Learner Reg. Number: U981337
Unit 5, ASSIGNMENT 1
Ethical Care
Introduction
This report will show how working practices are used to meet the needs of 2 individuals
with specific needs, disabilities and/or those who are in certain circumstances in their
current lives (e.g. Young Carer). These individuals are named Martin and Gina. An
overview of their circumstances can be read below. It is important for a care worker to
know what principles, values and skills they should follow, what ethical issues may be
involved in their care, and any principles that can be implemented by the care worker, so
that the individuals can overcome their challenge(s). When this is known and understood
by the care worker, this can enable them to carry out efficient work practice that can
improve the health and care support that these 2 individuals require.
Meet the Individuals – Overview of their situations/circumstances
Martin
- 17 years
- Has a hearing impairment - uses 2 hearing aids (1 in both ears) to
manage with this problem.
- Uses BSL to communicate with other members of staff about any issues
he may face, while at college (Other members of staff have been
encouraging students to learn BSL to communicate with Martin). Some
students have been making fun of Martin’s condition, and he has
reported to teachers about this, nothing has been done, he claims.
- His father offers to be his advocate in his times of need, but Martin’s
tutor has stated that he can cope on his own. However, Martin’s EHC
(Education health and care plan) states that he is to have an advocate
when it may feel as if it is required in situations.
- Martin also has asthma, which has recently become more concerning,
according to his GP – Recommended that Martin is to take a break from
attending college, despite his upcoming end of year exams.
Gina
- 16 years
- Has a part-time job at the local supermarket. Gina’s father also works in
the same
- Father is disabled, Gina helps him by preparing meals for his breakfast,
lunch and dinner, also does house chores to make the house more
habitable.
- Gina has heard that there is support available for her to access, so that
she can get assistance in helping around the house, but her father has
told her not to find out about it, as he thinks they are managing just fine
with their situation.
- Gina has been developing more headaches recently, due to a lack of
sleep – interruptions from her dad listening to the radio at night.
,Learner Reg. Number: U981337
- Gina’s teachers have become more concerned, as they have noticed her
increase in the lack of attention she has in the classroom.
Promoting Equality and Diversity for individuals with different
needs
What is equality?
Equality is the acceptance that everyone is unique in their own way, and that they do not
deserve to be treated any differently to another person just because they have one
characteristic that they don’t. everyone is treated the same, and has equal access to the
services they need, tailored to their reason for care. Service providers are always to
acknowledge individuals’ personal beliefs, even if they do not share them. Having
equality can help to achieve tolerance, recognising and respecting the beliefs and
practices of other people in the staff and the individuals being cared for. This can make
the individual feel more confident in receiving the care that they are obliged to. Equality
in Health and Social care incredibly significant, due to it being enshrined in several
different pieces of legislation, regarding it. Equality in health and social care means that
everyone is entitled to care, support and treatment, no matter who they are and where
they come from. Valuing and understanding what makes people different is the first step
on the pathway towards inclusion and equality and of being aware of how some
differences can impact on health treatment and social care. (Lee, 2021) The number of
different cultures, age ranges and other characteristics (under the equality act) is also
rapidly growing today, and it is the responsibility of all HSC services/settings to support
them according to codes of conduct and the overall duty of care that a caregiver has
within that service/setting. For example, it is important to consider that we are living
within an ageing population in the UK, with around 12 million people in the UK currently
aged 65 and over, meaning we have more people living into their 90s than ever before.
(Lee, 2021)
To promote equality in this circumstance, the HSC worker in the service/setting would
have to ask the elderly individual on what their preferences are, as well as any
characteristics that they may have, that could impact the delivery of care to them. They
should aim to achieve person centred care through the preferences that they have been
notified about, preventing any risks of going against their characteristics obliviously. In
this circumstance, the elderly may face ageism, a type of discrimination that targets the
elderly, creating prejudice, stereotyping and unfair treatment that they could face,
despite their age being fully out of their control. This type of discrimination should be
challenged by countering the stereotype, reporting the ageist remarks made by
individuals to anyone of an appropriate standing.
In Martin’s case, equality can be beneficial for demanding reasonable
adjustments to his education, so that he to can access school resources, like
any other student in the college, without any barriers caused by his
impairment. Martin can be provided with an advocate immediately, as per the
EHC plan has noted, so that his point of view can be heard, and that he can
effectively communicate to teachers about any issues he may be facing in the
college. The teachers encouraging students in the college to learn BSL, as a
method of promoting equality, can help Martin feel more accepted and
respected as an individual, just like anyone within the college.
,Learner Reg. Number: U981337
In Gina’s case, promoting equality can be beneficial to her and her situation, as
it can allow her to feel more accepted and heard, just like anyone else in the
academy (similarly to Martin). It can help to recognise her caring role as a
genuine aspect in an individual’s life, allowing the academy to make
reasonable changes to her education to make it more adaptable to her needs.
