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Biological factors that can affect infancy - HSC Unit 1 Human Lifespan Development

Study Notes

Impacts of Family Poverty on Infants I HSC Unit 1 Human Lifespan Development

Infancy - hsc unit 1 human lifespan development, maternal infections during pregnancy, foetal alcohol syndrome, high blood cholesterol, duchenne muscular dystrophy, colour blindness, down’s syndrome, klinefelter syndrome, huntington’s disease, phenylketonuria (pku), brittle bone disease, cystic fibrosis, genetic factors that affect development, stress-diathesis model, social learning theory (bandura), maturation theory (gesell).

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As level / a level health & social care (full-time/part-time).

Course Overview

Also available as a Part-Time option – please select ‘Click here to contact us’ for more information.

The AS Level / A Level Health & Social Care is a Full-time Further Education course in the Sixth Form Academy, designed for students who are interested in working in the field of Health and Social Care. This is located in the Health, Social and Childcare (HSC) department.

The GCE AS and A Level in Health and Social Care, and Childcare is suitable for post-16 learners who are interested in learning about the development and care of individuals throughout the life span from conception to later adulthood. Learners will follow a broad study of health and social care, and childcare at AS, and can then choose between two pathways at A2 to develop depth of knowledge and understanding in either childcare or adult health and social care.

Applying for AS Levels or A Levels? Click ‘Apply Now’ on any ONE of the subjects you are interested in studying. Complete the online application form, where you will be asked to specify your other two choices. Then book an Interview appointment to meet the tutors and discuss your preferred choices.

A minimum of six GCSEs at Grade C or above including Mathematics and English Language.

Children, Adult, Mental Health Nursing, Childhood Studies, Social Work, Teaching, Other allied professions such as speech and language and occupational therapy.

AS Unit 1 : Promoting health and well-being In this unit students will study definitions and concepts of health and well-being, they will develop an understanding of different views of health, well-being, and resilience, and will understand the importance of supporting and promoting health, well-being and resilience in Wales

AS Unit 2: Supporting health, well-being and resilience in Wales. In this unit students will study how professionals support individuals to achieve personal outcomes. Students will develop an understanding of working practices within health, social care and childcare, along with identifying both local and national services. Responsibilities and rights of both services providers and individuals will also be explored.

Year 2 (A2) of this qualification students will choose to study either an Adult Health & Social Care pathway, or a Child care pathway depending on their future career choices.

Units will include Development and Behaviour, along with Supporting individuals to maintain health, well-being, and resilience.

AS Unit 1- Written examination: 2 hours (20% of qualification) AS Unit 2 - Non-exam assessment (coursework) 20% of qualification A2 - Written examination: 2 hours 30 minutes A2 - Non-exam assessment (coursework ) 30% of qualification

There will be additional course related costs such as DBS Check.

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Health And Social Care Coursework

Group Interaction

Work Context

My Group interaction consisted of me being put in place of someone in the medical profession talking to a group of people about recent treatments/illnesses. I chose to speak to a group of children in their playroom in a nursery.

My interaction took place in a playroom which held many different barriers for me to think about and plan before my interaction took place. I laid the furniture that was available to avoid as many barriers as I could. Also having a range of ages in my group would need to be considered because some would have longer attention spans than others. I laid out the playroom as shown in the diagram below. I wanted to set out so I catered for all ages ranging from 3-7. I only wanted to keep the children there for 5 minutes because of their differing attention spans.

As my diagram indicates I set out the playroom very carefully. I laid it out in this way for many of the same reasons as for my one to one. Refer back to my one to one for those reasons. In addition I asked the children where they would like to sit, at the table or on the pillows. They said they wanted to sit at the pillows. This is an example of empowerment because the children can control their own situations and control what choices they make. I also chose to sit on a pillow as well rather than a chair so I was at their level. If I was in a chair it would show a sense of hierarchy and would intimidate many of them which would result in them not wanting to talk to me. I gave them a choice which led to them feeling empowered concerning the T.V. I gave them a choice of what DVD they could watch after we had spoken about them. I decided to close the windows and the blinds because it was a very cold day when I did my group interaction and I did not want my clients to feel cold and uncomfortable. Feeling uncomfortable could result in them not wanting to open up and speak openly to me. I also closed the blinds because I did not want my children to be distracted because I only had them for a short while to ensure they did not get bored. I had to extract the most amount of information I could during the short time most of the children were paying attention.

