Implement person centred approaches Essay Example for Free

Implement person centred approaches Essay 1.1 Define person-centred values Person-centred is about providing care and support that is centred or focused on the individual and their need There are eight person centred values that support person-centred care and support: Individuality, Independence, Privacy, Choice, Dignity, Rights 1.2 Explain why it is important to work in a way that embeds person centred values. Taking into account person centred values, rather than imposing my own choices on them and taking away their own right to independence and choice. It is important to do this as person centred approaches, policies and procedures, as well as care practices should always put the people whom we support at the centre of the day-to-day activities, as well as including the residents and their families in the planning and maintaining of this. 1.3 Explain why risk-taking can be part of a person centred approach. Risk-taking means being aware of the potential hazards, but still carrying on with the activity. Risk Assessment Processes include: visual check, recorded risk assessments. If you were no longer allowed to take risks that means you can’t progress in anything. Risk is about learning! Your inner questions. Can I do it? Can I REALLY do it? To take risk is all about challenge! 1.4 Explain how using an individual’s care plan contributes to working in a person centred way It is document where day to day requirements and preferences for care and support are detailed. Using an individuals care plan where own needs and wishes are being met, rather than offering them a choice of what is available. Using their care plan, you can build on what they want and see where there are gaps that need to be addressed. 3.1 Explain the importance of establishing consent when providing care or support. Consent is agreement to an action i.e. in social care agreeing to a bath or a shower, to medication, agreement to have details shared with others. Lack of consent could be construed as abuse i.e. forcing an  individual to have a shower when they have not agreed. Consent can be in different forms like Verbal written via a representative or advocate. It is important to establish consent because it is a basic human right for everyone to have the choice. 3.3 Explain what steps to take if consent cannot be readily established. Steps to take when consent cannot be established include, not continuing with the task, reporting to the supervisor or manager, recording the information 4.1 Describe how active participation benefits an individual. Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible. 4.2 Identify possible barriers to active participation. Barriers include: lack of opportunity, lack of events, lack of staff, unwillingness of residents, and lack of confidence. Ways of encouraging residents include: discussion and encouragement with the individual, providing useful information, using friends and family to encourage, ensuring appropriate activities, peer-group encouragement, persuasion techniques, highlighting the benefits of the activity 5.3 Explain why a worker’s personal views should not influence an individual’s choices. A personal view should not influence individual choices as everyone is an individual in their own right and therefore should be able to make their own choices as their interest would be different to a staff. 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others. Different approaches for individual, discussion, providing relevant, information, guidance from friends or family using an advocate or support service. We can also challenge decision where we can encourage questions and comments, be prepared to listen, assist the individual to ask for a second opinion, speak  to/refer the individual to a senior member of staff, use the complaints procedure 6.1 Explain how individual identity and self esteem are linked with well-being Well-being may include aspects that are: Spiritual Emotional Cultural Religious Social – Political Sexual Physical – Mental. Individual identity and self-esteem are linked with well-being as everyone has their own interests and what one person may find interesting another person may not find interesting, for example, some residents like gardening and some don’t and we should never force anyone to do what they don’t like or don’t want to do. 6.2 Describe attitudes and approaches that are likely to promote an individual’s well-being Attitudes and approaches that are likely to promote an individual’s well-being include: being treated as an Individual, dignity respect, choices and good communication. It can also be environmental which includes physical environment bedroom, handbag, personal belongings, and social environment personal boundaries, subjective feelings.

Aztec Empire :: Pre-Columbian History Culture

Aztec Empire The Aztec Empire was a Native American state that ruled much of what is now Mexico from about 1427 until 1521, when the empire was conquered by the Spaniards. The empire represented the highest point in the development of the rich Aztec civilization that had begun more than a century earlier. At the height of their power, the Aztec controlled a region stretching from the Valley of Mexico in central Mexico east to the Gulf of Mexico and south to Guatemala. The Aztec built great cities and developed a complex social, political, and religious structure. Their capital, Tenochitlan, was located on the site of present-day Mexico City. An elaborate city built on islands and marsh land, Tenochtitlà ¡n was possibly the largest city in the world at the time of the Spanish conquest. It featured a huge temple complex, a royal palace, and numerous canals. After the Spanish conquest, the empire of the Aztec was destroyed, but their civilization remained an important influence on the development of Mexican culture. Many present-day Mexicans are descended from the Aztec, and more than 1 million Mexicans speak Nahuatl, the native Aztec language, as their primary language. In Mexico City, searches continue to uncover temple foundations, statues, jewelry, and other artifacts of the Aztec civilization. Aztec refers both to the people who founded the empire, who called themselves Mexica, or Tenochca, and, more generally, to all of the many other Nahuatl-speaking ethnic groups that lived in the Valley of Mexico at the time of the Spanish conquest. The name Aztec is derived from Aztlan, the mythical homeland of the Mexica; according to tradition, Aztlà ¡n was located northwest of the Valley of Mexico, possibly in west Mexico. The name Mexico is derived from Mexica. Long before the rise of the Aztec, the Valley of Mexico was the center of a highly developed civilization. A fertile basin, the valley was located 7800 ft above sea level. In its center lay five interconnected lakes dotted with marshy islands. From about AD 100 to 650 the valley was dominated by the city of Teotihuacan, center of a powerful religious, economic, and political state. After the decline of Teotihuacà ¡n, the Toltec people migrated into central Mexico from the north and established a conquest state there. The Toltec civilization reached its height in the 10th and 11th centuries. In the 13th century wandering bands of Nahuatl-speaking warriors, often called Chichimec, invaded the valley.

