HSC CM1: Equality, diversity and rights in health and social care Assignment Answers

Course: Level 3 Award, Certificate and Extended Diploma in Health and Social Care 

UNIT AIM

We are all different, and we are all entitled to our rights. This encourages to the equality and respect for diversity and rights within health care, social care and child care settings is a very necessary aspect nowadays in a diverse society. Whatever your role or what you want to have, in health, social care or child care. A good practitioner should have the capability of delivering care that is responsive to the needs of people and in favour of their rights. Numerous people who consume health, social care, or child care. Environmental conditions may be susceptible and exposed to external influences; this implies that those states of practitioners are prone and reliant. Perceptions, principles, and biases may have a huge influence on the quality of care and on the experience of those who need care or support. 

In Unit 2, Equality, diversity, and rights in health and social care will help you in comprehending the implications of diversity on practice, but also the impact of discriminatory practice on individuals who need care or support. You will also get to appreciate how laws and national efforts can contribute to encouraging anti-discriminatory practice. 

Such strategies will be considered as promoting diversity, respect, equality, and supporting the rights of individuals. You will build up your skills for identifying good practice and discriminatory practice when caring. You will work on your judgement and decision-making aspect when selecting the correct response to care situations and deciding on a course of action for enhancing equality, diversity and rights of individuals in care environments. 

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Learning outcomes 1: Understand concepts of equality, diversity and rights and how these are applied in the context of health, social care and child care environments

AC1.1. Define the terms: • equality • diversity • inclusion • discrimination

Answer:

Equality: Equality refers to being equal, particularly in status, rights or opportunities. It is concerned with making sure that all individuals have equal chances to maximise their lives and talents, and with the understanding that no one should be disadvantaged in life due to place or birth, beliefs or disability.

Example 1: Equal pay irrespective of gender, race, or age. Example 2: The issue of equal access to education for all students, irrespective of their socio-economic status.

Diversity: Diversity refers to the diversity of individuals within your workforce. Indicatively, this may take the form of people of various ages, religions, ethnicities, people with disabilities, men and women. It is also about appreciating such differences.

To prevent being bullied, harassed or discriminated against, you need to ensure that:

• your employees and executives know what is covered by the discrimination law.
• What do you think it is supposed to be doing in your workplace according to the law of discrimination?
• You make adjustments when what is due is not occurring, such as increasing the staff training.
• your employees and supervisors are knowledgeable about the advantages of having a variety of individuals with different backgrounds.

Inclusion: An inclusive workplace entails a situation where all people feel appreciated at work. It allows all the employees to feel safe to:

• come up with different ideas
• present concerns and proposals to the managers, and it is anticipated.
• attempt to do things in a manner other than it has been done previously with management authorisation.

Discrimination: Discrimination refers to unfair or discriminatory treatment of various groups of individuals, particularly based on race, age, or sex. It consists of treating someone or a specific group of people in a worse or a better way than the way in which you treat other people, due to their skin colour, sex, sexuality, etc.

AC1.2. Explain how rights are promoted in health and social care services

Answer:

The advancement of the rights of people is one of the major components of health and social care. It also makes sure that all are treated fairly, safely and respectfully. Certain values of care are followed in promoting rights through which care is given.

A. Care values in Health and Social Care Services.

Ensuring Equality and Diversity.

• Be fair to everyone regardless of age, sex, race, religion, disability or origin.
• Discrimination should be avoided, and everybody should receive equal access to care and services.

Advancing Person Rights and Creeds.

• Admire individual decision-making, ideologies, and tastes.
• Empower individuals in decision-making on their care.
• Respect human rights like privacy, dignity and independence.

Maintaining Confidentiality

• Do not disclose personal information to others without the need to do so for the security or well-being of the individual.
• Disclose information to professionals who are concerned with the care of the person.

Example: A nurse makes sure that his/her medical data is not disclosed to other doctors providing medical care to a patient and accepts his/her decisions related to treatment.

B. Child Care Values in Child Care Services.

Putting the Child Welfare First.

• The first consideration is always the needs and well-being of the child.
• The best interest of the child is observed in making decisions.

Protecting Children and a Healthy Environment.

