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Question: Reflective Journal - Level 2 Counselling
Making use of your experiences, reflect on your progress and journey as a counselling trainee.

How to implement reflective practice into counselling.
How reflective practise works in counselling.

Learning Journal, Week 1 - 23rd April 2019
Learning Journal, Week 1 (30.4.19) Resubmission - Date: 3/7/19
Learning Journal, Week 2 30th April 2019 [Word Count 852]
Learning Journal, Week 3 7th May 2019 [Word Count 874]
Learning Journal, Week 4 14th May 2019 [Word count 894]
Learning Journal, Week 5 21st May 2019 [Word count 658]
Learning Journal, Week 6 4th June 2019 [Word count 873]
Learning journal, Week 11 14th July 2019 [Word count 892]
Learning Journal, Week 7 11th June 2019 [Word count 840]
Learning Journal, Week 8 18th June 2019 [Word Count 843]
Learning Journal, Week 9 25th June 2019 [Word Count 843]
Learning Journal, Week 10 2nd July
Learning journal, Week 11 14th July 2019 [Word count 892]

Answer: Week 1 - 23rd April 2019 I returned to the community counselling training facility filled with a great curiosity to see who...


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  • Subject: Counselling Studies
  • Course: Level 2 Counselling
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 12848
  • Date submitted: February 17, 2020
  • Date written: January, 2020
  • References: No
  • Document type: Essay*
  • Essay ID: 8799

Question: Reflective Journal - Level 3 Counselling
Making use of your experiences, reflect on your progress and journey as a counselling trainee.

How to implement reflective practice into counselling.
How reflective practise works in counselling.

Week 1 Level 3 counselling - Date 18.9.19 - [Word count 689]
Week 2 Level 3 counselling - Date 23.9.19 - [Word count 824]
Week 3 Level 3 counselling - Date 2.10.19 - [Word count 1345]
Week 4 Level 3 counselling - Date 7/10/2019 - [Word count 1111]
Week 5 Level 3 counselling - Date 12.10.19 - [Word count 1072]
Week 5 Level 3 counselling - Date 30.10.19 - [Word count 738]
Week 7 Level 3 counselling - Date 3.11.19 - [Word count 810]
Week 8 Level 3 counselling - Date 3.11.19 - [Word count 1169]
Week 9 Level 3 counselling - Date 20.11.19 - [Word count 699]
Week 10 Tutorial week 21ST November no journal
Week 11 28th November
Week 12 Level 3 counselling - Date 12.12.19 - [Word count 692]
Week 13 Level 3 counselling - 12th December - [Word count 319]
Week 14 Level 3 counselling - 11th January - [Word count 641]
Week 15 Level 3 counselling - 16th January - [Word count 1696]
Week 17 Level 3 counselling - 30th January - [Word count 688]

Answer: Week 1 - So today I sat down to start this piece of writing with a bad attitude; being tired and negative...


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  • Subject: Counselling Studies
  • Course: Level 3 Counselling
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 11823
  • Date submitted: February 16, 2020
  • Date written: January, 2020
  • References: No
  • Document type: Essay*
  • Essay ID: 8798

Question: Explore the ways in which bullies and victims are presented in Of Mice and Men and An Inspector Calls.

Answer: Mr Birling is the first person to bully Eva Smith. He sacked her from her job because she started a strike asking...


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  • Subject: English Literature
  • Course: English Literature
  • Level: A-Level
  • Year: Not applicable
  • Mark: Not available
  • Words: 1646
  • Date submitted: February 11, 2020
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 8790

Question: Unit 141 Professional practice in children’s care learning and development

Outcome 1 Understand the values, principles and statutory frameworks that underpin service provision in children’s care, learning and development
1.1 Analyse how values, principles and statutory frameworks underpin service provision in children’s care, learning and development in UK home nation.