The Enlightment and the Role of Women in Society

The Enlightenment and the Role of Women in Society The Age of Enlightenment was a large cultural movement of educated individuals around the 17th and 18th centuries. The purpose of the Enlightenment was to challenges ideas that were rooted in faith and tradition, mold society using reason, and advance knowledge through a new scientific method. Different societies rose during this time period and discussed a wide range of topics. One widely discussed topic was the role of women in society. Societies mainly debated over the role of women in the public sphere.Two documents, specifically, had a great impact on the Enlightenment era. The first of the two, being Petition of Women of the Third Estate to the King, was written by a group of working women who addressed the King simply asking for a better education and to be enlightened in order to be better wives and mothers. The next document, from Condorcet, radically insisted that women should gain political rights like men. Although these two documents both had impact during the Enlightenment, they varied in principles and amount of effectiveness during the period of the French Revolution.The French Revolution culminated things such as the middle class and the grievances of women. On January 1, 1789, the King was shown the Petition of Women of the Third Estate to the King. These rights demanded by the women included the right to a decent education, and the right to earn a respectable living, avoiding the road to prostitution. These demands were far from radical and the petition made it specifically clear that they were not asking for equality with men. The women explained, â€Å"We ask to be enlightened, to have work, not in order to usurp men’s authority, but in order to be better esteemed by them. The Petition of Women depicted a society that accepted social roles, understands the importance of education and had steadfast faith in their king. This group has accepted the French society’s pre-chosen po sition for women. Women in the Petition seem perfectly aware of France’s specific role for them. They speak quite frankly about their role in French society, almost to a point where it feels as if they are happy to be in their current position. They recognize they are â€Å"continual objects of the admiration and scorn of men† and they do not attempt to change the status quo.Instead, these women seem willing to comply with society’s expectations, as long as there is a form of profit directed toward them. Indeed, they explicitly state, â€Å"To prevent social ills, Sire, we ask that men not be allowed, under any pretext, to exercise trades that are the prerogative of women – whether as seamstress, embroiderer, millinery shopkeeper, etc. etc. ; if we are left at least the with the needle and spindle, we promise never to handle the compass or the square. They understand that society is treating them unequally and they believe that accepting society’s norms and receiving a form of gratification is better than fighting over something out of reach and receive nothing. The women’s argument ended up to be quite successful through their respectful tone to the King and the modest requests. They carefully insisted that they did not want to become equal with men and simply wanted education and enlightenment. They also use a large amount of flattery in order to lighten the King’s mood.The women express themselves to the King by saying things like â€Å"the love we have for your majesty† and how â€Å"we see in you only a tender father, for whom we would give our lives a thousand times. † With these small requests and the women’s adulation toward the King, the overall argument seems like it would be fairly strong during the period of the French Revolution. In the document On the Admission of Women to the Rights of Citizenship, Condorcet argued for the political rights of women, something no revolutionist had ever dared to do before.He acknowledged that woman were equal in humanity through reason and justice. Condorcet rejected the idea that women’s physical differences were a good enough reason to reject them of their civil and political rights. Although he did in fact recognize women’s limitations, not in gender, but in the lack of education and different circumstances. Many that are opposed of these statements also argue that giving women political rights would disrupt the social order, assuming that women would abandon their domestic affairs.He reassures those by saying, â€Å"It is natural for a woman to nurse her children, to care for them in their infancy; attached to her home by these cares, weaker than a man, it is also natural that she lead a more retiring, more domestic life. Women would therefore be in the same class with men who are obliged by their station or profession to work several hours a day. † Although the effectiveness of Condorcet’s document seems sound in today’s society, back during French Revolution period, this would be considered fairly weak.These types of statements were highly due to the beliefs that women possessed certain characteristics that perfectly matched them to their domestic duties. Women were deemed unqualified for a voice in the political realm because of their much great proneness to feelings, flawed rationality, and weaker sense of justice. Although this campaign ended unsuccessful, women did benefit from many of the changes that happened in matters of marriage, divorce, and inheritance.Women in the Enlightenment were extremely limited due to society’s preconceived notions. Documents like On the Admission of Women to the Rights of Citizenship and Petition of Women of the Third Estate to the King gave society new ideas and philosophies that have never been revealed before. Although much of the document’s intentions failed, they opened the eyes of society and society too k its first step into gaining the ability to reason about sexual differences and one day grant women the full rights of citizenship.

What Did You Plan For Teaching And / Or Do ( Transitions,...

What did you plan to teach and/or do (transitions, management, accommodations)? Did you teach the plan you made? For morning meeting, we did a morning message, calendar time, and DEAR. Today for reading intervention, I planned to play sight word around the world. I ended up not doing this game because there were only two students in my group. We needed at least one more to play the game. For reading centers, we discussed Eskmios and what they were like. We also discussed some of their traditions, like how they do not use technology. Then we colored in our own Eskimos, while discussing if we would want to live in the Arctic or not. For our ELA center, we worked on summarizing a story. We filled out a beginning, middle, and end recording sheet. Did you make adjustments? What adjustments did you make during your teaching time and/or block time and why? I made a few adjustments in my plan today. Instead of playing my sight word game, we read a story that I decided to bring last minute. I figured if the students got bored we would read it. I was so thankful I brought it! With this story we wrote sentences and drew pictures to match. This was the perfect time to review with the two students from yesterday who needed their picture to match their sentence. I also finished the morning meeting way sooner than I had expected. For the five minutes we waited on Ms. Pray we did DEAR time. I thought this was a good idea because it gave the student’s choices in what they were reading.Show MoreRelatedBest Practices in a Learning Skills and Algebra Classroom3355 Words   |  14 PagesBest Practices in a Learning Skills and Algebra Classroom Part A: Utilized Best Practices Since the beginning of the student teaching experience, multiple first-hand examples of best practices being utilized in the classroom in the area of instruction, assessment, and management have been demonstrated. These practices have led to growth in the students’ learning. 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