COPING WITH STRESS IN CARE ENVIRONMENTS (LEVEL 3)

Transcription

1 UNIT 8: COPING WITH STRESS IN CARE ENVIRONMENTS (LEVEL 3) Learning outcomes By completing this unit candidates will demonstrate knowledge and skills to help them to understand the reasons why service users and care workers may become stressed and the effects of stress on service users and care workers. They will be able to recognise signs of stress and the ways that can be used to support services users and care workers who are affected by stress. Candidates will use exercises and demonstrate therapeutic methods of dealing with stress with a service user or care worker and will explain how to deal with those whose behaviour is a threat to others. This unit can only be evidenced in the context of adult service users. Assessment objectives 1 Recognise the symptoms and effects of stress Knowledge, understanding and skills Definition of stress Common physical symptoms of stress: cardiac neurological respiratory gastrointestinal muscular Behavioural symptoms of excessive amounts of stress: anger tension absenteeism illness poor quality work shouting crying quarrelling feelings of resentment violence poor punctuality Positive and negative effects of stress 2 Describe why service users and care workers may become stressed Stressors: relationships overwork lack of time for responsibilities disagreements money worries (continued overleaf) OCR Level 3 Nationals in Health, Social Care and Early Years 1

2 Assessment objectives Knowledge, understanding and skills 2 Cont. Describe why service users and care workers may become stressed need to succeed responsibilities new situations new relationships fear Reasons for stress for service users, for care workers: people poisoning unacceptable time pressures sleep deprivation life changing events What is meant by burn out : stages signs cause flight and fight response 3 Explain ways of reducing stress How individuals can reduce the effects of stress: knowing themselves changing the environment habituation keep fit hobbies and leisure pursuits accepting feelings of stress helping others learning to lower levels of arousal using complementary therapies/approaches How care environments can help to reduce stress for both service users and care workers: supporting and promoting the rights of individuals helping people to feel valued recognising individual achievement having organisational requirements and policies in place providing training in stress management reviewing and monitoring job roles Therapeutic ways of dealing with stress: breathing exercises relaxation exercises correct posture 4 Give practical instruction on how to practice abdominal breathing The importance of correct breathing Breathing exercises: steps purpose (continued overleaf) 2 OCR Level 3 Nationals in Health, Social Care and Early Years

3 Assessment objectives 4 Cont. Give practical instruction on how to practice abdominal breathing 5 Use therapeutic relaxation exercises with service users or care workers Knowledge, understanding and skills Evaluate success of performance in terms of: achievement of aim achievement of objectives own performance benefits for services users improvements Therapeutic relaxation exercises: breathing correct posture Reasons for using the exercise Steps to be followed Use the exercise: with a service user or care worker Evaluate the benefits of the exercise for the service or care worker 6 Explain how to deal with service users or care workers whose behaviour is a threat to others Types of behaviour: aggressive hysterical physical violence verbal abuse confrontational emotionally upset Provide active support when aggressive behaviour is displayed: effective communication skills practical and emotional support examine reasons value and respect service user Actions to take when behaviour is a threat to others: practical emotional emergency informative Assessment This unit is centre-assessed and externally moderated. In order to achieve this unit candidates must produce a portfolio of evidence showing that they can meet all of the assessment objectives. Portfolios of work must be produced independently. They will need to be made available, together with witness statements and any other supporting documentation, to the OCR Visiting Moderator when required. OCR Level 3 Nationals in Health, Social Care and Early Years 3