This can include a flexible schedule, work deadlines being extended, or even
homework support and tutoring help provided by the academy. It can help to
ensure that dignity and respect are upheld appropriately, complying with any
anti-bullying policies in the academy. Equality can help to develop empathetic
skills in staff at the academy, improving their working practice when assisting
individuals like Gina.
What is diversity?
Diversity is a variety of differences, respecting the value of culture, belief, age, gender,
and disability of other people. This is a legal requirement (under the Equality Act 2010)
that is implemented in every HSC setting and service, as staff are to be competent
enough to care for everyone, no matter what their characteristics may be. Diversity can
help a caregiver to process and conduct the most effective care for the service user, all
while keeping in consideration their characteristics. It is important to be aware of such
boundaries, so that the individual can feel more comfortable receiving care, have the
caregiver support their dignity, as well as build trust in the caregiver.
There are benefits of diversity on the caregiver too, including being able to provide
access to a wide range of individuals in a community, developing new skills and being
involved in many experiences. Overall, diversity is incredibly important within all HSC
services and organisations, as it helps us to respect and tolerate one another, allowing us
to be at peace and to work collaboratively to provide the best possible care. It also gives
us the opportunity to investigate each other’s cultures
In Martin’s case, diversity can be beneficial to consider for his needs, as it
helps to spread awareness of the issue in his college and local community. This
can then allow people to make changes to the way that Martin should be
approached, so that barriers like his condition are less likely to have major
impacts on social relations. The BSL that students are encouraged to use can
be celebrated as a true language, due to diversity, allowing Martin to feel more
valued and included, boosting his confidence. It also helps to normalise
disabilities like Martin’s in social and academic settings, highlighting how we
all see the world through different lenses.
In Gina’s case, diversity is significant because it could help to raise awareness,
and normalise the circumstances that she is in, breaking the silent suffering
she has had to endure for so long. It can also help teachers and social workers
to create a personalised plan for her academic life, alongside her caring
responsibility, so that she is better able to cope with both, improving her
health and wellbeing. It can teach students in the academy about real-world
challenges that people they have to go through, thus gaining more experience
and exploring into what that would look like for someone who has the
challenge. This can help to develop empathy and respect, that can be
implemented into all the different situations the students and staff find
themselves in. It can help to embrace individuality in the academy community,
further allowing acceptance among students and staff. This can also help to
develop empathy skills in staff and students, overall making Gina feel as if she
, Learner Reg. Number: U981337
is heard and all her worries are completely valid to be worried and concerned
about.
What is discrimination?
Discrimination is when someone has a prejudice against a person or a particular group of
people, only because of a characteristic that they have (age, gender, religion, etc.).
Discriminatory behaviour is completely unacceptable within all HSC settings, from staff
and from caregivers. Discrimination can be categorised into 4 types:
DIRECT – Acting rude and hostile to a particular group/individual due to them having a
specific characteristic. For example, making racial slurs toward a Muslim, just because of
their faith.
INDIRECT – Discrimination taking place toward an individual/group, but it is much harder
to identify/find evidence for. For example, more workloads being put on individuals of
colour, in a multicultural industry.
UNFAIR – When a person/group is getting treated differently compared to other people,
due to a characteristic they have. For example, unnecessary provisions being made for
an individual with a MH condition, despite their performance being acceptable in the
workplace.
POSITIVE – This discrimination is made in a person’s favour because they are different.
For example, targeted recruitment.
When discriminatory practices are carried out, this can make individuals feel less
confident in receiving the care and treatment that they originally intended to receive.
This could also create distrust in service users from receiving care from any HSC
services, in fear that they may have the same approach. Service users can also begin to
withdraw from society if discrimination is kept up.
To prevent such poor practice, caregivers are meant to avoid discriminatory language
and respect the characteristics that every service user has. Discriminatory practice can
also be seen as malpractice, resulting in the removal of the caregiver from their position
in the HSC centre. Preventing discrimination in an HSC setting can also include making
adaptations in the environment, making it accessible for all people to receive care. This
can include disabled toilets being installed, handrails inserted waiting areas, maps being
displayed, etc. The caregivers could also make prayer rooms and such available for those
who may need it because of a religion/belief that they may have.
