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Outline relevant legislation, principles, national policies and frameworks and local systems that relate to safeguarding and protection from abuse and neglect.

Unit 2 Safeguarding in Care Settings L/650/2299

Activity 15

Outline relevant legislation, principles, national policies and frameworks and local systems that relate to safeguarding and protection from abuse and neglect.

Legislation
Principles
National policies and frameworks
Local Systems

Assessment Criteria 1.1

Activity 16

Describe the roles of different agencies in safeguarding and protecting individuals’ right to live in safety and be free from abuse and neglect.

Assessment Criteria 1.2

Activity 17

1.3 Outline when and how you would report serious failures in upholding individuals’ rights to live free from abuse and neglect and how they influence current practice.

Assessment Criteria 1.3

Activity 18

Describe where to find sources of information and advice about own role in safeguarding, including whistle blowing and accountability for decision making and information sharing.

Assessment Criteria 1.4

Activity 19

Define the following terms:

• safeguarding

• abuse

• harm.

Assessment Criteria 2.1

Activity 20

Explain the factors that contribute to an individual being more at risk of abuse or neglect

Assessment Criteria 2.2

Activity 21

Explain what is meant by:

• physical abuse

• domestic abuse

• sexual abuse

• psychological abuse

• financial/material abuse

• modern slavery

• discriminatory abuse

• organisational abuse

• neglect/acts of omission

• self-neglect

Assessment Criteria 2.3

Activity 22

Outline indicators that an individual may be being abused.

Assessment Criteria 2.4

Activity 23

Identify indicators of perpetrator behaviour.

Assessment Criteria 2.5

Activity 24

Explain how the likelihood of abuse may be reduced by:

• working with person centred values

• enabling active participation

• promoting choice and rights

• working in partnership with others.

Assessment Criteria 3.1

Activity 25

Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse.

Assessment Criteria 3.2

Activity 26

Describe the actions to take if there are suspicions an individual is being abused or neglected.

Assessment Criteria 4.1

Activity 27

Explain how to respond if an individual discloses that they are being abused.

Assessment Criteria 4.2

Activity 28

Outline issues relating to consent to share information about suspicions or disclosures of abuse or neglect.

Assessment Criteria 4.3

Activity 29

Describe how to share information about suspicions or disclosures of abuse or neglect.

Assessment Criteria 4.4

Activity 30

Explain how to keep the individual and others appropriately informed and involved about their Safeguarding concern in line with policies and procedures.

Assessment Criteria 4.5

Activity 31

Identify ways to ensure evidence is preserved.

Assessment Criteria 4.6

Activity 32

Outline how and when to seek support in relation to responding to safeguarding concerns.

Assessment Criteria 4.7

Activity 33

Explain how to respond to suspicion or disclosure that a child or young person is being abused or neglected.

Assessment Criteria 4.8

Activity 34

Identify unsafe practices that may affect individuals’ wellbeing.

Assessment Criteria 5.1

Activity 35

Explain the actions to take if unsafe practices have been identified.

Assessment Criteria 5.2

Activity 36

Explain the action to take if suspected abuse or unsafe practices have been reported but no action taken in response.

Assessment Criteria 5.3

Activity 37

Explain the importance of balancing online safety measures with the benefits individuals can gain from accessing online systems, and the individual’s right to make informed decisions.

Assessment Criteria 6.1

Activity 38

Outline the potential risks to individuals presented by:

• use of electronic communication devices

• use of the internet

• use of social networking sites

• carrying out financial transactions online

Assessment Criteria 6.2

Activity 39

Describe ways of working inclusively with individuals to reduce the risks presented by each of these types of activity.

Assessment Criteria 6.3

Reference list / bibliography

Please list your sources of information in the box below.  This includes anywhere you have accessed to gain the information required to answer the questions.  At level 3 and above, it is expected that you read widely, and we would recommend that you include at least 3 references.  These can be any books you have read, websites you have accessed or the NCC materials.  Please try to reference according to Harvard.  For help with this, please visit the following website:

https://www.ncchomelearning.co.uk/referencing

If you have gained information from other sources, please ensure that this has been referenced and written in your own words.  Plagiarised work will not be accepted, and your work could be checked at any point throughout the course.  If in doubt, please check your work using a plagiarism checker.

Important Information for Students Writing Unit 2: Safeguarding in Care Settings Assignment

What is Safeguarding?

Safeguarding in care settings is the proactive effort to protect individuals from harm, abuse, and neglect. It ensures that vulnerable people, such as children, the elderly, and those with disabilities or mental health challenges, are given the appropriate care and support to live in a safe and secure environment. Safeguarding is not just about responding to abuse but also about preventing it by creating policies, practices, and a culture that prioritise safety, well-being, and respect for all individuals.