• Take care; be aware by providing supervision to children and considering the health and safety guidelines.
• Offer a healthy and clean environment to enhance physical and emotional health.

Collaborating with Parents/Guardians, Families and other Professionals.

• Frequently inform parents and families about the child and his/her care. 
• Partner with the teachers, physicians, and other professionals to help the child.

Promoting FIL and children Learning.

• Give children a chance to get acquainted with new skills and mature socially and emotionally.
• Encourage personal skills and competencies.

Valuing Diversity

• Accept and embrace cultural, linguistic and ability diversity.
• Children should be taught to value diversity in others.

Assuring Equality of Opportunity.

• Ensure that all children have access to resources and activities equally.
• Do not be partial or discriminatory.

Anti-Discriminatory Practice

• Question any kind of injustice or discrimination.
• Suggest equity and inclusivity in every activity.

Maintaining Confidentiality

• Maintain the confidentiality of children's information.
• Disclose information about the child only to individuals who require it to care for and ensure the safety of the child.

Infection Control: Collaborating with Other Professionals.

• Co-operate with health visitors, social workers and other employees to give maximum care.
• Pass information and experiences to enhance the growth and security of the child.

AC1.3 Support networks, i.e.

Answer:

Support networks are organisations or individuals that assist individuals to receive advice, care and emotional support. They are there to make sure that all people are able to exercise their rights, make decisions, and get instructions. Formal (organised services) and informal (family and friends) types of support networks can occur.

A. Advocacy Services

Advocacy services assist individuals to be advocates for themselves, make sound choices and make their rights count. They are particularly helpful with individuals who might struggle to communicate or grasp complex information.

Examples:

• SEAP (Support, Empower, Advocate, Promote): Provides independent advocacy in a manner that assists individuals to express their worries.
• MENCAP Empower Me: Empowerment of people with learning disabilities to be aware of their rights and to ensure that they receive the services they require.
• British Institute of Learning Disabilities (BILD): This organisation suggests advice and advocacy to people with learning disabilities.
  Role of Advocacy:
• Give the opinion of the person when they are incapable of expressing his/her opinion.
• Help people in the fields concerning care, health and social services.
• Avoid discrimination and be equal.

B. Support Groups

The support groups offer emotional support, information and advice to individuals going through the same challenges. They assist in eliminating the lone wolf feeling and provide practical advice.

Examples:

• MIND: Provides counselling, advice, and group sessions to mentally ill people.
• Age UK: Supports the elderly with advice, social care, and access to services.
• Headway: This is a support group that assists victims and families who have suffered brain injuries.

Role of Support Groups:

• Provide peer support and experience.
• Give information about coping and referral.
• Encourage social inclusion and trust.

C. Informal Support

Informal support is provided by people in the personal life of the individual, like friends, relatives and neighbours. It may be short-lived and changeable.

Examples:

• Family: Can be emotionally comforting, assist with the daily chores, and accompany to physician visits.
• Friends: Provide fellowship, counselling, and support.
• Neighbours: May help with minor duties, crisis, or community needs.

Role of Informal Support:

• Lowers the feeling of loneliness and stress.
• Promotes self-reliance but does not stop helping.
• Performs pre-formal service assistance.

Learning Outcome 2. Understand the impact of discriminatory practices on individuals in health, social care and child care environments

AC 2.1 Discriminatory practices, i.e.

Answer:

Discrimination practices refer to acts or behaviours that discriminate against people. They may severely affect the well being, self esteem and access to services of an individual. Care workers can deliver clients equal and secure care by comprehending the factors and varieties of discrimination.

A. Basis of Discrimination

• Discrimination may occur due to a large variety of personal or social features. Common bases include:
• Race or Culture: It is treating a person in an unfair way based on his or her ethnicity, language or cultural background.
• Disability: This is a deprivation of opportunities or assistance based on physical or learning disability.
• Social Class: Inequalities in terms of money, education or social status.
• Discrimination between older and younger persons (ageism).
• Gender: In terms of male, female, or non-binary.
• Sexual Orientation: It is wrong to treat a person unfairly based on his or her love or sex.
• Religion or Beliefs: Things or services are denied due to religious beliefs.

