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Safeguarding in Practice
Coursework assignment, not exceeding 3000 words.
This excludes bibliography and other items listed in rule 6.83 of the Academic Regulations.
Assessed Learning Outcomes
Submission Deadline :
Please refer to the deadline on the VLE
– it will be accepted and marked. However, the element of the module’s assessment to which the
work contributes will be capped with a maximum mark of 40%.
Please read the case study in the scenario below and complete the related tasks on the template provided. This should be submitted on Turnitin as a Microsoft word document (not PDF).
Sarah Howes, dob 12/10/63, lives alone at 87B Coldhabour Lane in Croydon. It is a first floor privately rented, one bedroom flat. She has lived there since she separated from her partner Reece, 5 years ago. He left her due to her increasing possessiveness, jealousy and aggression. They sold their house and he moved to Manchester for a new start. They have two daughters, Rhia aged 23 who also lives in Croydon and Amy, aged 19, who is in the first year of her degree in music at Manchester University. Whilst both daughters love their mother they find her behaviour erratic and difficult to manage. She will often fly off into a temper, make unreasonable demands on them, for example, phoning them in the middle of the night and demanding that they buy her some shopping. Amy has hardly seen her since going to university. Rhia calls her once a week, but doesn’t like to go around, as the house is so untidy and her mother gets annoyed if she mentions it.
Sarah’s has recently been diagnosed with Huntington’s Disease and is struggling to manage at home. Her gait has become unsteady, she has lost weight and her speech has become slurred and difficult to understand, unless you become attuned to it. She is angry at Reece and feels betrayed by him leaving her a year before she was diagnosed and believes that her daughters should be doing more to support her.
Recently she fell down the stairs and hurt her right wrist. Para-medics were called and decided her wrist was just bruised, but were concerned at how untidy it was. They thought the level of mess on the floor put her at risk of falling again and that the dirty food containers might lead to vermin. One of the paramedics asked if she would like to have a social worker see her to look at help with the shopping until her wrist healed. At first, she was reluctant, but she eventually agreed.
You are the social worker asked to see her. When you visit it takes you some time to persuade her to let you in. The flat smells and papers and empty food wrappers and cans are piled up around the house. She seems quite agitated and paces around unsteadily. She seems very wary of you.
You ask her how she is managing and she says okay, the only problem she identifies is that her sore wrist makes it hard to her to carry shopping. She seems oblivious to the mess around her. When you probe further she says that she feels sad, lonely and isolated. She misses Reece, Rhia and Amy and she is petrified about what the future holds for her and her two daughters.
As a social worker complete the following tasks. Task 1
Complete the Care Act 2014, Section 42, safeguarding enquiry form on Sarah. Do so as fully as possible, supporting your analysis with evidence the information provided (25 marks total)
Write a briefing paper presenting your assessment of Sarah’s mental capacity
Write a briefing paper explaining how you would plan to apply Making Safeguarding Personal, and one of the following interventions with Sarah:
Ensure your work is well presented and conforms to academic conventions. It should be referenced in the Harvard style and written in the third person.
To be able to analyse a safeguarding situation and draw out the relevant information to establish if the section 42 criteria have been met (care and support needs, type of abuse and how the care and support needs could impact on their ability to protect themselves). This should include who is at risk and from whom.
Identify any actions that should be taken immediately, and which agencies should be involved/notified.
To be able to identify if a person has mental capacity and can give consent, and what support they may require to be involved in the process.
To demonstrate use of the Making Safeguarding Personal approach by establishing what the person at risk would like to happen.
To complete the form as fully and clearly as possible with references to relevant literature, legislation and policy.
Demonstrate knowledge of the two-stage test of mental capacity and related principles from the Mental Capacity Act 2014.
Be able to analyse a situation and apply the test, guided by the relevant principles and make a judgement on whether the person has mental capacity with supporting evidence from the case study, relevant literature, legislation and policy.
To be able to briefly describe Making Safeguarding Personal and analyse its strengths and weaknesses.
Based on the information given in task 1 and 2, to be able to be able to analyse the situation and demonstrate a plan of how MSP could be applied in this situation, drawing on the guiding principles of the Care Act 2014 and other relevant legislation, policy and literature.
To be able to describe the chosen intervention (from the three provided), and analyse its strengths and weaknesses and why it has been chosen.
Based on the information given in task 1 and 2, to be able to be able to analyse the situation and demonstrate a plan of how the intervention could be applied in this situation, in combination with MSP and drawing on the guiding principles of the Care Act 2014 and other relevant legislation, policy and literature.
Ensure your work is well presented and conforms to academic conventions and is referenced in the Harvard style with a complete reference section at the end.
Cooper, A and White, E (Eds) (2017) Safeguarding Adults Under the Care Act 2014. London: Jessica Kingsley. This is available for free on your Kortext app.
Other academic sources
Relevant legislation and guidance and at least five other academic sources should be selected from the e-library at ARUL, based on their relevance and credibility.
A start point for your reading is provided on the Safeguarding in Practice Resources (see the resource list tile on the SIP VLE), but the Journal of Adult Protection is particularly recommended, for up-to-date relevant articles.
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