Unit 2- Learning Aim C: Working with
people with specific needs in the health and social care
sector
People with specific needs
Physical and mental ill health
A multi-disciplinary approach is usual and normally essential for supporting people with
physical and mental illnesses.
It’s not unusual for the service user to have a range of concerns in addition to the one first
presented.
Care professionals try to take a holistic approach to meet the needs of someone.
People with mental health problems often have associated physical ill health.
Poor physical ill health can lead to serious anxiety and depression.
It is the care professional’s role to judge when it is necessary to work professionally with
other specialists to ensure that the service user’s needs are fully met.
Mental illness is hard to monitor.
What is regarded as normal and acceptable behaviour varies from one society to another.
Reasons why people with mental health problems do not seek professional help: don’t
regard themselves as mentally ill, might not want to admit that they have a mental health
problem, frightened to seek medical help.
Learning disability
MENCAP- supports people with learning disabilities.
Learning disability- a reduced intellectual ability and difficulty with everyday activities, which
affects someone for their whole life.
Difficulties with household tasks, shopping, using public transport or managing money.
25% of the 40% of people with learning difficulties also suffer from mental health problems.
People with learning disabilities used to be cared for in large institutions or hospitals and
were almost invisible from the rest of society.
The community care act (1990) increased the number of people with learning disabilities
who were cared for and supported in the community.
The disability discrimination act (1995) provided legal protection from discrimination in
employment, access to public buildings and in renting accommodations.
Just 7% of adults with learning disabilities are in paid employment, 65% want to work and
have the capability to work.
Those which do work, are mostly in part-time or in low paid employment.
Only 1/3 take part in some form of education on training.
Physical and sensory disabilities
Before the community care act, many people with physical and sensory disabilities and
impairments lived in hospitals and other large institutions, where the focus was mainly
concerned with their physical care.
There was less awareness of the need for a holistic approach.
They tended to be segregated from the community rather than included in the wider life of
our society.
, A sensory impairment- a condition where a person’s sensory organs function abnormally
poorly, which limits their ability to perform day-to-day activities.
A person with an impairment may only be disabled if adaptations and services are not in
place to ensure they are able to perform their daily routines and other activities of daily life
independently.
A disabling environment is a situation where appropriate adaptations and services are not in
place to support people with impairments.
Poverty and disabilities
The poverty rate for adults with disabilities is twice that for adults without disability
The main reason for this is the high rate of unemployment among people with disabilities
Approximately 1 in 5 adults with any type of disability who wants to work is unable to find
employment; this compares with 1 in 15 adults without a disability
People with disabilities face extra costs related to managing their impairment (social care
support and other mobility and communication aids)
Specific age groups
Early years
The development of infants and young children is influenced by their physiological changes
and social environment
The care and education services supporting children in early childhood are required to follow
a curriculum, the Early Years Foundation Stage (EYFS)
It sets standards and measures progress from birth to 5.
Childminders, pre-schools, nurseries and school reception classes must follow the EYFS.
The EYFS covers seven key areas of learning and development which forms a holistic model
that addresses the development of the child
o Communication and language
o Physical development
o Personal, social and emotional development
o Literacy
o Mathematics
o Understanding the world
o Expressing arts and design
Later adulthood
In early adulthood, the ageing process gradually begins
In middle adulthood, there is a decline in their physical stamina, eyesight often deteriorates,
loss of skin elasticity, the onset of menopause
In later adulthood, changes in the brain structure results in slower intellectual and physical
reactions, poorer memory and less effective problem-solving skills, poorer hearing and
eyesight, loss of muscles tissue leading to les strength and less stamina, changes in sleep
patterns, their immune system is less efficient
Working practices
Relevant skills to work in these areas#
The specific knowledge and skills required for working in the health and care sector varies to
the wide range of specialist job roles within this sector
In December 2012, the Chief Nursing Officer for England launched ‘compassion in practice’
people with specific needs in the health and social care
sector
People with specific needs
Physical and mental ill health
A multi-disciplinary approach is usual and normally essential for supporting people with
physical and mental illnesses.
It’s not unusual for the service user to have a range of concerns in addition to the one first
presented.
Care professionals try to take a holistic approach to meet the needs of someone.
People with mental health problems often have associated physical ill health.
Poor physical ill health can lead to serious anxiety and depression.
It is the care professional’s role to judge when it is necessary to work professionally with
other specialists to ensure that the service user’s needs are fully met.
Mental illness is hard to monitor.
What is regarded as normal and acceptable behaviour varies from one society to another.
Reasons why people with mental health problems do not seek professional help: don’t
regard themselves as mentally ill, might not want to admit that they have a mental health
problem, frightened to seek medical help.
Learning disability
MENCAP- supports people with learning disabilities.
Learning disability- a reduced intellectual ability and difficulty with everyday activities, which
affects someone for their whole life.
Difficulties with household tasks, shopping, using public transport or managing money.
25% of the 40% of people with learning difficulties also suffer from mental health problems.
People with learning disabilities used to be cared for in large institutions or hospitals and
were almost invisible from the rest of society.
The community care act (1990) increased the number of people with learning disabilities
who were cared for and supported in the community.
The disability discrimination act (1995) provided legal protection from discrimination in
employment, access to public buildings and in renting accommodations.
Just 7% of adults with learning disabilities are in paid employment, 65% want to work and
have the capability to work.
Those which do work, are mostly in part-time or in low paid employment.
Only 1/3 take part in some form of education on training.
Physical and sensory disabilities
Before the community care act, many people with physical and sensory disabilities and
impairments lived in hospitals and other large institutions, where the focus was mainly
concerned with their physical care.
There was less awareness of the need for a holistic approach.
They tended to be segregated from the community rather than included in the wider life of
our society.
, A sensory impairment- a condition where a person’s sensory organs function abnormally
poorly, which limits their ability to perform day-to-day activities.
A person with an impairment may only be disabled if adaptations and services are not in
place to ensure they are able to perform their daily routines and other activities of daily life
independently.
A disabling environment is a situation where appropriate adaptations and services are not in
place to support people with impairments.
Poverty and disabilities
The poverty rate for adults with disabilities is twice that for adults without disability
The main reason for this is the high rate of unemployment among people with disabilities
Approximately 1 in 5 adults with any type of disability who wants to work is unable to find
employment; this compares with 1 in 15 adults without a disability
People with disabilities face extra costs related to managing their impairment (social care
support and other mobility and communication aids)
Specific age groups
Early years
The development of infants and young children is influenced by their physiological changes
and social environment
The care and education services supporting children in early childhood are required to follow
a curriculum, the Early Years Foundation Stage (EYFS)
It sets standards and measures progress from birth to 5.
Childminders, pre-schools, nurseries and school reception classes must follow the EYFS.
The EYFS covers seven key areas of learning and development which forms a holistic model
that addresses the development of the child
o Communication and language
o Physical development
o Personal, social and emotional development
o Literacy
o Mathematics
o Understanding the world
o Expressing arts and design
Later adulthood
In early adulthood, the ageing process gradually begins
In middle adulthood, there is a decline in their physical stamina, eyesight often deteriorates,
loss of skin elasticity, the onset of menopause
In later adulthood, changes in the brain structure results in slower intellectual and physical
reactions, poorer memory and less effective problem-solving skills, poorer hearing and
eyesight, loss of muscles tissue leading to les strength and less stamina, changes in sleep
patterns, their immune system is less efficient
Working practices
Relevant skills to work in these areas#
The specific knowledge and skills required for working in the health and care sector varies to
the wide range of specialist job roles within this sector
In December 2012, the Chief Nursing Officer for England launched ‘compassion in practice’