4 Centres must confirm to OCR that the evidence produced by candidates is authentic. An OCR Centre Authentication Form is provided in the Centre Handbook and includes a declaration for assessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proof of authentication is received. Guidance on assessment and evidence requirements This unit can only be evidenced in the context of adult service users. Candidates should carry out activities and behave in a way that would be acceptable in the workplace. Ideally, tasks should be carried out in a real work situation. However, simulated work environments will be acceptable. Centres should generate their own assignments to cover the assessment objectives. OCR suggests that the following tasks would create sufficient evidence to meet the assessment objectives for this unit. Produce two case studies, one based on a service user and one based on a care worker, in a health, social care or early years setting, both of whom are suffering from stress. For each case study: Identify the common symptoms of stress and describe the effects on the individuals chosen. Describe why service users and care workers may become stressed, giving examples of five stressors and describing the signs and symptoms of burn out and the effects on each individual chosen. Explain four ways of reducing stress and suggest ways of preventing stress in the care settings, including how care environments can contribute to stress reduction and therapeutic ways of dealing with stress. Investigate and give instruction on how to carry out breathing exercises that can be used to relieve the symptoms of stress and explain how these exercises would be suitable for the two individuals chosen. Lead exercises and/or therapeutic methods with a service user or care worker, evaluating the benefits of the activities. For one of the individuals, explain how to deal with behaviour that is a threat. Include how to support individuals who are a threat to others and the actions to take. Candidates may provide their responses in writing and/or through the use of video and assessor written records. Witness statements completed by the task supervisor will include the requirement for supervisors to comment on the candidates skills and their ability to apply their knowledge in a practical context. Issues around health and safety for candidates participating outside and within the centre environment should be acknowledged. Candidates could present the results of their investigations in the form of case studies based on real or fictitious characters. The purpose of the case studies could be for use when training new care workers. Candidates should only plan and participate in those exercises and therapeutic methods that do not require professional implementation. 4 OCR Level 3 Nationals in Health, Social Care and Early Years

5 Signposting to Key Skills The unit contains opportunities for developing the Key Skill, and possibly for generating portfolio evidence, if teaching and learning is focused on that aim. Key Skill reference Key Skill reference Key Skill reference C3.1a N3.1 ICT3.1 C3.1b N3.2a ICT3.2 C3.2 N3.2b ICT3.3 C3.3 N3.2c N3.2d N3.3 Mapping to National Occupational Standards NOS/ NWC HSC32 HSC35 Unit Promote monitor and maintain health, safety and security in the working environment Promote choice, well-being and the protection of all individuals Knowledge specification 7, HSC337 PHP08.02 Provide frameworks to help individuals to manage challenging behaviour Promote the value of, and need for, health and well-being Resources The following are suggestions of resources that could be useful when delivering the unit. They are neither prescriptive nor exhaustive, and candidates should be encouraged to gather information from a variety of sources. Books Elkin, A. (1999) Nazarko, L. (2005) Nazarko, L. (2007) Payne, R. (2004) Nelson Jones, R. (2006) Nolan, Y. (2005) Stress Management for Dummies John Wiley and Sons Nursing in Care Homes Blackwell Science (UK) NVQs in Nursing and Residential Homes Blackwell Science (UK) Relaxation techniques: A practical Handbook for the health Care Professional Churchill Livingstone Human Relationship Skills Routledge NVQ Level 3 Health and Social Care: Candidate Handbook Heinemann OCR Level 3 Nationals in Health, Social Care and Early Years 5

6 Cox, T. (1978) Looker, T. and Gregson, O. (1991) Pearson, A. et al (2004) Snowley, G., Gilling, C. and Kenworthy, N. (Editors) (2001) Stress Palgrave Macmillan Stresswise: A Practical Guide for Dealing with Stress Hodder and Stoughton Nursing Models for Practice Butterworth Heinemann Common Foundation Studies in Nursing Churchill Livingstone Websites Health and Safety Executive Stress Homepage. URL: Contains information and resources on work-related stress. The Stress Management Society. URL: The Society is a non-profit making organisation formed by a number of professionals, consultant and therapists who are experts in well-being and quality of life issues. BBC. URL: Contains information about emotional well-being. The Samaritans. URL: Has a section on dealing with stress. Channel 4. URL: Has a section on stress. Other Websites: Community Care Journal: Skills for Justice Sector Skills Council: BBC: Social Care Institute for Excellence: Community Care: Criminal Justice: Codes of Practice: What are the codes of practice. Care and Health: Social Care Sector Skills Council: Skills For Health Sector Skills Council: 6 OCR Level 3 Nationals in Health, Social Care and Early Years