B. Direct and Indirect Discrimination.

• Direct Discrimination: Where a person is treated less favourably due to his/her particular feature. Examples: The denial of a job to a competent individual based on their religion.
• Indirect Discrimination: When a rule, policy or practice applies to all, but it is unintentionally disproportionate to a certain group. Example: A work environment where all the workers must report on religious holidays, which tends to impact the holidays of some religions.

C. Types of Abuse

In some instances, discrimination may also lead to abuse. Types include:

• Physical Abuse: To strike, push or injure somebody physically.
• Verbal Abuse: Insults or threats by the use of harmful language.
• Emotional Abuse: It destroys self-esteem, intimidation or isolation.
• Financial Abuse: To manipulate or steal the money of another person.
• Neglect: This is the failure to offer care, support or even basic needs.
• Sexual Abuse: Non-consensual sex.

D. Prejudice, Stereotyping and Labelling.

• Prejudice: This is judging a person without knowing them beforehand, frequently based on assumptions about their race, gender, or abilities.
• Stereotyping: The assumption that all the members of a group are identical.
• Hypothesis: All the older adults are unable to use technology.
• labelling: The act of assigning somebody a negative label that influences the way others treat or view him/her.
• Exp: referencing a child as lazy due to low performance at school.

E. Bullying

• Depending on the situation, repeated and deliberate injury or intimidation that may be physical, verbal, or via the Internet.
• Usually targets an individual due to age, disability, gender or culture.
• May have severe emotional and psychological consequences particularly on children and vulnerable adults.

AC 2.2 Individuals affected

Answers:

Any discriminatory practices in the areas of health, social care, and child care may have adverse impacts on a broad population of the members of society, rather than on the care recipient only. Depending on the position an individual occupies, the effects may be emotional, physical, social and professional.

A. Persons in Need of Care and Support.

The individuals who are the most directly impacted by discrimination are people who are receiving care. This includes:

• Hospital/clinic patients.
• School children, nursery children, and child care children.
• Community-based aged care or geriatrics.
• Individuals with disabilities that require physical, learning, or mental health assistance.

Impact on these individuals:

• Victimised self-esteem and confidence.
• Experiencing loneliness or the problem of low self-esteem.
• Inequality in health outcomes caused by disparities in receiving services.
• Low access to learning, development and independence.

Examples: A disabled child, who is not included in the group activities, will feel excluded, and his or her social skills will not be developed easily.
Family, Friends and Relatives.

Indirectly, discrimination may also impact the support system of the person providing care:

• In case someone they love is not treated fairly, the families might become frustrated, stressed, or anxious.
• They can have difficulties in obtaining suitable support services.
• The emotional impact may make relationships to be strained.

Example: A family of an elderly person in a nursing home might find that their relative is being marginalised due to the age factor, thus leading to the distress of the family.

C. Practitioners

The discriminatory practices may affect even the health, social, and child care workers as victims or as they attempt to work in a biased system:

• Physiotherapists, care assistants, teachers, early years practitioners, social workers, nurses, and GPs may be unfairly treated or discriminated against in the workplace.
  
  
• Discrimination may impact professional growth, job satisfaction and morale.
  
  
• Observing discrimination might also result in ethical issues and emotional pressure.
  Example: When a social worker receives more favourable treatment from one group compared to other groups at their workplace, they may feel frustrated and conflicted over the moral obligation to support the others equally.

AC 2.3 Impact on individuals

Answers

Health, social care and child care environments may be seriously affected by their discriminatory practices in their environment, which may have long lasting effects on the individuals. These effects may include emotional, mental and physical health and their capacity to experience life to the fullest.

A. Disempowerment

• Patients might experience that they have no right to determine what happens to their lives or decisions about their own care.
• Discrimination may limit opportunities for personal development, learning or involvement in activities limited.
• The helplessness may prevent people from voicing their needs or preferences.

Scenario: A patient whose cultural or religious beliefs are not taken into account by the staff might feel that he or she cannot raise a voice regarding his or her treatment.