Outcome 2 Be able to implement values, principles and statutory frameworks that underpin service provision in children’s care, learning and development
2.1 Implement in own setting, values and principles that underpin service provision
2.2 Implement in own setting, statutory frameworks that underpin service provision
2.3 Support others to implement values and principles that underpin service provision

Outcome 3 Be able to implement policies and procedures for sharing information
3.1 Explain how policies and procedures for sharing information are developed
3.2 Evaluate the effectiveness of policies and procedures for sharing information
3.3 Make recommendations for changes to policies and procedures for sharing information. (Cross Reference with Unit 144 Outcome 3)

Outcome 4 Be able to evaluate own professional practice in children’s care, learning and development
4.1 Analyse the use of models of reflective practice in own setting
4.2 Model the use of Reflection on practice • Reflection in practice
4.3 Contribute to a culture that nurtures reflective practice
4.4 Support others to engage in reflective practice.

Outcome 5 Be able to lead and promote support for children experiencing transitions
5.1 Evaluate how own professional practice has influenced outcomes for children.

Answer: Outcome 1 1.2 Outcome 2 2.1 2.2 2.3 Values and principles are the fundamental elements that underpin every aspect of our work...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4395
  • Date submitted: January 04, 2020
  • Date written: May, 2019
  • References: No
  • Document type: Essay*
  • Essay ID: 8779

Question: Unit 137 Understand children and young person’s development

Outcome 1 Understand the pattern of development that would normally be expected for children and young people from birth-19 years
1.1. Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth – 19 years
1.2. Analyse the difference between sequence of development and rate of development and why the distinction is important
1.3. Analyse the reasons why children and young people’s development may not follow the pattern normally expected.

Outcome 2 Understand the factors that impact on children and young people’s development
2.1 Analyse how children and young people’s development is influenced by a range of personal factors
2.2 Analyse how children and young people’s development is influenced by a range of external factors
2.3 Explain how theories of development and frameworks to support development influence current practice.

Outcome 3 Understand the benefits of early intervention to support the development of children and young people
3.1 Analyse the importance of early identification of development delay
3.2 Explain the potential risks of late recognition of development delay
3.3 Evaluate how multi-agency teams work together to support all aspects of development in children and young people
3.4. Explain how play and leisure activities can be used to support all aspects of the development of children and young people

Outcome 4 Understand the potential effects of transition on children and young people’s development
4.1 Explain how different types of transitions can affect children and young people’s development
4.2 Explain the importance of children and young people having positive relationships through periods of transition
4.3 Evaluate the effectiveness of positive relationships on children and young people’s development

Outcome 5 Understand how assessing, monitoring and recording the development of children and young people informs the use of interventions
5.1 Explain different methods of assessing, recording and monitoring children and young people’s development
5.2 Explain how and in what circumstances different methods for assessing, recording and monitoring children and young people development in the work setting is.
5.3 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the pattern normally expected
5.4 Evaluate the importance of accurate documentation regarding the development of children and young people

Answer: Outcome 1 1.1, 1.2, 1.3. All children are unique and will develop at their own pace, however; knowing what we could expect...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 10777
  • Date submitted: January 04, 2020
  • Date written: February, 2019
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8778

Question: Unit 139 Lead practise that supports positive outcomes for child and young person development.


Outcome 1 Understand theoretical approaches to child and young person development
1.1 Explain different theories and frameworks of child and young person development
1.2 Explain the potential impact on service provision of different theories and approaches
1.3 Critically analyse the move towards outcomes-based services for children and young people.


Outcome 2 Be able to lead and support developmental assessment of children and young people
2.1 Support the use of different methods of developmental assessment and recording for children and young people
2.2 Work in partnership with other professionals in assessing development of children and young people
2.3 Develop strategies to encourage child or young person and carers’ participation in developmental assessment
2.4. Evaluate the effectiveness of strategies to encourage child or young person and carers’ participation in developmental assessment


Outcome 3 Be able to develop and implement programmes with children or young people requiring developmental support
3.1. Support use of assessments to develop programmes of support
3.2. Explain circumstances where referrals to other agencies may be required
3.3 Explain how referrals to other agencies are managed
3.4 Support use of early interventions to promote positive outcomes for children and young people’s development
3.5 Lead the implementation of a personalised programme of support for children or young people


Outcome 4
4.1 Review programmes of developmental support
4.2 Implement strategies for improvement for programmes of development support.

