Care Ambassador Information Booklet by HC120524112922

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									CARE AMBASSADOR

  INFORMATION
    BOOKLET
       &
    TOOLKIT
                           CAWD Care Ambassadors

Background to the scheme

In 2003, a number of Care Ambassador schemes were developed by TOPSS England
(now Skills for Care) in the South West region, in response to a demand from
employers to develop new ways of communicating with schools and colleges and tackling
the recruitment issues experienced in that region. There was a concern among
employers that their workforce was ageing and that there were fewer younger people
enquiring about or entering the social care workforce. In addition, it was perceived
that there was increasing competition for younger people from other sectors of the
economy, which in many cases was more appealing to young people.
The Care Ambassador scheme has continued to develop and there are such schemes
across the UK.

CAWD Care Ambassador Scheme

In April 2009 a Care Alliance for Workforce Development was set up for North
Yorkshire and the City of York. Key partners include; Independent Care Group, Wilf
Ward Family Trust, North Yorkshire County Council and City of York Council. The aims
of the Care Alliance include:

      To represent views and aspirations of social care providers.
      To offer proactive, coherent accessible information advice and guidance to
       social care employers on workforce development.
      To support employers to recruit, retain and develop their staff.

The Care Ambassador scheme is a significant element in the objectives of the Care
Alliance for Workforce Development. Established in April 2009, its purpose is to
promote social care as a worthwhile career choice and to attract and retain highly
qualified staff, and sustain a workforce which values, recognises and rewards effort
appropriately.

The Care Ambassador scheme is an important step in reaching out to schools, colleges
and other groups in the community. The aim of the scheme is to encourage young
people and others to consider a career in social care.




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Care Ambassadors are chosen for their passion and enthusiasm, and their ability to
identify with people from all backgrounds. These are experienced care
workers/service users who want to encourage and inspire others to consider a career
in social care, by telling them about the work they do, its opportunities and rewards.

The Care Ambassador Vision:

      To   create an identifiable image for social care
      To   enhance and change perceptions about careers in social care
      To   raise the image and status of the social care workforce
      To   increase recruitment into the social care sector
      To   inspire personal and professional development in the existing workforce
      To   help achieve a highly trained workforce to meet future demands

Selecting Care Ambassadors

Care Ambassadors provide a great opportunity to present a positive image of social
care. Conversely, the real possibility that a poor image could be presented is something
we want to avoid. Therefore, we have established an effective recruitment process to
ensure that we select the right people for the role.

If you are interested in becoming a Care Ambassador, you will be asked to complete a
Care Ambassador Application form. You will also need the support of your line manager
when submitting your application. It is envisaged that a lot of activities will take place
in schools and colleges and therefore will encroach on your work pattern, so you need
the support of your manager to be released. Some activities could be out of normal
working hours early evening, and possibly weekends.

Upon completion of your application, you will be invited to attend an informal interview
with the scheme coordinator, providing an opportunity for you to further demonstrate
your passion and commitment.




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What we will expect from you

There are many and varied roles that you would become involved in, from standing and
formally presenting to actively participating in a class room activity. Some applicants
may be excellent in one-to-one situations or small group and others may be confident in
presenting to teachers.
Care Ambassadors will not be expected to excel in every area as we appreciate that
each individual possesses different skills and abilities. Eventually we would want you to
be confident and relaxed in any environment as that will enable the recipients to gain
more from the session.

We expect that all successful applicants participate in a minimum of 3 activities per
year. This could include attending a recruitment road show or assisting at a school
careers event.

                             Here are some of the Care Ambassadors at a Care
                             Alliance event offering support to social care employers
                             for workforce development in the region.

                             Positive comments from Social Care employers who
                             attended the event included:

                             ‘I found this event very informative’

                             ‘Really useful event – lots of information given.
                             Relevant to our organisation’




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Training Care Ambassadors

There are a number of approaches to developing Care Ambassadors. As a CAWD Care
Ambassador you will have the opportunity to attend regular training that will enhance
your skills and knowledge. This will be funded through the Care Alliance for Workforce
Development.

All CAWD Care Ambassadors are asked to complete a Training Needs Analysis (TNA)
as a means of identifying their strengths and weaknesses. The TNA looks at the basic
skills required when presenting information to a wider audience. Although training is
optional Care Ambassadors are encouraged to participate in PowerPoint and
                                                   Presentation skills training.
                                                   Here are some of the Care
                                                   Ambassadors taking part in a
                                                   presentation skills workshop in
                                                   January 2010.

