DK98 04 (HSC310)Work with children and young people to prepare them for
adulthood, citizenship and independence
Elements of competence
HSC310.1 / Support children and young people to access support, advice and information about adulthood, citizenship and independenceHSC310.2 / Identify, with children and young people, the skills and abilities required to become adults and effective citizens
HSC310.3 / Prepare children and young people to move on and become independent
About this Unit
For this Unit you need to support children and young people to be prepared for adulthood, citizenship and independence.
Scope
The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area.
Communicate using: the child/young person’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication.
Harm and abuse within this unit will cover: neglect; physical, emotional and sexual abuse; bullying; self-harm; reckless behaviour.
Risks could include the possibility of: danger, damage and destruction to the environment and goods; injury and harm to people; self-harm and abuse
Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); children and young people, parents, families, carers and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.
Values underpinning the whole of the Unit
The values underpinning this Unit have been derived from the key purpose statement[1], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. They can be found in the principles of Care Unit HSC34. To achieve this Unit you must demonstrate that you have applied the principles of care outlined in Unit HSC34 in your practice and through your knowledge.
Evidence Requirements for the Unit
It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf.
SPECIFIC Evidence Requirements for this unitSimulation:
- Simulation is NOT permitted for any part of this unit.
The following forms of evidence ARE mandatory:
- Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a significant amount of the performance criteria for most of the elements in this unit.
- Reflective Account/professional discussion: These will be a description of your practice in particular situations such as how you have supported and worked with children/young people to help them to prepare for independence and adulthood.
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:
- Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
- Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion and feedback on reflective accounts.
- Witness testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor has not seen. This could be provided by a work colleague or service user.
- Products: These can be records and resources and may also be diary evidence of day to day practice in relation to accessing information and providing support for young people.
GENERAL GUIDANCE
- Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence.
- Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are relevant to your job role.
- The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the principles of best practice within the Care Sector. This will include the National Service Standards for your areas of work and the individuals you care for.
- All evidence must relate to your own work practice.
Knowledge specification for this unit
Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit.
When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role.
You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance.
You need to show that you know, understand and can apply in practice: / Enter Evidence NumbersValues
1Legal and organisational requirements on equality, diversity, discrimination, rights, confidentiality, sharing of information and the rights of children and young people nationally, and through the UN Convention on the Rights of the Child.
2How to provide active support that place the preferences and best interests of children and young people at the centre of everything you do when preparing them for adulthood, citizenship and independence.
3How to ensure that you protect the rights and the interests of children and young people taking account of any limitations of the child/young person’s rights and those of parents.
4How to work in partnership with children and young people, parents, families, carers and those within and outside your organisation to enable the children and young people’s needs, wishes and preferences to be met.
5Dilemmas between:
(a)the children and young people’s views, preferences, aspirations and expectations for moving on and becoming independent, and your role and responsibilities for supporting them to achieve this safely
(b)your own values and those of the children and young people, their parents, families, carers and key people
(c)your own professional values and those of others within and outside your organisations
(d)methods that are effective in promoting equality and diversity and dealing with and challenging discrimination when preparing children and young people for adulthood, citizenship and independence
6How stereotypes can limit the child/young person’s ability to move on and become an active citizen.
Legislation and organisational policy and procedures
7Codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others when preparing children and young people for adulthood, citizenship and independence.
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
8Current local, national and European legislation and organisational requirements, procedures and practices for:
(a)data protection, including recording, reporting, storage, security and sharing of information
(b)health and safety
(c)dealing with comments and complaints
(d)protection of children and young people from danger, harm and abuse
(e)plans that support children and young people to be prepared and able to cope with adulthood, citizenship, independence and independent living
9Standards and guidance relevant to the areas of work for which you are responsible.
10Frameworks and guidance on:
(a)assessment
(b)education
(c)health
11Practice and service standards relevant to your work setting up and relating to preparing children and young people for adulthood, citizenship, independence and independent living.
12How to access records and information on the needs, views, wishes and preferences of children and young people, parents, families and carers.
Theory and practice
13How and where to access information and support that can inform your practice when preparing children and young people for adulthood, citizenship and independence.
14Government reports, inquiries and research reports into serious failures to protect children and young people who are moving on into independent and semi independent living.
15Theories relevant to the children and young people with whom you work, about:
(a)human growth and development related to children and young people, including factors and conditions that can benefit and/or inhibit development
(b)identity and self-esteem
(c)loss and change
(d)conflicts and dilemmas
(e)power, and how it can be used and abused when preparing children and young people for adulthood, citizenship and independent living
(f)the effects of stress and distress
(g)developmental stages associated with children and young people and how changing care environments can have an impact on their ability to cope with adulthood, citizenship and independence
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
16Working in integrated ways that promote children and young people’s well-being.
17The responsibilities and limits of your relationship with children and young people.