With my clients I based the questions on the same ones in my One to One. However I had to modify them slightly to fit in with my target group which are boys and girls in the 3-7 age range. I also spoke to each of the children’s parents and gave each of them a confidentiality form which stated that I would only use the information I obtained for my portfolio and I agreed to change their name for confidentiality reasons. Using a confidentiality form shows that I am transmitting the confidentiality of information section of the care value base. I also will have to be careful that I do not reveal any information about any of my clients to other carers/clients. This is a moral and legal right which promotes safety and security to each of my client’s parents. This would make the parents feel assured that I would only use the information gathered for my portfolio.

This is a preview of the whole essay

My clients are a lot younger than me so I will have to modify my language drastically to transmit that I respect them and their opinion. I will make sure I use small words and small sentences but because I have such a large range of age groups I will have to adopt different registers to suit each of their needs. I will generally adopt a formal register so that the children feel like I know what I am talking about. However I do not want to sound too formal because that can cause my clients to shut down and not want to talk to me.

Non Verbal Communication (Paralinguistic features)

As I described in my One to One, non verbal communication concerns things such as body posture and movement, eye contact, proximity and touch, personal appearance, use of space and props, gesture, and facial expression. Each of these will have to be slightly modified in a group situation in comparison to a One to One. One example is that whilst talking to my clients I will have to ensure that each and every one of them feels that I am transmitting inclusiveness by maintaining eye contact with everyone in the group. Throughout my interaction I will make sure I use Egan’s acronym for listeners when one of the group is talking. (See One to One)

In the interaction I will also adopt an open stance which transmits that I am welcoming questions and answers. I will also try and get the fine line between staring a client out and maintaining enough eye contact.

Verbal Communication

Like my one to one I will use a variety of open and closed questions. Open to extract information and closed to make them feel comfortable about the situation. If a member of the group doesn’t speak out about certain subjects I will use probes and prompts to try and get the information from them. I will also use lots of understanding checks such as nodding my head or verbally saying ‘I understand’. I will also make sure I get what they are saying by saying ‘So what your saying is…’

I tried to eliminate as many physical barriers as possible in my Group interaction. As you can see from the diagram of the layout I chose. I do not want my clients message or my message to get mistranslated because of a physical barrier.

 I didn’t use Tuckman’s example of group interactions which is;

Forming – Group asks questions  about aims and roles. Leader emerges

Storming- Conflict occurs as members argue over purpose .

Norming- Group identity develops  with a strong set of shared values  and norms . Group becomes cohesive

Performing- Group  gets down to the task , goal  is more important  than the leader .

I didn’t use any of these in my group interaction because of the age range of my clients. They were two young to argue over purposes and most of them would have been bored by the time I had finished forming and I would have lost them.

 I would expect Bales ‘different types of communication behaviour expressed by members of a group.’  To appear in my interaction, in particular:

Proposing- offering new ideas e.g.

Supporting- communications that support/agree with the comments of others.

Blocking- some of the children employed this when I asked them their opinion of their doctor. But through a series of open questions I will try to negate this behaviour.

Information seeking- I used this a lot when trying to extract information about why they had to go to the doctor’s.

Information giving- most of the group gave me information when I asked them. Some might not so I will have to use lots of open questions and adopt a friendly tone.

For my interaction, like my one to one, I have written a few guideline questions that can be used. If there are more questions that come about because of my group’s answers then I will use those.