In Martin’s case, he is facing direct and indirect discrimination due to his
disability. The direct discrimination comes from the students in his college
finding opportunities to tease him. To make matters worse, he feels as if he is
unable to communicate his problems clear enough for people to understand
what he is going through and what impact it has on his self-esteem and
confidence. The indirect discrimination comes from the fact that the tutor
claims that Martin can handle other students remarks about his condition, thus
not providing an advocate. However, Martin’s EHC plan specifically states that
he can be provided with one where necessary, and due to the severity of the
impact of the teasing, an advocate must be required. This can leave him in an
Unit 5, ASSIGNMENT 1
Ethical Care
Introduction
This report will show how working practices are used to meet the needs of 2 individuals
with specific needs, disabilities and/or those who are in certain circumstances in their
current lives (e.g. Young Carer). These individuals are named Martin and Gina. An
overview of their circumstances can be read below. It is important for a care worker to
know what principles, values and skills they should follow, what ethical issues may be
involved in their care, and any principles that can be implemented by the care worker, so
that the individuals can overcome their challenge(s). When this is known and understood
by the care worker, this can enable them to carry out efficient work practice that can
improve the health and care support that these 2 individuals require.
Meet the Individuals – Overview of their situations/circumstances
Martin
- 17 years
- Has a hearing impairment - uses 2 hearing aids (1 in both ears) to
manage with this problem.
- Uses BSL to communicate with other members of staff about any issues
he may face, while at college (Other members of staff have been
encouraging students to learn BSL to communicate with Martin). Some
students have been making fun of Martin’s condition, and he has
reported to teachers about this, nothing has been done, he claims.
- His father offers to be his advocate in his times of need, but Martin’s
tutor has stated that he can cope on his own. However, Martin’s EHC
(Education health and care plan) states that he is to have an advocate
when it may feel as if it is required in situations.
- Martin also has asthma, which has recently become more concerning,
according to his GP – Recommended that Martin is to take a break from
attending college, despite his upcoming end of year exams.
Gina
- 16 years
- Has a part-time job at the local supermarket. Gina’s father also works in
the same
- Father is disabled, Gina helps him by preparing meals for his breakfast,
lunch and dinner, also does house chores to make the house more
habitable.
- Gina has heard that there is support available for her to access, so that
she can get assistance in helping around the house, but her father has
told her not to find out about it, as he thinks they are managing just fine
with their situation.
- Gina has been developing more headaches recently, due to a lack of
sleep – interruptions from her dad listening to the radio at night.
,Learner Reg. Number: U981337
- Gina’s teachers have become more concerned, as they have noticed her
increase in the lack of attention she has in the classroom.
Promoting Equality and Diversity for individuals with different
needs
What is equality?
Equality is the acceptance that everyone is unique in their own way, and that they do not
deserve to be treated any differently to another person just because they have one
characteristic that they don’t. everyone is treated the same, and has equal access to the
services they need, tailored to their reason for care. Service providers are always to
acknowledge individuals’ personal beliefs, even if they do not share them. Having
equality can help to achieve tolerance, recognising and respecting the beliefs and
practices of other people in the staff and the individuals being cared for. This can make
the individual feel more confident in receiving the care that they are obliged to. Equality
in Health and Social care incredibly significant, due to it being enshrined in several
different pieces of legislation, regarding it. Equality in health and social care means that
everyone is entitled to care, support and treatment, no matter who they are and where
they come from. Valuing and understanding what makes people different is the first step
on the pathway towards inclusion and equality and of being aware of how some
differences can impact on health treatment and social care. (Lee, 2021) The number of
different cultures, age ranges and other characteristics (under the equality act) is also
rapidly growing today, and it is the responsibility of all HSC services/settings to support
them according to codes of conduct and the overall duty of care that a caregiver has
within that service/setting. For example, it is important to consider that we are living
within an ageing population in the UK, with around 12 million people in the UK currently
aged 65 and over, meaning we have more people living into their 90s than ever before.
(Lee, 2021)
To promote equality in this circumstance, the HSC worker in the service/setting would
have to ask the elderly individual on what their preferences are, as well as any
characteristics that they may have, that could impact the delivery of care to them. They
should aim to achieve person centred care through the preferences that they have been
notified about, preventing any risks of going against their characteristics obliviously. In
this circumstance, the elderly may face ageism, a type of discrimination that targets the
elderly, creating prejudice, stereotyping and unfair treatment that they could face,
despite their age being fully out of their control. This type of discrimination should be
challenged by countering the stereotype, reporting the ageist remarks made by
individuals to anyone of an appropriate standing.
In Martin’s case, equality can be beneficial for demanding reasonable
adjustments to his education, so that he to can access school resources, like
any other student in the college, without any barriers caused by his
impairment. Martin can be provided with an advocate immediately, as per the
EHC plan has noted, so that his point of view can be heard, and that he can
effectively communicate to teachers about any issues he may be facing in the
college. The teachers encouraging students in the college to learn BSL, as a
method of promoting equality, can help Martin feel more accepted and
respected as an individual, just like anyone within the college.
,Learner Reg. Number: U981337
In Gina’s case, promoting equality can be beneficial to her and her situation, as
it can allow her to feel more accepted and heard, just like anyone else in the
academy (similarly to Martin). It can help to recognise her caring role as a
genuine aspect in an individual’s life, allowing the academy to make
reasonable changes to her education to make it more adaptable to her needs.
