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Learner to provide narrative under each statement of how they meet the criteria. However, where the assessment criteria asks you to ‘Demonstrate’ this may be covered during your observation with your assessor and if so you are not required to provide written narrative. This will be stated under the assessment criteria so please read carefully.
You must provide answers to each question that allow your assessor to properly assess what work duties you are doing or what role you have within your work. It expected that you will need approximately 300 words per question. The more detail you provide the less likely your account will be sent back for more clarification.
You must answer each question in your own words and write in the first person meaning “I do this”. A tip is always to keep in mind the “who, why, how, where and when” in each answer.
Please upload a copy your safeguarding certificate
Useful links for this unit are: For guidance only.
Don’t forget to use your company policies and procedures.
activesocialcare.com/handbook/safeguarding-adults/factors-which-have-featured-in-adult-abuse-and-neglect/
What are the six principles of safeguarding? | SCIE
Legislation relating to safeguarding adults | Overview for social care | SCIE
Mental Capacity Act 2005 (legislation.gov.uk)
Deprivation of Liberty Safeguards (DoLS) at a glance | SCIE
Legislation - Care Quality Commission (cqc.org.uk)
Learning outcome 1: Understand the national and local context of safeguarding and protection from abuse and improper treatment
AC1.1 outline current and relevant legislation, principles, national policies, frameworks, and local systems that relate to safeguarding and protection from abuse and improper treatment.
Liberty Protection Safeguards:
▪ Mental Capacity Act 2005:
▪ Human Rights Act 1998:
▪ Equality Act 2010:
▪ Mental Health Act 1983:
▪ Health and Social Care Act 2012:
▪ Care Act 2014
AC1.2 describe the roles of different agencies in safeguarding and protecting an individual’s right to live in safety and be free from abuse and improper treatment.
Range
AC1.2 Agencies must include:
• Police
• Regulatory body:
• Adult social care services:
• Children social care services:
• Disclosure and barring service
AC1.3 evaluate how reports into serious failures in upholding an individual’s right to live free from abuse have influenced current practice.
(must be related to adults not children)
Please see the links provided for guidance.
AC1.4 outline sources of information and advice about own role in:
You may have to look into the policies and procedures to your workplace.
These will
a. safeguarding and protecting individuals from abuse.
b. whistle blowing
c. accountability for decision making.
d. information sharing
Learning outcome 2: Understand principles of safeguarding adults.
AC2.1 explain what is meant by the terms:
a. safeguarding
b. abuse
c. harm
AC2.2 explain own role and responsibilities in safeguarding individuals from abuse and improper treatment.
AC2.3 outline what is meant by the following terms:
a. physical abuse
b. domestic abuse
c. sexual abuse
d. emotional/ psychological abuse
e. financial/ material abuse
f. modern slavery
g. discriminatory abuse
h. organisational abuse
i. neglect/ acts of omission
j. self-neglect
Learning outcome 3: Know how to recognise signs of abuse and improper treatment.
AC3.1 identify indicators that an individual may be being abused.
AC3.2 identify indicators of perpetrator behaviour.
AC3.3 describe factors that may contribute to individuals being more at-risk from abuse and improper treatment
Learning outcome 4: Know how to respond to suspected or disclosed abuse and improper treatment.
AC4.1 describe the actions to take if there are suspicions that an individual is being abused or being subject to improper treatment.
AC4.2 explain the actions to take if an individual discloses that they are being abused.
AC4.3 describe the potential tensions relating to consent to share information.
AC4.4 describe how to share information about suspicions or disclosures of abuse or improper treatment.
AC4.5 describe ways to keep an individual and others appropriately informed and involved about their safeguarding concern in line with policies and procedures.
AC4.6 outline ways to ensure that evidence of abuse is preserved.
AC4.7 describe both how and when to seek support in relation to responding to safeguarding concerns
AC4.8 describe how to respond to suspicion or disclosure that a child or young person is being harmed or abused.
Learning outcome 5: Understand ways to reduce the likelihood of abuse or neglect.
AC5.1 describe how the likelihood of abuse may be reduced by:
a. working with person-centred values.
b. enabling active participation.
c. promoting choice and rights.
d. supporting individuals with awareness of personal safety.
e. working in partnership with others.
AC5.2 explain how an accessible complaints procedure may reduce the likelihood of abuse.
AC5.3 outline how the likelihood of abuse can be reduced by:
a. managing risk.
b. focusing on prevention.
Range
AC5.1 person-centred values: must include
• Individuality
• Rights
• Choice
• Privacy
• Independence
• Dignity
• Respect
• Care
• Compassion
• Courage
• Communication
• Competence
• Partnership
Learning outcome 6: Know how to recognise and report unsafe practices.
AC6.1 describe unsafe practices that may affect the wellbeing of individuals.
AC6.2 explain the actions to take if unsafe practices have been identified.
AC6.3 describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response.
Learning outcome 7: Understand the principles of online safety
AC7.1 explain the importance of balancing online safety measures with the benefits individuals can gain from accessing activities online.
AC7.2 explain why it is important to uphold an individual’s rights to make informed decisions about online safety.
AC7.3 describe the potential risks to individuals using:
a. electronic communication devices
b. the internet
c. social networking sites
d. online financial transactions
AC7.4 describe ways of working inclusively with individuals to reduce risks presented by online activities.
References to be listed below ( include the date accessed.)
Declaration of authenticity
When submitting your reflective account and evidence on Learning Assistant please ensure that you click on the ‘Declaration’ button on the top right-hand side of ‘Your Programme’ page. This confirms that the work you are submitting for your portfolio is your own.
Thank you.
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