Guideline questions

• How are you today? (C)
• When did mummy/daddy take you to the Doctors? (C)
• Why did mummy/daddy take you to the Doctors? (C)
• Was the Doctor friendly? What did he do? (C/O)
• Can you remember what the Doctor said? (C)
• What happened after that? (O)
• Did you feel better afterwards?(C)

Interaction

At the start of my interaction I noticed that I began with proposing the question ‘How is everyone today?’ I went round the group and each got an answer. Many of them employed blocking techniques but the rest of them answered freely and a few of them I couldn’t stop talking. They all gave direct answers eventually to my closed question. I then followed this up with a series of closed questions to make each of member of the group feel comfortable. This time I didn’t fidget with my hair like I did in my One to One which showed I had overcome my nervousness. Most of the older children spoke confidently and freely but many of the younger ones found it harder to speak and I had to use open questions to extract information for them. All of the group’s confidence increased as they relaxed and I managed to find out what happened to them.

I made sure I maintained good eye contact with the entire group, something which I have been told I do well by a Level 3 cricket coach. I knew when to break eye contact so I did not come across as intimidating. This transmitted to the group that I was listening to each and every one of them. I adopted an open posture to each person in the group and when one was talking I turned to them and had eye contact with them to transmit I was interested in what they were saying. I had to move my pillow around a lot and sit closer to the quieter children. One of them even sat on my lap when I spoke to them. Sometimes touch is important because it transmits I care what they are saying. But I made sure I didn’t have my back to any of the group because children have short attention spans and may have moved off physically or mentally.

A few of the children moved off to the Lego Area which was situated next to me so I took some Lego pieces back to the pillow so they could play with them while talking to the group. I also gave them empowerment by asking them if they wanted the Star Wars Lego or the Indiana Jones Lego. To highlight the care value base I modified my language by using shorter, simpler sentences and smaller words. I also adopted a caring tone to transmit the care value base to everyone in the group.

There were a lot of barriers in the room we were situated in such as windows, doors, T.V s and Lego. I managed to eradicate many of them at the start of the interaction. However there were other carers in the room who interrupted in our group conversation which did distract the children a bit. I couldn’t help this but I soon managed to get their attention back to me. I also got each of the children parents to sign a confidentiality form which stated that I would change the children’s names and only use the information I obtained for my portfolio. This transmitted confidentiality to my clients because they knew I wouldn’t misuse their information.

Evaluation and Conclusion

To improve my interaction I still need to stop fiddling with my hair! I did it less in my Group interaction but still it could distract my client (s) or seen to be rude. I maintained eye contact with everyone in the group and managed not to make them feel intimidated. My verbal communication could have been improved if I spoke a little bit more simply to the clients. Because of their differing age ranges I had to keep modifying my language to make sure each child understood my meaning. I used clear and precise understanding checks to show that each child understood what I was saying. I also used them in reverse to show I was listening to each member of the group. My interaction only lasted four minutes because I could see the children were getting very restless. So I deemed it sensible to end it earlier than intended so the children still liked me. There was no point trying to get information form them whilst in this state.

I could of removed yet further barriers in the room we was in by, packing the Lego away, turning the T.V. off, closing the curtains. But this may have made the children switch off even earlier. It was important to make them feel as comfortable as possible so I could extract as much information as possible.

If I were to do this interaction with a group of adults who were the same age I would adjust many things. I would modify my language by speaking with longer sentences and use a larger and more complex vocabulary. I would adopt a more formal register to transmit that I was taking the interaction seriously. I would also make us sit on chairs not pillows because sitting them down on pillows would be a patronising.

If I were to do this interaction with a group of older people I would adjust many things. I would modify my language again and depending on their condition, use smaller, simpler sentences. However they could take this offensively because they might not be death and would prefer to be spoken to more formally with a larger vocabulary. Assuming they are death would be stereotyping.

Sam Hennessy 811 Pre Clinical Portfolio Frances Grew

Teacher Reviews

Here's what a teacher thought of this essay.