Outcome 5 Be able to lead and promote support for children experiencing transitions
5.1 Explain how evidence based practice can be used to support children and young people experiencing transitions
5.2 Lead the implementation of evidence based practice to support children or young people experiencing transition
5.3 Evaluate the implementation of evidence based practice to support children or young people experiencing transitions


Outcome 6 Be able to lead positive behaviour support
6.1. Support use of evidence-based practise with children and young people to encourage positive behaviour
6.2 Critically evaluate different approaches to supporting positive behaviour

Answer: Outcome 1 1.1, 1.2, 1.3 Within my area of practice, working with children aged two to three years, we focus on four...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 5295
  • Date submitted: January 04, 2020
  • Date written: February, 2019
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8777

Question: Unit 411 Communication Skills
City and Guilds Level 4 Advanced Diploma in Health and Social Care

Learning outcome - 1
1.1 Analyse different models of communication
(a) Transactional analysis
(b) Lasswell’s
1.2 Analyse why individuals communicate
1.3 Analyse how models of communication can meet the individuals’ personal needs, wishes and preferences
1.4 Explain how barriers to communication may be overcome:
(a) Physical
(b) Social
(c) Environment
(d) Emotional
1.5 Analyse the effects on an individual of ineffective communication


Learning outcome - 2
2.1 Discuss the role of assistive technology in supporting individuals to communicate
2.2 Describe types of support that an individual may need in order to use assistive technology
2.3 Describe the specialist services relating to assistive technology
2.4 Explain how to ensure that communication equipment is –
(a) Fit for purpose
(b) Correctly set up and working
(c) Able to be used by the individual


Learning outcome - 4
4.1 Use formats that enable an individual and others to understand the information conveyed

Learning outcome - 5
5.1 Analyse legal and ethical tensions between maintaining confidentiality and sharing information
5.2 Analyse the implications of assistive technology for maintaining confidentiality for the individual

Answer: (a) Transactional analysis Following studies in the 1950’s by Psychotherapist, Dr Eric Berne, transactional analysis was determined as a model of communication....


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  • Subject: Health and Social Care
  • Course: City and Guilds Level 4 Advanced Diploma in Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4261
  • Date submitted: December 05, 2019
  • Date written: February, 2019
  • References: No
  • Document type: Essay*
  • Essay ID: 8771

Question: Unit 143 Work in Partnership in Health and Social Care
City and Guilds Level 4 Advanced Diploma in Health and Social Care

Learning outcome - 1
1.1 Identify the features of effective partnership working
1.2 Explain the importance of partnership working with –
(a) Colleagues
(b) Other professionals
(C) Others

1.3 Analyse how partnership working delivers better outcomes
1.4 Explain how to overcome barriers to partnership working

Learning outcome - 2
2.1 Explain own role and responsibilities in working with colleagues
2.2 Develop and agree common objectives when working with colleagues.
2.3 Evaluate own working relationship with colleagues.


Learning outcome – 3
3.1 Explain own role and responsibilities in working with other professionals
3.2 Develop procedures for effective working relationships with other professionals
3.3 Agree common objectives when working with other professionals within the boundaries of own role and responsibilities
3.4 Evaluate procedures for working with other professionals


Learning outcome – 4
4.1 Analyse the importance of working in partnership with others
4.2 Develop procedures for effective working relationships with others
4.3 Agree common objectives when working with others within the boundaries of own role and responsibilities.
4.4 Evaluate procedures for working with others

Answer: 1.1 - A partnership is an agreement between two or more groups or organisations working together to achieve common goals. To ensure...


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  • Subject: Health and Social Care
  • Course: City and Guilds Level 4 Advanced Diploma in Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4214
  • Date submitted: December 05, 2019
  • Date written: February, 2019
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8770

Question: Unit 412 Equality and Diversity in Health and Social Care Settings.