                                                     ‘I found the presentation skills
                                                     training useful and informative’

                                                     ‘I’m able to apply my new skills
                                                     to my current role’




Updating Care Ambassadors

A bi-monthly newsletter is issued as a means of informing and updating new and
existing Care Ambassadors. It is often used to launch new initiatives and ? enhance
working relationships. We recognise that in most cases, the role of Care Ambassador is
an additional job role; therefore we have developed this newsletter with a view to
keeping people motivated and building on natural enthusiasm.

We hold regular network meeting in North Yorkshire and York to update new and
existing Care Ambassadors on new strategies and initiatives. Although network
meetings are optional, we encourage all Care Ambassadors to attend as they are often
updated on future developments and will play a vital role in planning future activities.




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Key Partners

       ‘JobCentre Plus’ is a government agency supporting people of working age from
       welfare into work, and helping employers to fill their vacancies. They are part
       of the Department for Work and Pensions (DWP) and play a major role in
       supporting the Department’s aim to ‘promote opportunity and independence for
       all through modern, customer-focused services’.
      ‘Connexions’ offer advice on education, careers, housing, money, health and
       relationships for 13-19 year olds in the UK.
      Secondary schools and colleges across North Yorkshire and York.
      ‘Working Links’ offers enhanced services for the long term unemployed,
       providing pre-employment training specifically for the care sector.
Careers Guidance

Care Ambassadors are encouraged to provide careers information applicable to social
care. We encourage that all Care Ambassadors familiarize themselves with the
following:

Apprenticeships

      The National Apprenticeship Service (NAS) has end to end responsibility for
       Apprenticeships in England. The (NAS) has been designed to increase the
       number of Apprenticeship opportunities and provide a dedicated responsive
       service for both employers and learners. (NAS) simplifies the process of
       recruiting an Apprentice through Apprenticeship vacancies, an online web-based
       matching service. To learn more about apprenticeships please visit
       www.apprenticeships.org.uk
      In 2006 North Yorkshire County Councils established its Real Start
       Apprenticeship Programme which lasts for a minimum of 12 months and provides
       the apprentice with a wide range of learning and development opportunities
       including undertaking and completing a National Vocational Qualification (NVQ).
       To learn more about the Real Start apprenticeship scheme please visit
       www.realstart.co.uk




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Society Health and Development diploma

Diplomas are a new qualification for 14-19 year olds that are available in schools,
colleges and other education institutions.

The Care Ambassador scheme supports the delivery of the Society Health and
Development diploma in schools and colleges across North Yorkshire and York. The
Diploma in SHD lets students develop a sound knowledge base combined with the
personal, learning and thinking skills that are transferable to employment and higher
education. The diploma in Society Health and Development specifically looks at Health,
Care, Early Years and Criminal Justice and is offered at level 1, 2 and 3.

Useful tools

Career pathway e-tool

Skills for Care have developed a Career Pathway e-tool entitled ‘I Care’ The purpose of
this e-tool is to help both potential recruiters to the sector and existing social care
workers looking for progression. It specifically looks at:

      What is Social Care
      Starting in Social Care
      Developing your career

The ‘I care’ pathway e-tool can be accessed through the Skills for Care website. The
direct link is www.skillsforcare.org.uk/careerpathways/
Or you can click on the career pathways link in the developing skills section.

‘Key Messages’ PowerPoint

A PowerPoint presentation has been devised by the scheme coordinator to ensure that
all Care Ambassadors deliver a universal message when visiting schools and colleges
etc. It is recommended that all Care Ambassadors adapt this presentation including a
slide that reflects their own organisation and its recruitment process.




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What makes a good presentation?