A good discussion of an observation carried out with young children. The writer has made some good observations and links the care value base and theory well. There are a few areas where the work could be expanded - the evaluation in particular. The work could be enhanced by further explanations rather than descriptions. ****

Document Details

• Word Count 2228
• Page Count 7
• Level AS and A Level
• Subject Healthcare

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Cambridge nationals health and social care level 1/level 2 – j835 teaching from 2022.

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• Exploring our exams: a guide to our sample assessment material R032 - A detailed look at the features of our sample exam paper. PDF 495KB
• Principles of care in health and social care settings R032 - Sample question paper and mark scheme PDF 1MB
• Supporting individuals through life events R033 - Sample assignment DOCX 156KB
• Creative and therapeutic activities R034 - Sample assignment DOCX 203KB
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• Principles of care in health and social care settings R032 - Examples of answers to the sample assessment material with examiner commentary. PDF 844KB

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Health and social care personal statement example.

Due to previous experiences of working with a range of people in the care sector I believe that throughout my time on various work placements with people who have disabilities and difficulties in communicating, along with the experiences gained throughout my studies, my wish to pursue a career in the care profession has grown.

To further my interest in working with and around people I completed a course in childcare. Throughout this course I was able to gain valuable experience of working with special needs children. While this was very challenging I also found it an extremely rewarding and enjoyable experience.

To further my knowledge and passion for working with people I took a health and social care advanced course and took a weeks experience in a day centre that involves working with people who suffer from difficulties in communicating and having disabilities.

This again helped to broaden my understanding of working with people and also how to deal with children and adults with disabilities. Within my spare time I have researched the job role and requirements for health promotion to find out what is involved.

To build upon these interests further, I am taking up a one week work experience within the health field. I will be spending the first week in a care home focusing on helping elderly people that suffer from dementia and my second week assisting a health promoter to experience a more professional job role in health care. I am looking forward to this valuable experience as it will further consolidate my desire to study health and social care.

I currently work as a sales assistant which has given me a valuable experience of working with people and how to assist their needs in any way possible. During this time I am developing effective communication skills and good working relationships.

In addition to this it is also helping me to show how committed I am to my responsibilities as well as demonstrating good organisation skills. Having to juggle work and school as well as social activities this also shows that I am developing my time keeping skills to make myself more committed and more punctual.

During my first year of sixth form I helped to raise money for the McMillan Cancer trust charity. I also found this very rewarding as I was helping others that were in need, just like during my work placements. I often play sports after sixth form with my friends; this has helped me to develop extra skills in working well in a team.

In addition I have completed voluntary work with a year six class to increase my knowledge of working with young people, another activity that I very much enjoyed and found extremely rewarding. To further my interest in working with people I have recently volunteered to do a level 3 v-volunteering in my spare time, the certificate itself is an accreditation form Newcastle University.

During my spare time I mainly like to dance and sing. I find this is a good way to express myself in addition to help me keep fit. I also attend the gym often to also help keep me fit I also like to attend various different events and take advantage of any activities that I am offered whether it is through school or outside of school.

This helps to increase my confidence and also helps me to meet new people. I feel that university is definitely the right path for me. I am always working extremely hard to achieve the best I can, a feat which I intend to carry on throughout my university years.

I feel I have the necessary skills needed to enjoy university to the full and also be successful in future years. In addition I would also like to go to university to help develop my skills even further so I can gain a good job in the health and social care sector which is always my main interest.

Profile info

This personal statement was written by fayej44 for application in 2011.

fayej44's university choices Newcastle College University of Sunderland

Green : offer made Red : no offer made

fayej44's Comments

This is what i have sent to the universities i am applying to. could people please give me feedback on what you think of how my personal statement sounds please. one of the universities i have apllied for has already recived it and i'm hoping that with this p.s it is good enough.

This personal statement is unrated

Related Personal Statements

Its very good but you should.

Sun, 01/09/2013 - 19:34

Its very good but you should write what universities you had applied for just for the help of other people.

You have written in such simple writing that makes it even more incredible. Well Done. :)

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