This document provides an overview of a unit on equality, diversity and rights in health and social care. The key learning outcomes are described as:
1) Describe the framework of the Global Goals for Sustainable Development.
2) Outline one global topic, gender equality.
3) Explain the responsibilities of health and social care practitioners in relation to whistleblowing.
Various topics are discussed including the Global Goals, gender equality, whistleblowing policies and procedures, and the roles and responsibilities of the Care Quality Commission. Small group and individual activities are assigned related to these topics.
3. Learning Outcomes
• Describe the framework of the Global
Goals for Sustainable Development.
• Outline one global topic, gender equality.
• Explain the responsibilities of the health
and social care practitioner in relation to
whistleblowing
5. Global Goals
• The Global Goals for Sustainable
Development are a plan developed by the
United Nations and agreed upon by all
countries to work towards by 2030 to:
• i. Fight global inequality.
• ii. End extreme poverty.
• iii. And respect our planet
6. Discuss
• What does gender equality mean?
• Do you think there is gender inequality in
the world?
In August 2015, 21 women in the whole world were
heads of state or heads of government out of 193
countries in the world
– that’s a gender ratio of 11 : 89 women : men
7. Who am I?
• Once upon a time, there was a young girl who loved going to
school. However, she lived in an area where some political
leaders didn’t want her to go to school. They used to attack the
schools and try to stop girls going to school.
• So one day this young girl, who was only eleven years old at the
time, started to make speeches and write blogs saying that girls
should be allowed to go to school as well.
• However, the people in power, who didn’t want girls to go to
school, wanted to frighten her to stop her telling people these
things. They knew lots of people around the world were listening
to what she was saying, so they made it clear that they would
harm her if she kept saying these things.
• The young girl did not stop saying her opinions. So one day, when
she was fourteen years old, a man came onto the bus when she
was on her way back from school and shot her. The bullet hit her
head. Luckily, this young girl did not die.
10. Creative Task
• To show our class diversity cut out two
hands and write on them your name and
something about you that makes you
unique.
11. Approaches to challenge discrimination
Whistleblowing
• Whistleblowing is the term used to describe when a
practitioner tells someone about a concern over a
colleague who demonstrates poor practice.
• This concern can range from a colleague who is negligent
and putting service users in danger to a colleague who is
bullying or abusing service users.
• The practitioner who is whistleblowing must not ignore
poor practice, they have a duty to report their concerns.
12. • Practitioners must report the poor practice
that they have witnessed to their supervisor
or named member of staff responsible for
safeguarding.
• It is good practice to write up your concerns
and give full details of the event or events.
• If you whistle blow you are legally protected
and will be fully supported by your supervisor
or manager.
• Share your concerns with the Care Quality
Commission (CQC)
Whistleblowing
Read the article
14. Group activity
• Discuss how you would feel if you suspected poor
practice and needed to whistle blow on a
colleague?
• Consider:
• Policies and procedures
• Your working relationship with your supervisor or
named member of staff for safeguarding
• Your working relationship with the colleague you
were reporting
• The service users who were in danger of harm or
abuse because of poor practice.
Plenary
15. Unit HSC M1
Equality, diversity and rights in
health and social care
20th September
2016
17. Learning Outcomes
• Summarise the main duties of the Care
Quality Commission (CQC)
• Interpret a report from the CQC
• Recognise the importance of CQC and
their role in promoting a consistent
approach in providing high-quality care
• Describe two approaches to challenge
discrimination
19. Individual Tasks- Computer
Room
• Each student needs to complete the following on Pro-
Portal:-
1. My Goals
2. My Strengths and Development
3. About My Course
4. Task Checklist
• Put together a FactSheet on the duties and main
responsibilities of Care Quality Commission (CQC)
• You then need to register on Disability Matters and
complete a course.
Disability Matters
21. Feedback from ICT
• Care Quality Commission
• Feedback from this morning activity
Care Quality Commission
22. Small Group Activity
• Let’s look at reports recently carried out by
the Care Quality Commission (CQC)
• Produce a mind map showing :-
• The name of the organisation the report is
about
• Overall rating
• Points highlighted by the CQC
25. I am a ROLE MODEL
What would make you a good role model when challenging discrimination?
26. How to challenge
discrimination
Training
Service providers need to make sure their
setting is promoting equality and diversity and
to do this their staff need to be trained
appropriately. Care companies, early years
settings and health care establishments all
need to send their staff on regular training.
27. Case Study- Gender
• The health and social care practitioner
provides separate activities for boys and
girls during play therapy.
Play Therapy
28. Employment skills
• What skills would you need to be a play
therapist?
• empathy and an open and friendly manner
• resilience and insight for working with children in
emotional distress
• good spoken and written communication skills
• a broad knowledge of child development
• a good understanding of the different ways
children communicate their feelings
• an honest and sincere respect for children
• a flexible and motivated approach to work
• the ability to work with difficult behaviour or
facts, without making judgements
29. Unit HSC M1
Equality, diversity and rights in
health and social care
21th September 2016
30. Time to think………..
• Word square- All that you have to do is
make dictionary words of any length from
the letters in the grid – the bigger the
better! The only restriction is that the word
must contain the central letter.
V
LR
TA E
L
31. Learning Outcomes
• Discuss how individuals values and
beliefs can differ.
• Describe how a practitioner can value
individuals and show respect
• Explain how a professional relationship is
different from a personal relationship
38. Assignment
• Separate sheet-
• Bibliography- The term bibliography is the
term used for a list of sources (e.g. books,
articles, websites) used to write an
assignment (e.g. an essay). It usually
includes all the sources consulted even if
they not directly cited (referred to) in the
assignment. Must be in alphabetical order.
39. Unit HSC M1
Equality, diversity and rights in
health and social care
22nd September
2016
41. Learning Outcomes
Describe the meaning of the term self-
awareness.
Explain how self-awareness can affect
delivery of care
Describe some scenarios in which
disabled children or young people are at
risk of being treated unfairly some
scenarios in which disabled children or
young people are at risk of being treated
unfairly
43. What is self-awareness
• Self-Awareness Theory states that when
we focus our attention on ourselves, we
evaluate and compare our current
behaviours to our internal standards and
values.
Self-Awareness
44. Who are you?
• Knowing your own strengths, weaknesses,
vulnerabilities ,thoughts and feelings is a
big step towards knowing who you really
are.
• Awareness wheel
47. Equality Act revisited
• Reasonable adjustment
• The Equality Act promotes the concept of
reasonable adjustment, meaning that
wherever possible changes must be made
to remove barriers to the participation of
disabled people
48. Case Study- Lets Discuss
• Beverley has been taking her 4-year-old son
Linton to the local playgroup. Linton has
autism and can behave in unpredictable and
unusual ways.
• After a few weeks, the person in charge of
the playgroup says that other parents have
concerns about his behaviour, and that
perhaps it would be better if she took Linton
to a specialist playgroup.
49. Home Learning Task
• Describe what Dame Caldicott
recommended after her review in 1997.
• Remember to reference your research.
Editor's Notes
Teacher notes:
This activity requires learners to voice their thoughts on how they would feel if they were in this situation.
Careful setting of groups would be required so that learners feel confident to say how they feel.