     Impact of the speaker – good communication skills. The speaker knows their
      subject, is clear, enthusiastic and has rehearsed what they are going to say.
     Presentations are better if the speaker has a real desire to give the
      presentation and promote the subject.
     The use of techniques to engage participants – emotional, interactive, visual,
      aural, presentations that engage the audience in an interactive way frequently
      have the greatest impact.
     The speaker has been involved in devising the presentation. It is difficult to use
      someone else’s script. By engaging Care Ambassadors in developing the
      presentation, a sense of ownership should develop and this may have a positive
      impact on retention of Care Ambassadors, and they can use examples from their
      own experiences.
     Presenters should know something about their audience: What are they
      studying? What ability group are they?
     Presenters should aim to establish what the audience knows, feel and thinks.
      This can be done by asking straightforward questions. For example, in any
      audience there are likely to be a number of people who have had contact with
      social care services.
     Presenters should try to give positive feedback to the audience. They should
      give rise to any responses to questions, including wrong answers, which can be
      turned into further prompts: “That is a very good answer, it is not quite what I
      was looking for, has anyone else any ideas?”
     Presenters should set out what they are going to say, say it, and then summarise
      what they have said in their conclusion.
     In any presentation it is only realistic to leave the audience with two or three
      key messages. Presenters should decide at the outset what these are. They
      could include: - conveying that social care work is interesting and varied -
      challenging stereotypes about people who use services -ensuring that the
      audience knows where they can get information and advice on the social care
      sector.
     An interactive learning approach is preferable, regardless of age. Adults and
      college students can be more receptive to sitting and listening for longer, and
      will probably be capable of taking in more detailed information, but giving a one-
      way lecture should be avoided where possible.




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Class Activities

Activity 1: WHO WORKS WHERE?

Aim: To help students appreciate the differences between the sectors

Time: approximately 20 minutes

Equipment: Copies of worksheet: “WHO WORKS WHERE? WHAT ARE THE
DIFFERENT JOB ROLES WITHIN HEALTH AND SOCIAL CARE?”

Organisation: Students to work in pairs

Task:
    1. Introduce purpose of activity
    2. Ask students if they know anyone who works in either the Health or Social
       Care sector? If anyone responds ascertain what their jobs are?
    3. Explain to the students the wide variety of jobs across the 2 sectors and the
       need to attract people to work in both sectors.
    4. Distribute the worksheet. Ask the students to decide in which sector they
       would find the different job roles –allow no more than 5 minutes.
    5. Go through the list with the students, asking for their suggestions. It is
       expected that some job roles can be found in both sectors. This demonstrates
       the need for flexibility of people with certain skills to work in more than one
       sector.
    6. In conclusion, ask students if they can describe what work would be part of
       the different job roles.
    7. Recommend www.ichoose.org.uk for further details about job roles.




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                            WHO WORKS WHERE?

  What are the different job roles within Health and Social Care Sectors?



          Job role            Health sector       Social care sector
        Child minder
          Midwife
Education Welfare Officer
       Administrator
        Dental nurse
      Children’s nurse
   Mental health worker
       Social worker
     Security Officer
     Financial manager
         Pharmacist
 Residential care worker
         Counsellor
       Nursery nurse
           Cleaner
     Adoption Officer
          Surgeon
         Pathologist
     Fostering officer
  Youth offender worker
         Paramedic
        Receptionist
          Caterer
         Chiropodist
  Family support worker
         Electrician
    Care home manager




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Activity 2: CARE VALUES IN OPERATION

Aim: To help students understand how care values can be applied.

Time: approximately 30 minutes

Equipment: Copies of worksheet: “CARE VALUES IN OPERATION”

Organisation: Students to work in pairs

TASK:

       1 Introduce purpose of activity
       2 Ask students if they know anyone who works in either the Health or Social
         Care sector? If anyone responds, ascertain what their jobs are?
       3 Explain to students the care values that are applied by Care Workers:
         respect, dignity, privacy, choice, independence, well-being, protection.
       4 Ask students for examples of how they would recognise the application of
         each of the care values, e.g. Respect – using the a residents full name.
       5 Distribute the worksheet.
       6 Ask the students to read the scenario and discuss what actions they would
         take and how they would apply the care values in this case.
       7 Each student to complete their own work sheet. Allow at least 10 minutes.
       8 Go through the list with the students, asking for their suggestions.

Possible answers

      Knock on the door; wait to be invited in unless you have a key to enter.
      Ensure you have identification.
      Read Care plan first, are you the appropriate person (Trained if necessary)
      Wear appropriate clothing, uniform, gloves apron to prevent infection which is
       good practice for dealing with personal hygiene.
      Knock on the bottom door as a sign of respect.
      Use appropriate communication skills, eye contact, touch.
      What are Mrs Smith’s wishes –promote her dignity when using toilet.
      Cover body with a towel etc to maintain dignity.
      Ensure door and curtains are closed for privacy.
      Dispose of protective clothing appropriately.



