Sophie that she wants to kill herself. Sophie tells the friend that she doesn’t want to tell anyone else as she is frightened she will be taken into care.

What actions should Cherie take on hearing this conversation? What responsibilities does she have related to safeguarding and the risk of ‘significant harm’ to any of the individuals concerned?

Word count 750 words

AC 1.1, 1.2, 1.3

Task 2: Case Study

GUIDANCE: Please read the scenario (Scenario 2) below carefully. This scenario will form the basis of a case study, in which you must include the following:

  1. An introduction which focuses on the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding and how the example provided in the scenario may give cause for concern.
  2. A discussion of the ways in which an individual’s health, well-being and development can be damaged by an abusive situation and how this could relate to the scenario provided.
  3. An analysis of how national and local guidelines, policies, and procedures for safeguarding affect day to day work with children, young people and/or vulnerable adults.
  4. An explanation of what is meant by partnership working in the context of safeguarding.

Scenario 2:

Adam is a manager in an early years setting – a day nursery for babies and children from    0 to 5 years. Sam is a 2-year-old boy who started at the nursery less than two weeks ago and is dropped off and picked up daily by his mother, Rose, who is the manager of a local hotel. The family moved to the area very recently because of Rose’s work.

Since Sam arrived at the nursery, Adam has noticed that the little boy is very quiet. At first, Adam thought this was shyness due to the new environment, but in his second week, Sam has taken to sitting in a corner of the room after withdrawing from play situations and interaction with other children and adults more than once. When Sam did engage in play briefly today, Adam witnessed him pushing and hitting another child quite hard before again withdrawing.

As Adam tries to speak with Sam one-to-one, he notices severe, fresh bruising on the child’s right arm and around his neck. These do not appear to be a rash of any kind and Sam does not appear otherwise unwell.

Why should Adam be concerned about Sam and what could be the long-term effects of any possible abuse? What actions should Adam take and how should he be guided by safeguarding procedures? How could partnership working be involved in taking Sam’s case forward?

Word count 750 words

AC 2.1, 2.2, 3.1, 3.2

 

Grade Descriptor profile awarded for this assignment

GD1

GD2

GD3

GD4

GD5

GD6

GD7

ü

ü

 

 

 

 

ü

Date Handed Out:

Submission Deadline:

Actual Date Submitted:

Assessment Information

Access to HE Diploma Title

Health and Social Care

Assignment Title

Safeguarding Children, Young People and/or Vulnerable Adults

Assessment Criteria

1.1

Explain the concept of safeguarding children, young people and vulnerable adults.

1.2

Explain duties of a specific professional role related to safeguarding children, young people and/or adults.

1.3

Explain ‘significant harm’ in the context of safeguarding.

2.1

Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.

2.2

Discuss ways in which an individual’s health, wellbeing and development can be damaged by an abusive situation.

3.1

Analyse how national and local guidelines, policies, and procedures for safeguarding, affect day to day work with children, young people and/or vulnerable adults.

3.2

Explain what is meant by partnership working in the context of safeguarding.

     

Grade Descriptors –
This assignment is graded using elements from the grade descriptors below

If you achieve all assessment criteria listed above at Level 3, you will be awarded a Pass. To gain a Merit or Distinction, your work must match the performance described in the following grade descriptors.

Grade Descriptor

To achieve a Merit:

To achieve a Distinction:

GD1

Understanding the Subject

To achieve a Merit:

The learner, learner’s work or performance:

  1. demonstrates a very good grasp of the relevant knowledge base.

To achieve a Distinction:

The learner, learner’s work or performance:

  1. demonstrates an excellent grasp of the relevant knowledge base.

GD2

Application of Knowledge

To achieve a Merit:

The learner, learner’s work or performance:

  1. makes use of relevant
  • facts
  • models
  • concepts

with either

  1. breadth or depth
    that goes beyond the minimum required to Pass.

To achieve a Distinction:

The learner, learner’s work or performance:

  1. makes use of relevant
  • facts
  • models
  • concepts

with both

  1. breadth and depth
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