B. Low Self-esteem and Low Self-confidence.

• The injustice of treatment can destroy the self-esteem of a person.
• People can start to question their competence or worth, which has an impact on motivation and interpersonal relationships.

Examples: When a child is stereotyped as not good at learning, they might skip attending classes, which will result in decreased confidence and performance.

C. Poor Health and Well-Being

• This may result in deteriorating physical or medical conditions because the discrimination may decrease the availability of health and social care services.
• Lack or unfair treatment may influence nutrition, cleanliness, and general safety.
  Scenario: A geriatric patient who is refused some interventions attributable to age might have his/her physical health deteriorate.

D. Unfair Treatment

• People can fail to get what other people get, either in terms of education, promotions or even services.
• They can be prone to discrimination, being marginalised, or alienated in social and work places.

Example: When a person with a disability is left out in group activities in a care setting, he or she feels he/she is not treated fairly as compared to other people.

E. Mental Health

• Discrimination has the potential of causing stress, anxiety and depression.
• Emotional resilience and social interactions may be affected by a feeling of undervalued, isolated, or powerless.

Example: A person who experiences discrimination at work can get anxious, and this will not only influence their performance at the place of work, but also their personal life.

Discrimination has a variety of effects on people:

• It is capable of disempowering them and lessening the control over their lives.
• It reduces self-esteem and self-confidence.
• It has adverse effects on physical health, well-being and mental health.
• It leads to discrimination, marginalization, and discrimination.

Health, social, and child care workers should not ignore or accept discrimination because of the need to improve the rights and well-being of individuals by encouraging equality.

Learning Outcome 3: Understand how current legislation and national initiatives promote anti-discriminatory practice in health, social care and child care environments

AC 3.1 Key aspects of current Legislation

Answer:

Health, social, and child care legislation are in place to safeguard people, enhance equality, and provide secure, equitable, and quality care. These laws should be known to care workers to avoid discrimination and advocate for the rights of people.

1. The Care Act 2014

Purpose: Outlines the way the local authorities should treat adults and take care of them.

Key Aspects:

• Concentrates on the health and protection of adults who are at risk.
• Facilitates individualised care as per the needs.
• Guarantees against negligence and abuse.

2. The Health and Social Care Act of 2012.

Purpose: Governs both health and social services in England.

Key Aspects:

• Promotes the integration of care and patient choice.
• Implemented Care Quality Commission (CQC) inspections to guarantee quality and safety.
• Enhances health service accountability and transparency.

3. The Equality Act 2010

Purpose: safeguards individuals against discrimination, harassment and victimisation.

Key Aspects:

• Guarantees attributes like age, race, gender, disability, religion, sexual orientation, and pregnancy.
• Ensures that health, social care, and education equal opportunities are promoted.
• Bears anti-discriminatory practices and inclusion.

4. The Mental Capacity Act 2005

Intention: Guards individuals who are not able to make their own choices.

Key Aspects:

• Makes sure that decisions are made in the best interest of a person.
• Ensures empowerment and independence where necessary.
• Brings about Independent Mental Capacity Advocates (IMCAs) in the absence of support.

5. The Children Act 2004

Rationale: Guarding the welfare of children and encouraging the protection of children.

Key Aspects:

• Insists on the importance of the children's welfare.
• New Every Child Matters outcomes, such as safety, health, and education.
• Encourages the agencies to collaborate on child protection.

6. The Data Protection Act 1998

Purpose: Secures the personal data.

Key Aspects:

• Guarantees the privacy of health and social care records of individuals.
• Personal information should be collected and used in a safe place.
• Protects the right of the information seeker.

7. The Human Rights Act 1998

Mission: Secures basic human rights in day-to-day life.
Key Aspects:

• The right to life, privacy, freedom from inhuman treatment and equality are among the rights.
• Assures that care services observe dignity and personal liberties.
• Endorses anti-discriminatory care in every care setting.

8. Children and Families Act of 2014.

Mission: Helps children with special educational needs and their families.
Key Aspects:

• Gives rights to children and the youth with disabilities.
• Fosters collaborative planning and education, health, and social care.
• Enhances family participation in decision-making among children.

AC 3.2 Overview of national initiatives.