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   Complete report legibly, accurately.
   Do not write anything personal or discriminatory.
   Any confidentiality issue
   In conclusion, ask students what they have learned from the activity. Explain
    how you apply Care Values in your day-to-day work.




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CARE VALUES IN OPERATION


Mrs. Smith is 85 years old and needs assistance with washing and
dressing. Her care plan says she is weight bearing, mobile with a
walking stick. She needs minimal assistance as she is very independent
but slow, she uses a commode independently which is at the side of
her bed. She has poor eye sight and wears a hearing aid in her right
ear to aid communication.




You arrive at her allocated time of 8:00am to assist her to wash and
dress.

Explain what steps you would take to assist this lady with her needs while
applying the care values of:

     Respect
     Dignity
     Privacy
     Choice
     Independence
     Well being
     Protection




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Activity 3: SUPPORTING OTHERS

Aim: To help students understand the nature of care and support work.

Time Approximately 30 minutes

Equipment: Copies of worksheet: “SUPPORTING OTHERS”

Organisation: Students to work in pairs

TASK:

      1 Introduce purpose of activity
      2 Ask students if they know anyone who works in either the Health or Social
        Care sector? If anyone responds, ascertain what their jobs are.
      3 Distribute worksheets
      4 Ask students to read scenario and discuss possible responses to questions
      5 Ask each student to record their own answers
      6 Ask students for their suggested responses
      7 Provide constructive feedback – compliment students with realistic
        suggestions.

     Possible responses:
     How will you build your relationship with him?
     Be Patient                             Be honest
     Listen                                 Give support where needed
     Be consistent                          Take it at his pace
     Be open                                Be reliable
     Treat how you want to be treated (respect)
     How will you build his confidence?
     Focus on his strengths                 Work at his level
     Encourage                              Be realistic
     Praise where needed
     Try to help with any obstacles (might not be able to write neatly, so type).

     What sorts of tasks will he have to learn towards his independence?
     Communication and social skills        DIY around the home
     Building and maintaining relationships Personal Safety



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Cooking and cleaning                  Budgeting and paying bills
Be more self reliant                  Washing and ironing
Personal hygiene                      Look after appearance
Being a good neighbour                Identify friends
Find own support networks (family, community groups)

 8 Conclusion: explain to students that there are many more things that
   contribute to building a relationship with a young person and helping them
   towards their independence. To start on any work with a young person, the
   first barrier is to gain their trust and respect. Treat as equals and
   remember the support will not work unless the young person is part of the
   planning.




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SUPPORTING OTHERS

You are working with a 16 year old male care leaver. He has had
various placements over the last few years in children’s homes and
foster care. He has found it hard to stay settled and has found it
hard to build any positive relationships with adults in his life. Every
placement he has had he has been quiet, withdrawn and not wanted to
work with adults. He has a strong interest in football and enjoys
gardening.

Your role is to build his confidence to enable him to achieve his full
potential. You are also going to be preparing him for his independence
and a possible move to his own tenancy.

How will you build your relationship with him?

How will you build his confidence?

What sort of tasks will he have to learn towards his independence?




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Activity 4: PLANNING A PERSON’S CARE

Aim: To provide students with access to Care Plan and understand its function, its
development and its application.

Time: approximately 45 minutes

Equipment: Example of a Care Plan – no identifying letterhead or location

Organisation: Students to work in small groups



      1 Introduce purpose of activity
      2 Ask students if they know anyone who works in either the Health or Social
         Care sector? If anyone responds ascertain what their jobs are?
      3 Distribute the Care Plan example. Explain that it is a real person’s care plan
         but that all identifying features have been omitted. Ask why this has been
         done.
      4 Go through the Care Plan with the students, explaining who was involved in
         making decisions and how decisions were achieved.
      5 Ask the students to study the Care Plan individually. Allow at least 5 minutes.
      6 Ask if there are any questions of clarification.
      7 Display the questions and ask each group to discuss their responses.
      8 Each student to record their own responses. Allow at least 15 minutes.
      9 Ask each group in turn to share their responses to the questions.
      10 Provide feedback and clarify any inaccurate suggestions.
      11 In conclusion, ask students to identify what they feel they have gained from
         the session.




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Study the Care Plan provided.

Questions:

Why are Care Plans so important? What do they ensure for the person?

