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Tailoring the care certificate: services for people with a learning disability
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2020
- Pagination:
- 22
- Place of publication:
- Leeds
This document, which includes the learning disability contextualised standards, is designed to be used in addition to, and to enhance, current Care Certificate delivery and resources. The Care Certificate was introduced in 2015 to ensure that all social care and healthcare workers have the knowledge, skills and behaviours to provide compassionate, safe and high quality care and support. Some of the standards have been contextualised to different working situations or services to help new workers, or workers new to a particular area of care, to apply the content to their specific roles. The Care Certificate has been contextualised in six areas: autism; dementia; end of life care; learning disability; lone working; mental health. (Edited publisher abstract)
Arranging and paying for training in positive behavioural support
- Authors:
- SKILLS FOR CARE, SKILLS FOR HEALTH
- Publisher:
- Skills for Care
- Publication year:
- 2019
- Pagination:
- 23
- Place of publication:
- Leeds
A guide for people involved in designing, delivering or commissioning positive behavioural support (PBS) training in adult social care organisations. The guide explains what staff need to know to deliver high-quality positive behavioural support, outlines standards for PBS training and provides advice about commissioning or designing training. It includes links to key organisations. (Edited publisher abstract)
Working with families: what do your staff need to know and do?
- Authors:
- SKILLS FOR CARE, AVENUES
- Publisher:
- Skills for Care
- Publication year:
- 2018
- Pagination:
- 18
- Place of publication:
- Leeds
This draft framework, developed in partnership with the Avenues Group, explains the skills and knowledge adult social care staff need to work effectively with the families of people with learning disabilities who need care and support. Based on the findings from research, it covers four key aims that any learning and development programme about working with families should cover. These are: the importance of partnership working and of taking a family, person centred approach; maintaining positive relationships with families; maintaining open communication with families and reviewing how you work with them; and encouraging people who need care and support to maintain family relationships and social networks. The framework includes a sample training session, with session plan, facilitator notes, handouts and activities. It will be useful for managers or those in learning and development roles, such as HR, training staff and learning providers. It is open to consultation until 1 April 2019. (Edited publisher abstract)
Supporting personal relationships: supporting people who need care and support to have meaningful relationships
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2017
- Pagination:
- 22
- Place of publication:
- Leeds
A guide to help employers to develop their staff to support people with learning disabilities their personal relationships, in a way that respects and values the individual. The guide highlights the importance of focusing on the benefits that personal relationships can bring, and providing support around what personal relationships mean to the person and how it fits in with their personal choices and needs. Sections of the guide cover the values and behaviours that social care workers need and what they need to know and understand to support people with their personal relationships in a person-centred way. It also explains what employers can do to support the development of their workforce and how to develop a workforce development programme to provide staff with the skills to support personal relationships. A good practice example provides details of a workshop run by The Avenues Group to train staff in personal relationships, sexuality and sex. Appendix provides handouts from the workshop. The guide has been developed with people who need care and support, their families and social care employers. (Edited publisher abstract)
Housing with care and support: a snapshot of the sector and its challenges and opportunities
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2017
- Pagination:
- 36
- Place of publication:
- Leeds
Using five in-depth case studies of housing with care and support providers, this paper explores the strategic and operational issues they face, the influence these have on their workforce and what they saw as the future challenges ahead. The five case studies focused on extra care housing for older people and supported living for people with learning disabilities. The services were set up using different delivery models, some splitting the landlord function from the housing support function and some separating the housing from the care function, with some keeping all three together. Issues discussed include: the structure of the service and its effect on learning and development, workforce planning; recruitment and retention; progression and career development; and partnership, integration and changing expectations of commissioners and their influence on the workforce. Common themes identified across the sites included: challenges in recruitment and retention; lone working as a factor in poor staff retention; and an increasing number of people with high levels of need living in extra care housing, placing the model at risk. Common gaps in learning included mental health, substance dependence, anti-social behaviour, challenging behaviour and preventing loneliness. (Edited publisher abstract)
Learning disabilities core skills education and training framework: consultation draft
- Authors:
- SKILLS FOR HEALTH, HEALTH EDUCATION ENGLAND, SKILLS FOR CARE
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2016
- Pagination:
- 82
- Place of publication:
- Bristol
A draft education and training framework, commissioned by the Department of Health, which sets out the core skills and knowledge which the health and care workforce need to apply in order to deliver quality learning disabilities services. It aims to describe common skills and knowledge that are transferable across different types of service provision. Specialist skills and knowledge are outside the scope of the framework. The framework will also determine the minimum standard for learning disabilities education and training and help to measure if education and training satisfies these standards. The core skills and knowledge are defined at 3 levels: Level 1: knowledge for roles that require general learning disability awareness; Level 2: knowledge and skills for roles that will have some regular contact with people with learning disabilities; and Level 3: knowledge and skills for those working with/caring for people with learning disabilities. The framework includes expected learning outcomes, and will be aligned to relevant quality and regulatory standards. It will be applicable to health and care employers and also educational organisations which train students who will be employed in the health and care workforce. The framework is being developed in parallel with a similar framework for mental health. (Edited publisher abstract)
Working with families, friends and carers: a framework for adult social care employers
- Authors:
- SKILLS FOR CARE, AVENUES
- Publisher:
- Skills for Care
- Publication year:
- 2019
- Pagination:
- 26
- Place of publication:
- Leeds
This framework, developed in partnership with the Avenues Group, sets out good practice guidelines about the skills and knowledge adult social care staff need to work effectively with the families and carers of people who need care and support. The framework covers four areas: establishing positive relationships with families, friends and carers; recognising the importance of family relationships and your role in this; maintaining appropriate communication with families; and offering support to people who need care and support to maintain and manage family relationships. The framework can be used to help organisations design or commissioning training. It can also be used to review how services and staff are working with families and carers and identify what needs to improve. It is based on research carried out by Avenues Group with people who need care and support and their families. Links to a sample training session designed by the Avenues Group is included. (Edited publisher abstract)
Learning disabilities core skills education and training framework
- Authors:
- SKILLS FOR HEALTH, SKILLS FOR CARE, HEALTH EDUCATION ENGLAND
- Publishers:
- Skills for Health, Skills for Care, Health Education England
- Publication year:
- 2016
- Pagination:
- 91
- Place of publication:
- Bristol
Framework which sets out the core skills and knowledge necessary for all health and care staff involved in learning disability care. The Framework will also be used to determine the minimum standard for learning disabilities education and training and help to measure if education and training satisfies these standards. The core skills and knowledge are defined at 3 tiers to support the range of staff who need to have different levels of awareness of learning disabilities issues. Tier 1: covers knowledge for roles that require general learning disability awareness; Tier 2: covers knowledge and skills for roles that will have some regular contact with people with learning disabilities; and Tier 3: covers knowledge and skills for those providing care and support for children, young people and adults with a learning disability. The framework is presented in 19 subjects. Each subject area includes suggested target audience, key learning outcomes, links to relevant guidance and/or legislation, and mapping to relevant national standards, skills frameworks and qualifications. Within each subject, the learning outcomes are presented for relevant tiers. Appendices include sources of further guidance, suggested standards for training delivery, guidance on frequency of refresher training or assessment, and reference list. The Framework will be useful for health and care employers and educational organisations to identify key skills and knowledge for roles and teams; plan and design content for education and training; commission education and training; conduct training needs analysis; and support performance management processes and the assessment of competence. (Edited publisher abstract)