Supporting an Individual to be Part of a Community

Overview

Framework:
RQF
Level:
Level 2
Unit No:
T/615/9224
Credits:
3
Guided learning hours:
24 hours

Assessment Guidance

Portfolio of Evidence

Aim

This unit helps the learner understand the difference between social inclusion and social exclusion. It considers how the service user can take on a positive role in the community but also considers groups that may be subject to social exclusion.

Unit Learning Outcomes

1

Understand the importance of social inclusion.

Benefits of the individual participating in their own community may include:

  • know people from previous activities
  • know the environment
  • feel a sense of belonging
  • familiarity.

Benefits to the community of being socially inclusive may include:

  • everyone feels responsible for the care of their community
  • people get to know one another so can help to protect their community
  • generates pride
  • a more powerful voice when trying to get things done
  • respect for each other.

Assessment Criteria

  • 1.1
    Explain the benefits to the individual of actively participating in their own community.
  • 1.2
    Explain the benefits to the community as a whole of being socially inclusive.
2

Understand social exclusion.

Ways people are excluded from their community may include:

  • shunned
  • abused
  • alienation.

Groups of people who may be at risk may include:

  • elderly - no longer perceived as being valuable to the community
  • minority groups - perceived that they do not belong in the country
  • homeless - perceived as having no money and therefore not worthy.

Consequences of social exclusion to the community may include:

  • divided communities
  • local violence
  • gangs.

Assessment Criteria

  • 2.1
    Describe ways in which individuals can be excluded from their communities.
  • 2.2
    Identify groups of people who are at risk of social exclusion and state why this is the case.
  • 2.3
    Describe the consequences of social exclusion for individuals and for communities.
3

Know how social inclusion is promoted.

Legislation to promote social inclusion may include the Equality Act 2010.

Organisations that promote and support inclusion may include:


  • Department for Education
  • Equality and Human Rights Commission
  • Office for Standards in Education (Ofsted)
  • Action for Children
  • Alliance for inclusive education
  • British Institute of Human Rights.

Assessment Criteria

  • 3.1
    Identify legislation which aims to promote and support social inclusion.
  • 3.2
    Outline organisations or services which promote and support social inclusion and the methods that they use.
4

Know how a health and social care practitioner can support the inclusion of individuals in their community.

Ways person-centred approach can help support inclusion may include:

  • everyone is respected and cared for as an individual
  • they are involved in decision making about their care
  • service users make the final decision as far as possible
  • individual needs are catered for.

Ways to access and engage in activities may include:

  • ensuring physical access
  • know what the activities are about and discussing with the service user if they feel it is appropriate
  • encourage a current participant to go with the service user on the first few occasions or meet them on arrival
  • visit the venue before going with the service user to find out if it is appropriate to recommend it.

Way to increase an individual's confidence so they can play a positive role in the community may include:

  • finding out what they are good at
  • finding out what they enjoy doing and making appropriate activity suggestions.

Assessment Criteria

  • 4.1
    Outline ways in which person-centred practice can help support an individual to be included.
  • 4.2
    Describe how to support an individual to access and engage in activities within their community.
  • 4.3
    Describe ways to increase an individual’s confidence so that they can play a positive role in their community.