Answer:

National initiatives give directions on health, social care, and child care provisions and offer guidelines on the quality and safety of those services and make them free of discrimination. These programs make organisations and employees adhere to best practices and equality.

1. The Care Certificate 2014

Purpose: Gives a framework of standards to health and social care workers who are new to care roles.

Key Aspects:

• Elementary skills, knowledge and behaviour needs in care.
• Incorporates aspects like safeguarding, equality and diversity, communication and confidentiality.
• Makes sure that employees are capable and assured of their position.
  Influence: Cultivates quality and safe care and minimises the risks of bad practice or discrimination.

2. Quality Assurance Inspections (Ofsted CQC)

Purpose: Provide quality and safety of care services that are of national standards.
Key Organisations:

• Ofsted: Visits schools, nurseries and child care facilities to secure the welfare and learning of children.
• Care Quality Commission (CQC): Oversees hospitals, care homes, and adult social care services and makes sure that the services provided are safe and effective.

Key Aspects:

• Services are frequently checked and assessed.
• Action plans and feedback enhance the quality of care.
• Guarantees people against bad treatment and inequality.

3. EHRC-Equal Employment Review Commission.

Purpose: Safeguards and fosters the human rights and equality in the UK.
Key Aspects:

• Brings advice on inclusiveness, anti-discrimination and equality.
• Inquires into cases of inequality or violation of rights.
• Helps organisations to adopt equitable policies and practices.
  Impact: Promotes the culture of inclusion, fairness, and respect for care services.

4. NICE -National Institute of Health and Care Excellence.

Purpose: Gives evidence-based health and social care services guidance.
Key Aspects:

• Creates treatment, care pathway and best practice guidelines.
• Assures of safe, effective and consistent services.
• Includes disease prevention, mental health, and long-term care.

Effects: It promotes error-free quality care, fair access to services by all, and quality care.

National programs such as The Care Certificate, quality checks, EHRC, and NICE:

• Make sure that care services are safe, fair and high-quality.
• Endorse the equality, anti-discriminatory practice and human rights.
• Give advice, control and training to assist labourers and organisations.
• Contribute to establishing credible and accommodating settings for patients, children, adults, and families.

AC 3.3 The impact of legislation and national initiatives

Answer:

The legislature and national efforts are critical in the development of safe, equitable, and high-quality care. They influence practitioners, safeguard the rights of the individuals, and make sure that the care services comply with legal and ethical requirements.

1. Person-Centred Approach to care and Provision: The legislation and initiatives support a person-centred care, or in other words, care is provided in accordance with a person and not one-size-fits-all care. People are a part of the process of deciding on their care, and their decisions and preferences are taken into account. Example: A social worker creates a care plan according to the personal needs of the patient and his/her lifestyle.
   
   
2. Individual Needs Met: Care services must find out what the individual needs are to fulfil them. This promotes equality, inclusion and equity in service delivery. Example: A nursery will adjust to accommodate a child with a learning disability to ensure active involvement of the child.
   
   
3. Empowerment: Laws allow people to make decisions concerning their personal treatment. People can express their issues and make well-informed choices with the assistance of advocacy services and guidance. Example: A disabled adult is guided to select his or her preferred support worker and care plan.
   
   
4. Accessible Services: Legislature and programs guarantee accessibility of care services to all regardless of disability, age, or ethnicity. There is physical access, communication and cultural sensitivity. Examples: A hospital will have ramps, translators, and culturally suitable dishes to satisfy the different needs.
   
   
5. Provides a System of Redress: The laws enable citizens to bring grievances and negative treatment to courts. National programs provide a set of distinct steps to follow and solve problems. Example: The failure of services to satisfy the standards can be reported by patients to the CQC or Ombudsman.
   
   
6. Explicit recommendations to be adopted by the practitioners: Legal regulations and programs give step-by-step advice on safe and ethical practice. Practitioners understand how to be confidential, protect the vulnerable and uphold rights. Example: Care workers adhere to the Care Certificate standards to achieve quality and safety.
   
   
7. Raises Standards of Care: Constant inspections and quality structures (e.g., CQC, Ofsted) keep the services on a high level. The national initiatives and training enhance skills, knowledge, and professional development.
   