Forms of Abuse in Care Settings

Abuse in care settings can manifest in many ways, and it is essential to be aware of each type to ensure proper protection for those in care. Physical abuse involves actions that cause bodily harm, such as hitting, slapping, or other forms of physical assault. Emotional or psychological abuse can involve tactics like manipulation, verbal threats, or humiliation that harm an individual`s emotional well-being. Sexual abuse is any non-consensual sexual activity, while neglect refers to a failure to meet basic care needs, including food, shelter, and medical attention. Financial abuse includes any form of exploitation of a person’s money or assets. Lastly, discriminatory abuse happens when someone is treated unfairly based on characteristics such as race, gender, age, or disability. Each form of abuse requires careful attention and action to ensure that individuals are not harmed.

Key Legislation and Policies

A variety of laws and regulations govern safeguarding practices in care settings. The Children Act (1989 & 2004) lays the foundation for protecting children, ensuring that their welfare is a priority and that their needs are met appropriately. The Care Act (2014) focuses on protecting vulnerable adults, promoting their well-being, and encouraging independence. The Safeguarding Vulnerable Groups Act (2006) mandates the vetting of individuals working with vulnerable groups to prevent unsuitable people from accessing care roles. The Equality Act (2010) safeguards individuals from discrimination, ensuring that care is provided fairly and without bias. Understanding and adhering to these legal requirements is essential for creating a compliant and safe care environment.

Safeguarding Procedures and Practices

Effective safeguarding requires well-defined procedures that care staff must follow when concerns arise. All employees should be trained to recognise signs of abuse and know how to report them. This involves following clear reporting channels, either through the internal safeguarding officer or externally to authorities like local safeguarding boards or the police. Documenting incidents or concerns is another critical step in safeguarding. Accurate records help track any ongoing issues and provide evidence if an investigation is needed. Additionally, all care staff should be aware of the steps they can take to intervene safely when abuse is suspected, without breaching any protocols or putting themselves or others at risk.

Spotting the Signs of Abuse

Being able to identify the signs of abuse is essential for anyone working in a care setting. While some signs are obvious, others can be more subtle. Physical abuse may be indicated by unexplained bruises, burns, or fractures, especially in places that are not typically visible. Emotional abuse can manifest through behavioural changes like withdrawal, depression, or fearfulness. Financial abuse might become apparent through sudden changes in the person’s financial situation or suspicious behaviour around money matters. Neglect can be recognised by poor personal hygiene, malnutrition, untreated medical conditions, or an overall decline in the person’s health and appearance. Understanding these signs allows care staff to act quickly and ensure the person’s safety.

Establishing a Safe Care Environment

Creating a safe care environment is a key component of safeguarding. This involves building a culture where everyone feels supported, valued, and free to express concerns without fear of repercussions. Proper staff training is essential, ensuring that everyone in the care setting is knowledgeable about safeguarding procedures and understands their role in maintaining a safe environment. Additionally, having an open and transparent approach to communication ensures that safeguarding issues are addressed quickly and appropriately. Promoting respect and dignity for every individual, regardless of their background or circumstances, creates a foundation for a truly safe care setting.

Example Answer - Unit 2

Outline relevant legislation, principles, national policies and frameworks and local systems that relate to safeguarding and protection from abuse and neglect.

Legislation

• Children Act 1989 and 2004: Provides the legal framework for child protection, ensuring children are safeguarded from harm.
• Safeguarding Vulnerable Groups Act 2006: Establishes the legal requirements for vetting individuals who work with vulnerable groups.
• Care Act 2014: Aims to protect adults from abuse and neglect and ensures that individuals have access to support services.
• The Equality Act 2010: Prevents discrimination, which includes abuse and neglect related to protected characteristics.

Principles

• Empowerment: Individuals are encouraged to make decisions about their own lives.
• Prevention: Taking action to prevent harm before it occurs.
• Proportionality: The response to abuse should be proportionate to the risk and severity.
• Protection: Ensuring that people are kept safe from harm.
• Partnership: Agencies work together to protect individuals.
• Accountability: Clear lines of accountability for safeguarding responsibilities.

National Policies and Frameworks

• The National Safeguarding Adults Framework: Provides guidance for safeguarding vulnerable adults.
• Working Together to Safeguard Children 2018: A framework for organizations to protect children from harm.
• No Secrets (2000): A policy framework for adult safeguarding.
• Keeping Children Safe in Education (2022): A national policy setting out responsibilities for schools in safeguarding children.

Local Systems

• Local Safeguarding Boards: Local bodies that coordinate safeguarding efforts across services like health, education, and social care.
• Multi-Agency Safeguarding Hubs (MASH): Local collaborative systems where different agencies work together to share information and take action on safeguarding concerns.
• Local Authority Safeguarding Procedures: Local authority guidelines and processes to protect children and vulnerable adults from abuse and neglect.