18Factors that affect the health, well-being, behaviour, skills, abilities and development of children and young people and parents, families and carers.
19Conditions and issues you are likely to face in your work with children and young people, parents, families and carers.
20Methods of:
(a)effective communication and engagement with children and young people, their parents, families and carers when preparing them for adulthood, citizenship and independent living
(b)working with children and young people who have been abused, bullied, persecuted, who are at risk of harm or danger, or of becoming involved in offending behaviour
(c)working with, engaging and sustaining a child/young person’s interest when preparing them for adulthood, citizenship and independence
21The importance of stable family, adult and peer relationships and the impact of disruption, including placement disruption.
22Type of support for disabled children, young people and parents.
23How to work with, and resolve conflicts that you are likely to meet.
24Resources, information and advice which can support children and young people’s preparation for adulthood, citizenship and independence.
25The skills and abilities children and young people will need, to plan and prepare them for adulthood, citizenship and independence.
26Issues that need to be taken account of by children and young people when they move on and become independent, including how to protect themselves from harm and abuse.
27Difficulties which may be experienced by young people who have been abused, neglected or are otherwise defined as “in need”, when preparing them for adulthood, citizenship and independence.
28The type of opportunities that occur naturally that can be used to:
(a)help children to communicate their feelings about adulthood, citizenship and independence
(b)reinforce behaviour that illustrates that children and young people are ready for adulthood, citizenship and independence.
HSC310.1Support children and young people to access support, advice and information about adulthood, citizenship and independence
Performance criteriaDO / RA / EW / Q / P / WT
1You seek advice, support and training to equip you to work with children and young people to assess their needs and prepare them for adulthood, citizenship and independence.
2You provide active support to enable children and young people to assess and communicate their own support needs, wishes and preferences in terms of their independence, citizenship and becoming an adult.
3You identify with the children and young people appropriate sources of support that will help them understand aspects of independence, citizenship and adulthood relevant to needs.
4You help children and young people access appropriate support materials, information and individual assistance to enable them to prepare to move into independent and/or semi independent accommodation.
5You support children and young people to understand and evaluate the support materials, and identify any materials that are discriminatory or exclusive.
6You provide individualised support to enable children and young people to understand any information that will prepare them for adulthood, citizenship and independence.
7You support children and young people to access individual assistance to assist them to make the transition to independence, citizenship and adulthood
HSC310.2Identify, with children and young people, the skills and abilities required to become adults and effective citizens
Performance criteriaDO / RA / EW / Q / P / WT
1You work with children and young people to identify the skills, abilities and behaviour that will enhance their life chances and equip them to be responsible adults and effective citizens.
2You communicate with and give guidance to children and young people about socially acceptable behaviour that will prepare them for citizenship and being a responsible adult
3You help children and young people to identify any skills, abilities and behaviour patterns they need to acquire to enable them to become effective citizens and responsible adults.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC310.2Identify, with children and young people, the skills and abilities to become adults and effective citizens (cont)
Performance criteriaDO / RA / EW / Q / P / WT
4You support children and young people to identify personal experiences and behaviour that they think may affect their ability to become effective citizens and responsible adults.
5You use documents, materials, naturally occurring events and specific individual and group activities to initiate discussion on the positive aspects of citizenship and adulthood, and any associated risks of danger, harm and abuse.
6You support the children and young people to understand the rights and responsibilities involved with being an adult and an effective citizen.
7You help children and young people who have specific needs in this area to access specialist support.
HSC310.3Prepare children and young people to move on and become independent
Performance criteriaDO / RA / EW / Q / P / WT
1You contribute to developing, implementing and changing plans to:
(a)prepare children and young people for adulthood, citizenship and independence
(b)support young people who are living independently
2You provide information about moving on and becoming independent that is understandable, accessible, non discriminatory, inclusive and meets the individual needs of children and young people.
3You contribute to the assessment of the children and young person’s needs and any plans to be developed for independent or semi independent living.
4You assist children and young people to receive continued support in their relationships, identity, educational and practical life skills when they move on.
5You work with the children and young people to support them to move into adulthood successfully.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC310.3Prepare children and young people to move on and become independent (cont)
Performance criteriaDO / RA / EW / Q / P / WT
6You use documents, materials, naturally occurring events and specific individual and group activities to illustrate and help communications about skills, knowledge and risks associated with independent living.
7You work with others, to acquire any specialist support for the young people to ensure that they are not disadvantaged, discriminated against nor excluded.
8You support and encourage children and young people who are distressed about leaving the existing environment to express their feelings, fears and concerns about moving on.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
To be completed by the CandidateI SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..
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Unit: DK98 04 (HSC310) Work with children and young people to prepare them for adulthood, citizenship and independence
[1]The key purpose identified for those working in health and social care settings is “to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care”