   
8. Employee Resourcing and Interviewing: The Equality Act 2010 has to be adhered to regarding recruitment practices. Discrimination of organisations based on age, gender, race, disability, religion, or sexual orientation should be avoided. Examples: There are fair and open processes in terms of job adverts, interviews, and promotions.
   
   
9. Organisational Policies: Policies adopted by organisations include:
   a. Bullying policies - stop harassment and make sure it is respected.
   b.  Confidentiality policies - preserve personal data.
   c.  Equal opportunities policies- should be fair to all members of staff and service users.
   d.  Data handling policies - adhere to the Data Protection Act standards.

Learning Outcome 4: Understand how equality, diversity and rights in health, social care and child care environments are promoted.

AC 4.1 Applying best practice in health, social care or child care environments.

Answer:

The implementation of the best practice guarantees that the care provided is safe, individual, fair, and professional. It entails adherence to ethical values, laws, and organisational policies to foster quality care.

• Being Non-Judgemental: Be impartial and unbiased towards everyone regardless of their lifestyle, culture, abilities, and background. The person should not make assumptions and judgments based on stereotypes. Rationale: A care worker is able to assist a young parent without judging the decisions he or she makes, as the needs of the individual are prioritised.
  
  
• Admiring the Views, Choices, and Decisions of Individuals: Empower the individual in making decisions concerning their care. Mimic their likes and involve them in how they are going to be taken care of. Case: A nurse discusses with a patient his/her preferred choice of treatment, and the advantages and risks.
  
  
• Valuing Diversity: Bring glory and honour to cultural, religious and individual variation. Live together and make every person able to contribute. Example: In a nursery, multicultural books are stocked, and other festivals are celebrated in order to show the background of the children.
  
  
• Effective Communication: Treat patients, children, families and colleagues clearly and respectfully. Change the means of communication to accommodate his/her needs, e.g. plain language, drawings, translators. Example: An early years practitioner can explain routines to a child whose command of English is limited with the help of pictures and gestures.
  
  
• Adhering to Agreed Ways of Working: Perform tasks and work as per organisational policies, procedures and professional standards. Make sure that practices are in line with health and safety, confidentiality, safeguarding and equality policies. Case study: A care assistant adheres to the care plan according to the agreements and informs about the changes in the condition of a person.
  
  
• Training and Professional Development of the Staff: Give frequent training to enhance the knowledge and skills. Maintain employees in the judicial system, best practices and care methods. Example: Employees are taken through seminars on how to protect and assist people with dementia.
  
  
• Mentoring, Staff Monitoring and Performance Management: The new employees are mentored and guided by experienced staff. High-quality care and professional development are ensured by regular supervision and performance reviews. Feedback is positive, and it can assist the staff in bettering skills and confidence. Example: A senior nurse guides a junior nurse on the administration of medication safely and oversees the performance of the junior nurse.
  
  
• Employee Gatherings to deliberate on matters and drill: During meetings, it is possible to exchange experiences, learn about challenges, and examine processes. Foster teamwork to enhance services, problem-solving and uniformity. Example: In one of their nursery team meetings, the team is discussing how to involve a child with special educational needs in group activities.

AC 4.2 Explaining discriminatory practice in health, social care or child care environments, i.e.

Answer

Discriminatory practice: This is the situation where people are treated unfairly, disrespectfully or unequally in a health or social care or child care environment. These practices have the potential to negatively affect the health, safety, and rights of people under care.

1.  Labelling, Prejudice, and Stereotyping.

• Stereotyping: Assuming that the whole group is homogeneous. For example, I think that all ageing individuals are forgetful or frail.
• Labelling: Attaching a negative label which affects the treatment of an individual. For example, when referring to a child as a troublemaker, rather than dealing with the behaviour.
• Prejudice: It involves making up your mind about a person without having to know them. For example, providing a patient with unequal treatment due to his race, sex, or disability.
• Effort: Can leave people feeling unappreciated, marginalized and helpless.

2. Inadequate Care:

Inability to satisfy the needs of the individual professionally and safely. Can contain disregard of tastes, inadequate care, absent treatment, or negligence.