Learning Outcome 1.
1.1 Summarise current legislation relating to equality.
1.2 Evaluate how legislation, codes of practice and policies/procedures relating to equality and diversity apply to own work role.
1.3 Explain the impact on own practice of (a) equality, (b) diversity, (c) inclusion
1.4 Analyse how barriers to equality impact on individuals.
1.5 Explain the attitudes that may lead to discriminatory behaviour.


Learning Outcome 2
2.1 Explain how inclusive practice promotes equality and supports diversity
2.2 Analyse how inclusive practice respects the individual’s beliefs, cultures, values, preferences and life experience.
2.3 Evaluate principles of inclusive practice


Learning Outcome 2
3.1 Explain how to challenge discrimination to promote change
3.2 Explain how to support others to promote equality and diversity
3.3 Evaluate current systems and processes to identify improvements which support equality and diversity.

Answer: 1.1 - Equality means giving everyone equal opportunities regardless of their needs, background or lifestyle. Equality is a basic human right, and...


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  • Subject: Health and Social Care
  • Course: City and Guilds Level 4 Advanced Diploma in Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4005
  • Date submitted: December 05, 2019
  • Date written: February, 2019
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8769

Question: BTEC Level 3 Diploma for Residential Childcare
Assignment 4 - Outcomes

6.1.1 & 6.1.2 What is the purpose of assessment and planning with children and young people in residential care and why is a child centred model used?
6.1.3 How do assessment frameworks help to ensure holistic assessments?

6.2.1 How would you use a child centred model of assessment and planning to identify the needs of children and young people?
6.2.3 How would you use methods of engagement to ensure the child is central when assessing and planning with children and young people?

8.2.2 and 10.2.5 Why is it important that the child or young person participates in decisions affecting their lives, how does this offer a way to develop their social and emotional identity and self-esteem?

6.2.2 What is the importance of working with others when assessing and planning for the needs of children and young people?
8.2.3 Why is it important to design services around the needs of children and young people?

8.1.3 How does the personal choice and experience available to children and young people have an impact on their outcomes and life chances?

6.3.5 How do goals and targets support the achievement of positive outcomes?

6.5.1 Why is important to review and update goals and targets?

13.4.7 Why is it important to recognise and praise all observed progress towards an agreed expectation?


1.3.5 What ways can day to day activities support the development of children and young people?

7.3.2 How does planning daily activities as a group link to individual plans for children and young people?


1.3.3 How can interventions promote positive outcomes for children and young people where development is not following the expected patterns?


5.2.5 What is the potential conflict between the rights and choices of children and young people and the legal requirements for health and safety and well-being?
8.2.6 What is the importance of practitioners having high expectations of and ambitions for all children and young people?

8.3.1 What impact does disability have on positive outcomes and life chances of children and young people?
8.3.2 Why is it important to have a positive attitude towards disability?

10.4.2 How would you begin to recognise when day to day difficulties are giving cause for concern around the mental health of a child or young person and the interventions you would use
10.4.3 What types of behaviour could the child or young person begin to display that may indicate distress or are likely to compromise well-being

11.6.1 What is the importance of engaging family members in children and young people’s learning wherever possible?
11.6.2 What is the importance of proactive and consistent contact between those involved in the child or young person’s learning and education?
11.6.4 What strategies are there for working with the local community to create opportunities and experiences for learning?

12.1.2 What is the impact on a child or young person if they are not able to register for primary health services?
12.1.3 and 12.1.4 What may jeopardise access to health services for children and young people. How would you help them to overcome barriers to accessing health service provisions?

Answer: 6.1.1 & 6.1.2 The purpose of assessment and planning is assessments gather information about the child or young person and their needs...


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  • Subject: Health and Social Care
  • Course: BTEC Level 3 Diploma for Residential Childcare
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3921
  • Date submitted: December 01, 2019
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 8766

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