Who should have access to this person’s Care Plan?

Who should be involved in planning this person’s care?

What aspects of this person’s life need to be taken into account when producing this
Care Plan?

How often does a Care Plan need to be updated?

How and why do you think people are assessed before entering a care home?




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Activity 5: MEETING NEEDS IN SOCIAL CARE CLOSE

Aim: To help get students thinking about the needs of people who use social care
services, and the range of services (and therefore jobs) available.

Time: approximately 30 minutes

Equipment: Copies of worksheet: “Meeting Needs in Social Care Close”

Organisation: Students to work in small groups

TASK

       1 Introduce purpose of activity
       2 Ask students if they know anyone who works in either the Health or Social
          Care sector? If anyone responds ascertain what their jobs are?
       3 Distribute worksheets.
       4 Ask students to read the description of the resident at 99 Social Care Close.
       5 Ask for suggestions as to what actions should be taken to support John. Ask
          students to identify any agencies or job roles that might be involved in
          providing support.
       6 Ask students to discuss in their groups how they might respond to meet the
          needs of each resident.
       7 Ask each student to record their own responses.
       8 Ask each group in turn to share their suggestions. Ask for additional ideas
          from other groups.
       9 Provide constructive feedback to their suggestions.
       10 In conclusion, ask students what they have learned from the session.




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Meeting Needs in Social Care Close

11 Social Care Close
My name is Ben, I’m 29 and I live at number 11 with my Mum and Dad.
I have a learning disability, which means I sometimes have difficulty understanding,
learning and remembering new things. I would like to live in my own flat but don’t know
what to do. My mum doesn’t want me to move out because I can’t cook or clean very
well and she’s worried I won’t look after myself properly. I’m also feeling very lonely
and want to meet people and make some new friends.

      How could you help me?
      Think about daily tasks?
      What are the needs of this person?
      Which services could help?



22 Social Care Close
My name is Ali and I’m 14, I left my country Afghanistan because of the war. I don’t
have any family here and cannot speak English very well. My mum and dad were killed in
the war. I am now living in a children’s home.

      How could you help me?
      Think about daily tasks?
      What are the needs of this person?
      Which services could help?



33 Social Care Close
My name is Vera and I’m 84. I’ve lived in my house for 20 years, I’ve been on my own
for 5 years since my husband died. I have recently had to stop driving because my
eyesight is getting bad, I cannot get to the shops and find it difficult to prepare my
own food. I’m also finding it difficult to get in and out of the bath, as I have problems
with my knees.

      How could you help me?
      Think about daily tasks?
      What are the needs of this person?
      Which services could help?



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44 Social Care Close
I’m Imtiaz and I have just moved into number 44. I was recently discharged from
hospital. I was diagnosed at the age of 18 with severe mental health problems, and
have spent most of the last 10 years in and out of hospitals and hostels. I have been
really looking forward to living at number 44 as this will be the first time I’ll be living
alone.

      How could you help me?
      Think about daily tasks?
      What are the needs of this person?
      Which services could help?



55 Social Care Close
I’m Jenny, I’m 15 and I live at number 555 with my mum. My dad left a long time ago,
so it’s just us two. Recently my mum lost her temper and pushed me down the stairs. I
ended up in hospital with a broken leg and serious bruising. I don’t know what to do.
I’ve had enough of it.

      How could you help me?
      What are the needs of this person?
      Which services could help?



66 Social Care Close
My name is Ryan and I am four. I live with my mum and my baby sister Emma. My Mum
keeps crying and getting very cross with me and Emma, sometimes I am frightened.
Yesterday Emma was crying because she was hungry, but mum didn’t feed her, I tried
but couldn’t do it.

      How could you help me?
      Think about daily tasks?
      What are the needs of this person?
      Which services could help?




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99 Social Care Close
John is 23 and is in hospital. He was involved in a very serious car accident and will not
be able to walk again and also he has lost a significant amount of sight.

       How could you help me?
       Think about daily tasks?
       What are the needs of this person?
       Which services could help?




       Michael Watt
       Care Ambassador Scheme Coordinator
       Workforce Development Unit
       Adult and Community Services
       North Yorkshire County Council
       County Hall
       Northallerton
       DL78DD
       Or alternatively E-mail back to: Michael.Watt@northyorks.gov.uk
       Tel: 01609 798541
       Mobile: 07772992887




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