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Assignment Briefs 05-09-2024

LO1: Critically analyse the concept of safeguarding vulnerable adults.

Module Number: HLT6012

Module Name: Safeguarding Vulnerable Adults

Year/Semester: 2023-24/S1/April 2021 Cohort and April 2024 Top Up

Module Tutor/s:

Assignment Brief: April 2024

1. Assessment

Assessment Number        

001

Assessment Type (and weighting)

Essay 4,000 words (100%)

Assessment Name

Safeguarding Adults

Assessment Submission Date

 

Learning Outcomes Assessed:

LO1: Critically analyse the concept of safeguarding vulnerable adults.

LO2: Analyse and evaluate definitions, indicators & signs of abuse.

LO3: Apply the policies that underpin your role in the recognition of and response to abuse.

LO4: Identify and analyse the factors that inhibit and assist partnership working when safeguarding vulnerable adults.

Assessment Brief

Produce an essay of 4000 words in which you critically analyse the role of a care worker in recognising and responding to Mr B.C. in the case study suffering from the abuse and neglect.

(In terms of ‘care worker’, students can apply a wider concept to the role, which will be outlined)

In the essay, define, evaluate, and analyse the indicators and signs of abuse featured in this case study in relation to the concept of safeguarding vulnerable adults. Examine the policies those involved with Mr. B.C.’s care should work to in the recognition of and response to allegations of abuse and neglect. Identify and analyse the elements which may have supported or prevented in partnership working in this case.

OVERVIEW OF CASE STUDY

Mr. B.C.

Brief overview of the circumstances that led to this review.

Mr B.C, aged 72, died in a fire at his home on 7th November 2014. He lived as an assured tenant in a flat in sheltered housing, receiving housing related support from staff at the scheme. He also received a personal care and support package of 14 hours per week from a care agency commissioned by London Borough of Hackney Adult Social Care. His adult sons and daughters were actively involved in supporting him; one of his daughters managed his finances and paperwork and bought his food. Mr B.C. was a heavy smoker who also routinely drank large amounts of alcohol.

He had several complex health problems including high blood pressure, strokes, arthritis, a hip replacement, diabetes, sickle cell anaemia, and cataracts: his condition resulted in him having poor mobility, balance and incontinence, as well as he neglected his diet, personal hygiene, and home conditions. Emergency services were alerted on several occasions: the police to deal with repeated verbal and physical abuse of Mr B.C. by a neighbour, and theft from Mr B.C. by visitors to the building; the ambulance service when he had falls; the fire brigade when smoke alarms were activated.

On several occasions safeguarding referrals were made. Early on the morning of 7th November 2014, a fire broke out in Mr BC’s flat, as the seat of the fire being on his bed. All emergency services attended, and ambulance personnel treated Mr B.C., but he was pronounced dead at the scene. At a post-mortem on 10th November 2014 the cause of his death was identified as smoke inhalation. The Coroner’s Court completed an inquest on 30th April 2015. The verdict was of accidental death with a Prevention of Future Deaths Report submitted to London Borough of Hackney.

CASE CHRONOLOGY

2006

It was noted that his wife had died, and he was finding it difficult to deal with his loss. His family were providing a ‘significant amount of care and support’ with daily visits from his two daughters providing (shopping, housework, supervision of medication and financial management) and regular visits from a second son.

They were reported to be as keen for him to undertake detox treatment. One daughter, who was present at the assessment, declined a carers assessment.

20th December 2007 – May 2010

-During this period Mr BC, who was living with his son on a 6th floor council flat, became known to Adult Social Care, initially because of hospital admission for a stroke, and subsequently through referral by his family, who were providing significant amounts of care and support.

-A further hospital admission for confusion and urinary tract infection followed risks arising from his poor health due to a range of chronic conditions, together with his substantial consumption of alcohol, led to recognition that his independence was at substantial risk.

10th January 2008

Additionally, his assessment records indicate that a CT scan conducted in the hospital showed small infarcts of unknown age; an occupational therapy assessment concluded that he was able to attend independently to his own personal care; and a capacity assessment undertaken by a doctor also stated he ‘has capacity.

23rd January 2008

-An assessment on, Mr B.C. was noted as having a long history of alcohol misuse, but being ‘in denial’ of this, and mobility problems and poor balance, which made him prone to falls.

April and May 2008

Police responded to two domestic incidents involving verbal arguments between Mr B.C. and the son who lived with him these seemed to stem from his son’s attempts to moderate Mr B.C.’s drinking. On the second of these Mr B.C. had threated to burn the house down, but this was not pursued as his son did not wish to substantiate the criminal allegation. Mr BC declined a Police offer to refer him to social services and to the GP. Standard risk assessments were recorded on both occasions.

