1.1 Describe the relationship between identity, self-image and self-esteem and the impact this can have on an individual’s well-being Level 3 L/650/2306 Importance of Health and Wellbeing Title:
Importance of Health and Wellbeing
Unit reference number:
L/650/2306
Level:
3
Credit value:
3
Guided learning hours:
23
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Understand the importance of individuals’ well-being.
1.1
Describe the relationship between identity, self-image and self-esteem and the impact this can have on an individual’s well-being.
1.2
Outline factors that positive and negatively influence the individuals’ wellbeing.
1.3
Explain the range of services and resources available to support individuals’ wellbeing and how to access this.
1.4
Explain how an individuals’ wellbeing may affect their behaviours and relationships.
Know how to monitor individuals’ health.
2.1
Describe how to engage and involve individuals in monitoring their own health and well-being.
2.2
Explain the early indicators of physical and mental health deterioration.
2.3
Describe how to escalate concerns about an individual’s health deterioration, and to whom.
Be able to assess and respond to changes in an individual’s health and well-being.
3.1
Engage and involve individuals in understanding and monitoring their health and well-being.
3.2
Demonstrate the use of appropriate tools to monitor and report changes in health and well-being.
3.3
Record observations of health and well-being and take appropriate action.
Be able to promote individuals’ health and well- being.
4.1
Support an individual in a way that promotes their sense of identity, self-image, and self-esteem.
4.2
Demonstrate ways to contribute to an environment that promotes wellbeing.
4.3
Demonstrate a person-centred approach to working with individuals and others to improve individuals’ health and wellbeing.
Assessment requirements: This unit must be assessed in a real-work environment.
This unit needs to be assessed in line with the Skills for Care and Development Assessment Principles. Assessment guidance:
Individuals’ well-being: in this context, well-being refers to that of people accessing care and support services. Well-being is broad concept referring to a person’s quality of life. It takes into account health, happiness and comfort. It may include aspects of social, emotional, cultural, spiritual, intellectual, economic, physical, and mental well-being.
Factors: factors affecting wellbeing will be different for different people. Learners should show consideration for environmental, physical, social, and psychological factors.
Range of services and resources: learners should consider a range of services and resources available within their organisation and external to their organisation that could support individuals’ different wellbeing strengths and needs.
Early indicators: these may also be referred to as ‘soft signs’ of deterioration and include: Restlessness, confusion, temperature changes, changes in mobility, pain, discoloured skin, changes in appetite, breathing difficulties, changes to urine or bowel habits, sickness, changes in mood or temperament.
Appropriate tools: tools will vary depending on learner’s role and organisational practices. They may include, but not limited to: ‘Stop and Watch’, RESTORE2, NEWS2, SBARD (Situation, Background, Assessment, Recommendation, Decision) as well as technological aids.
Appropriate action: actions will vary depending on learners’ role and organisational practices, as well as the specific change in an individual’s wellbeing. Action may include referring to a colleague or another organisation