This can include a flexible schedule, work deadlines being extended, or even
homework support and tutoring help provided by the academy. It can help to
ensure that dignity and respect are upheld appropriately, complying with any
anti-bullying policies in the academy. Equality can help to develop empathetic
skills in staff at the academy, improving their working practice when assisting
individuals like Gina.
What is diversity?
Diversity is a variety of differences, respecting the value of culture, belief, age, gender,
and disability of other people. This is a legal requirement (under the Equality Act 2010)
that is implemented in every HSC setting and service, as staff are to be competent
enough to care for everyone, no matter what their characteristics may be. Diversity can
help a caregiver to process and conduct the most effective care for the service user, all
while keeping in consideration their characteristics. It is important to be aware of such
boundaries, so that the individual can feel more comfortable receiving care, have the
caregiver support their dignity, as well as build trust in the caregiver.
There are benefits of diversity on the caregiver too, including being able to provide
access to a wide range of individuals in a community, developing new skills and being
involved in many experiences. Overall, diversity is incredibly important within all HSC
services and organisations, as it helps us to respect and tolerate one another, allowing us
to be at peace and to work collaboratively to provide the best possible care. It also gives
us the opportunity to investigate each other’s cultures
In Martin’s case, diversity can be beneficial to consider for his needs, as it
helps to spread awareness of the issue in his college and local community. This
can then allow people to make changes to the way that Martin should be
approached, so that barriers like his condition are less likely to have major
impacts on social relations. The BSL that students are encouraged to use can
be celebrated as a true language, due to diversity, allowing Martin to feel more
valued and included, boosting his confidence. It also helps to normalise
disabilities like Martin’s in social and academic settings, highlighting how we
all see the world through different lenses.
In Gina’s case, diversity is significant because it could help to raise awareness,
and normalise the circumstances that she is in, breaking the silent suffering
she has had to endure for so long. It can also help teachers and social workers
to create a personalised plan for her academic life, alongside her caring
responsibility, so that she is better able to cope with both, improving her
health and wellbeing. It can teach students in the academy about real-world
challenges that people they have to go through, thus gaining more experience
and exploring into what that would look like for someone who has the
challenge. This can help to develop empathy and respect, that can be
implemented into all the different situations the students and staff find
themselves in. It can help to embrace individuality in the academy community,
further allowing acceptance among students and staff. This can also help to
develop empathy skills in staff and students, overall making Gina feel as if she
, Learner Reg. Number: U981337
is heard and all her worries are completely valid to be worried and concerned
about.
What is discrimination?
Discrimination is when someone has a prejudice against a person or a particular group of
people, only because of a characteristic that they have (age, gender, religion, etc.).
Discriminatory behaviour is completely unacceptable within all HSC settings, from staff
and from caregivers. Discrimination can be categorised into 4 types:
DIRECT – Acting rude and hostile to a particular group/individual due to them having a
specific characteristic. For example, making racial slurs toward a Muslim, just because of
their faith.
INDIRECT – Discrimination taking place toward an individual/group, but it is much harder
to identify/find evidence for. For example, more workloads being put on individuals of
colour, in a multicultural industry.
UNFAIR – When a person/group is getting treated differently compared to other people,
due to a characteristic they have. For example, unnecessary provisions being made for
an individual with a MH condition, despite their performance being acceptable in the
workplace.
POSITIVE – This discrimination is made in a person’s favour because they are different.
For example, targeted recruitment.
When discriminatory practices are carried out, this can make individuals feel less
confident in receiving the care and treatment that they originally intended to receive.
This could also create distrust in service users from receiving care from any HSC
services, in fear that they may have the same approach. Service users can also begin to
withdraw from society if discrimination is kept up.
To prevent such poor practice, caregivers are meant to avoid discriminatory language
and respect the characteristics that every service user has. Discriminatory practice can
also be seen as malpractice, resulting in the removal of the caregiver from their position
in the HSC centre. Preventing discrimination in an HSC setting can also include making
adaptations in the environment, making it accessible for all people to receive care. This
can include disabled toilets being installed, handrails inserted waiting areas, maps being
displayed, etc. The caregivers could also make prayer rooms and such available for those
who may need it because of a religion/belief that they may have.
In Martin’s case, he is facing direct and indirect discrimination due to his
disability. The direct discrimination comes from the students in his college
finding opportunities to tease him. To make matters worse, he feels as if he is
unable to communicate his problems clear enough for people to understand
what he is going through and what impact it has on his self-esteem and
confidence. The indirect discrimination comes from the fact that the tutor
claims that Martin can handle other students remarks about his condition, thus
not providing an advocate. However, Martin’s EHC plan specifically states that
he can be provided with one where necessary, and due to the severity of the
impact of the teasing, an advocate must be required. This can leave him in an