 Example: A nurse who fails to offer support to a patient with a mobility problem, which results in pain or injury.

3. Abuse and Neglect

• Abuse: It is physical, emotional, sexual, or financial abuse that has been caused deliberately or accidentally or as a result of bad practice.
• Neglect: The inability to meet the most fundamental needs that may include food, water, warmth, safety, or emotional assistance.
• Assessment: Not caring about the request of a child or leaving a patient in an unsafe state.
• Impact: Has physical harm, emotional hurt and inability to trust care services.

4.  Breach of Health and Safety:

Not adhering to health and safety policies and procedures or legislation. May cause accidents, illness or injury to people. Examples: This may include not cleaning medical equipment correctly or the lack of supervision of children in a play area.

5. Being Patronising:

Treating a person in a disabling manner. It may take many forms, which include down-talking, disregard of views, or even making decisions without consultation. For example, presuming that an adult with a learning disability is not able to make decisions about his/her care and that all decisions are made on his or her behalf. Effects: Is able to influence self-esteem, confidence and independence.

AC 4.3 Choosing appropriate action/response to promote equality, diversity and rights in health, social care and child care environments, i.e.

Answer:

Equality, diversity and rights in health, social care and child care must be promoted actively to oppose discrimination, defend people and treat individuals fairly. Practitioners should act in accordance with unfair or discriminatory behaviour they are exposed to.

Permissible Discrimination Dismissal Processes.

• Challenge at the Time: Stand up and put an end to discrimination instantly and calmly. For eg: During a session, correct a colleague who has said something prejudiced.
• Confrontation Succeeding Procedurally: When you cannot face the challenge now, use official channels. For example: Reporting to a supervisor or line manager through organisational procedures.
• Long-Term Campaigns: Use awareness campaigns to encourage an inclusive culture. For examples: Support programs which inform the staff and service users on diversity and anti-discrimination.

Whistleblowing: During reporting, the people are able to report on unsafe, illegal, and unethical practices to preserve people and standards. The law protects the practitioners in whistleblowing. Guarantees that organisations take serious issues seriously without fear of retaliation. Scenario: Notifying the CQC about the repeated neglect of patients in a care home.

Applying Values of Care: Adherence to core values guarantees non-discriminatory person-centred care. These are respect, dignity, confidentiality, equality and empowerment. For example: Hearing what a child likes to do and adjusting activities to suit the needs of a child.

Giving Information About Complaints Procedures / Advocacy Services: Create awareness among the individuals on how to raise concerns or complaints. Help them to obtain the services of advocacy in case they require assistance to make decisions or express their feelings. For example, educating a patient on how to reach out to SEAP to seek advocacy in case he or she feels that his or her rights were not observed.

Introduction of Policies, Codes of Practice and Legislation: Adhere to organisational rules and legal provisions to support equality and rights. Make sure care practice complies with:
•    Equality Act 2010
•    Health and Safety policies
•    Safeguarding policies
•    Timetable: Observing a confidentiality policy in dealing with personal information.

Dealing With Conflict: Solve disputes in a peaceful, professional and respectful manner. Negotiate, mediate or use formal processes to solve conflicts.
For example: Intermediating between the personnel and a family that believes that the needs of a child are not addressed in full.

Mentoring, Training, and monitoring: Frequent training will make the staff aware of equality, diversity and anti-discriminatory practice. Mentoring and supervision contribute to the development of the professions and rectify bad practice. Monitoring will guarantee uniformity in the application of policies and high standards. For example, an elderly care employee trains the new employees on managing cultural diversity with respect.

Summary

To facilitate equality, diversity and rights, the appropriate action includes:

• It was difficult to fight discrimination either in the present or by official means.
• Whistle-blowing to raise grave issues.
• The implementation of care values in the everyday practice.
• Giving information on complaints procedures and advocacy services.
• Adopting organisational policies, laws and codes of practice.
• Managing conflict at work.
• Provision of training, mentorship and supervision to ensure high standards.

These measures help practitioners to develop a safe, inclusive, and fair working environment where the rights of individuals are not violated, and equality and diversity are encouraged.