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8 Grading AO Pass Merit Distinction 1 Candidates give a basic definition of stress and the symptoms displayed. These include physical and behavioural symptoms. Brief reference is made to the positive and negative aspects of stress. 2 Candidates describe, at a basic level, why service users and care workers may become stressed, describing, at basic level, five stressors and the stages of burn out. 3 Candidates briefly explain four ways that individuals can reduce stress. They show a basic understanding when explaining how care environments can contribute to stress reduction. They give examples of the effects of stress on the service user and care worker in their daily living. They give a basic explanation of therapeutic ways of dealing with stress. Candidates give a sound definition of stress and detailed information about the symptoms displayed. These include details of physical and behavioural symptoms. Breadth of knowledge is shown when discussing the positive and negative aspects of stress. Candidates describe, showing a sound level of understanding, why service users and care workers may become stressed. They describe in depth five stressors and show a sound level of understanding of the stages of burn out. Candidates explain four ways that individuals can reduce stress. They show a sound level of understanding when explaining how care environments can contribute to stress reduction. They give detailed examples of the effects of stress on the service user and care worker in the daily living. They give a sound explanation of therapeutic ways of dealing with stress. Candidates give a clear definition of stress and detailed information about the symptoms displayed. These include details of physical and behavioural symptoms. Breadth and depth of knowledge is shown when discussing the positive and negative aspects of stress. Candidates describe, showing a high level of understanding, why service users and care workers may become stressed. They give a comprehensive account of five stressors and show a high level of understanding of the stages of burn out. There is evidence of originality within the work. Candidates explain four ways that individuals can reduce stress. They show a high understanding when explaining how care environments can contribute to stress reduction. They give detailed range of examples of the effects of stress on the service users and care workers in their daily living. They give a comprehensive account of therapeutic ways of dealing with stress. They collect evidence from different sources. 8 OCR Level 3 Nationals in Health, Social Care and Early Years

9 AO Pass Merit Distinction 4 5 When carrying out the practical tasks, candidates meet all the requirements of Assessment Objectives 4 and 5 with some prompts. Candidates perform at a basic level but the techniques used for the exercises are accurately applied. They show a basic understanding of the underlying principles for each exercise and keep a logbook or written record that shows the theory and reasons for the actions taken. Evaluations are factual with some analysis and meet all the requirements of Assessment Objective 4 and 5. When carrying out the practical tasks, candidates meet all the requirements of Assessment Objectives 4 and 5 competently. Candidates perform fairly confidently and competently showing that the techniques used for the exercises are accurately applied. They show a sound understanding of the underlying principles for each exercise and keep a logbook or written record that shows the theory and reasons for the actions taken. Evaluations show skills of analysis and reflection and meet all the requirements of Assessment Objective 4 and 5. When carrying out the practical tasks, candidates meet all the requirements of Assessment Objectives 4 and 5 independently, confidently and competently, showing that the techniques used for the exercises are accurately applied. They show a high level of understanding of the underlying principles for each exercise, synthesising information from a variety of sources and keeping a logbook or written record that shows the theory and reasons for the actions taken. Evaluations show skills of analysis and reflection and critical evaluation and meet all the requirements of Assessment Objective 4 and 5. There is evidence of planning for improvements. Achievement of Assessment Objectives 4 and 5 must be supported by an observation sheet/witness statement or other appropriate evidence. 6 Candidates recognise the different types of behaviour that can be a threat to others. They show, at a basic level, that they understand how to support individuals who are a threat to others, giving an overview of the actions that should be taken. Candidates define the different types of behaviour that can be a threat to others. They show a sound understanding how to support individuals who are a threat to others, giving reasons for the actions taken and giving a detailed account of the actions that should be taken. Candidates explain the different types of behaviour that can be a threat to others. They show a high level of understanding of how to support individuals who are a threat to others, giving detailed reasons for the actions taken and giving a comprehensive explanation of actions that should be taken. 9 OCR Level 3 Nationals in Health, Social Care and Early Years