6th May 2008

A Merlin alert was sent to CAIT (the Police’s Child Abuse Investigation Team) and YOT (Youth Offending Team) due to the presence of Mr B.C.’s 11-year-old grandson present in the house.

29th May2009

The Overview result of the assessment of Mr B.C. with his two daughters present, provided further detailed and consistent with the above, noting also that Mr B.C. was sometimes depressed and irritable, lacked energy and did not sleep sufficiently. It recorded his needs as giving rise to substantial risk to independence and deemed them eligible for community care provision. Mr B.C.’s Wishes were to have a carer’s visit three times a week to help with his personal care, attend a day centre for social interaction, and to move to sheltered accommodation.

The form also mentioned a need for podiatry, review by an optician, referral to a befriending scheme and Telecare assessment.

From -2009

-He received a care package that gradually increased from 3 to 7 hours per week and included meals on wheels. There was occasional intervention from the Police when Mr B.C. became abusive to his adult children during arguments about his drinking, resulting on each occasion in no further action.

1st January 2009

Police attended following a further domestic incident5 in which Mr B.C.’s son became locked out but could hear Mr BC distressed inside. He had forced entry, found Mr B.C. drunk and an argument had ensued, a standard risk assessment was completed, and no further action was taken. LO1: Critically analyse the concept of safeguarding vulnerable adults.

23rd April 2009,

Mr BC’s daughter Ms AT made a direct referral to Adult Social care Mr BC, by then described him as living alone, was said to have ‘let himself go’ since the death of his wife. A range of health issues were noted: strokes, hip replacement, high blood pressure, diabetes, sickle cell disease, arthritis, cataracts. He was described as prone to falls due to poor mobility and high alcohol consumption, doubly incontinent when drinking, neglecting his diet.

Safeguarding Adults Review of the circumstances concerning Mr B.C. Overview Report Safeguarding Adults Review Panel Chair: Chris Pelham Lead reviewer/overview report writer: Suzy Braye April 2016 

Minimum Secondary Research Source Requirements:

Level HE6 - It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM, the Reference List should include three refereed academic journals and five academic books.

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 2)

First class (70% and above):

Students will provide an in-depth analysis of the role of a care worker in recognising and responding to adults suffering from one form of abuse, demonstrating excellent critical reasoning skills. A wider concept to the role of a carer is outlined and applied to the case study.  Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent. 

Second class 2 (1) (60-69%):

Students will provide a comprehensive analysis of the role of a care worker in recognising and responding to adults suffering from one form of abuse, demonstrating very good critical reasoning skills. A comprehensive concept to the role of a carer is outlined and applied to the case study.  Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good. 

Lower Second class 2 (2) (50-59%

Students will demonstrate a sound breadth and depth of knowledge and understanding of theory and practice for this level as well as demonstrate a sound conceptual understanding of specialised areas.

Third class (40-49%):

Students will provide a satisfactory analysis of the role of a care worker in recognising and responding to adults suffering from one form of abuse, demonstrating satisfactory critical reasoning skills. A satisfactory concept to the role of a carer is outlined and applied to the case study. Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair. 

Fail (39% and below): Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity

General Assessment Criteria for Written Assessments General Assessment Guidelines for Written Assessments Level HE6

 

Relevance

Learning outcomes must be met for an overall pass

Knowledge and Understanding

Analysis, Creativity and Problem-Solving

Self-awareness and Reflection

Research/

Referencing

Written English

Presentation and Structure

 

Class I
(Exceptional Quality)

85% - 100%

Work is directly relevant and expertly addresses the requirements of the brief.

 

Learning outcomes are met.

Demonstrates an exceptional breadth and depth of knowledge and understanding of theory and practice beyond the threshold expectation for the level.

 

Demonstrates mastery in conceptual understanding of a range of specialised areas.

Presents an exceptional synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and insightful conclusions.

Provides a sophisticated critical insight and expertly interprets complex matters and ideas.

Demonstrates exceptional creative flair and a high level of originality.

Demonstrates exceptional problem- solving skills and initiative.

Provides insightful reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility.

An extensive range of contemporary and relevant reference sources selected and drawn upon.

 

Sources cited accurately in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment.  An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.  A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured.

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

Class I
(Excellent Quality)

70% - 84%

Work is relevant and comprehensively addresses the requirements of the brief.

 

Learning outcomes are met.

Demonstrates an excellent breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates an in-depth conceptual understanding of a range of specialised areas.

Presents an excellent synthesis and critical evaluation of findings from a broad range of relevant sources in order to draw clear, systematic, justified and perceptive conclusions.

Provides a critical insight and clearly interprets complex

matters and ideas. Demonstrates creative flair and a high level of originality.

Demonstrates excellent problem- solving skills and initiative.

Provides excellent reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility.

A wide range of contemporary and relevant reference sources selected and drawn upon.

 

Sources cited accurately in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used.  A wide range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

Class II/i
(Very Good Quality)

60% - 69%

Work is relevant and addresses most of the requirements of the brief well.

 

Learning outcomes are met.

Demonstrates a thorough breadth and depth of knowledge and understanding of theory and practice for this level.

Demonstrates a sophisticated conceptual understanding of a range of specialised areas.

Presents a perceptive synthesis and critical evaluation of findings from a range of relevant sources in order to draw clear, justified and thoughtful conclusions.

Interprets complex matters and ideas well. Demonstrates a good level of creativity and originality.

Demonstrates strong problem- solving skills.

Provides very good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

A wide range of relevant reference sources selected and drawn upon.

 

Sources cited accurately in the main in both the body of text and in the Reference List/ Bibliography.

Writing style is clear, succinct and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Evidence of planning and logically structured in the main.

Where relevant, there is effective inclusion of, and reference to, figures, tables and images.

 

Relevance

Learning outcomes must be met for an overall pass

Knowledge and Understanding

Analysis, Creativity and Problem-Solving

Self-awareness and Reflection

Research/

Referencing

Written English

Presentation and Structure

 

Class II/ii
(Good Quality)

50% - 59%

Work addresses key requirements of the brief. Some irrelevant content.

 

Learning outcomes are met.

Demonstrates a sound breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates a sound conceptual understanding of specialised areas.

Presents a logical evaluation of findings from a range of relevant sources in order to draw clear and justified conclusions.

Interprets some complex matters and ideas. Demonstrates some creativity.

Demonstrates effective problem-solving skills and initiative.

Provides good reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

A range of relevant reference sources selected and drawn upon.

 

Most sources accurately cited both the body of text and in the Reference List/Bibliography.

Writing style is mostly appropriate to the requirements of the assessment. Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete.

A range of appropriate vocabulary is used.

The presentational style and layout are correct for the type of assignment.

Logically structured in the most part.

Inclusion of figures, tables and images but not all relevant or referred to.

Class III
(Satisfactory Quality)

40% - 49%

Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.

 

Learning outcomes are met.

Demonstrates a sufficient breadth and depth of knowledge and understanding of theory and practice for this level.

 

Demonstrates a conceptual understanding of some specialised areas.

Presents an evaluation of findings from a range of sources in order to draw some valid conclusions.

Interprets some complex matters and ideas but with descriptive passages evident which lack clear purpose.

Demonstrates creativity in places.

Demonstrates sufficient problem- solving skills and initiative.

 

Provides some reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment.

Some relevant reference sources selected and drawn upon.

 

Some weaknesses in referencing technique.

Writing style is occasionally not appropriate for the assessment.

Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used

The presentational style and layout are largely correct for the type of assignment.

Adequately structured.

Inclusion of some figures, tables and images but not all clear, relevant and/or referred to.

Borderline

Fail
35% - 39%

Work addresses some of the requirements of the brief. Irrelevant and superficial content.

 

One or more learning outcomes have not been met.

Demonstrates a lack of knowledge and understanding of theory and practice for this level. Demonstrates Insufficient conceptual understanding of specialised areas.

Presents a limited evaluation of findings from set sources.

Descriptive or narrative passages evident which lack clear purpose.

Demonstrates little creativity.

Demonstrates insufficient problem- solving skills and initiative.

 

Provides limited reflection and critical self-awareness in relation to the outcomes of own work and personal responsibility, when required.

Sources selected are limited and lack validity/relevance. 

 

Poor referencing technique employed. 

Writing style is unclear and does not match the requirements of the assessment. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured.

For the type of assignment, the presentational style, layout and/or structure are lacking.

Inclusion of figures, tables and images but not clear, relevant and/or referred to.

Fail

<34%

Work does not address the requirements of the brief. Irrelevant and superficial content.

 

One or more learning outcomes have not been met.

Demonstrates inadequate knowledge and understanding of theory and practice for this level.

 

Demonstrates Insufficient conceptual understanding of relevant areas.

Analysis is weak and poorly constructed with inadequate sources drawn upon. 

Demonstrates little or no creativity.

Demonstrates a lack of problem- solving skills and initiative.

 

Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required.

An absence of relevant sources selected and drawn upon.

 

Poor referencing technique employed.

Writing style is unclear and does not match the requirements of the assessment in question.

Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs.

For the type of assignment, the presentational style, layout and/or structure are lacking.

 

Inclusion of figures, tables and images but not clear, relevant and/or referred to.

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