Lesson Element
Unit 2: Equality, diversity and rights in health
and social care
LO4: Understand how equality, diversity and
rights in health, social care and child care
environments are promoted
Focusing on best practice
Instructions and answers for tutors
These instructions cover the learner activity section which can be found on page 4. This
Lesson Element supports Cambridge Technicals Level 3 in Health and Social Care.
When distributing the activity section to the learners either as a printed copy or as a
Word file you will need to remove the tutor instructions section.
The activity
This lesson element aims to develop learners’ understanding of how to recognise best
practice in health and social care environments. Activity 1 requires learners to read a case
study of practice working with individuals with challenging behaviour. This case exemplifies
many elements of best practice and is engaging to read.
Learners could also watch a video clip in order to develop their ability to recognise
discriminatory practice. Holly’s story gives an insight into some of the ways that services
need to improve if equality, diversity and rights are to be promoted.
Suggested timings
Activity 1: 1.5 hours
Activity 2: 1.5 hours
ABC – This activity offers an
opportunity for English skills
development.
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© OCR 2016
Activity 1
Learners could read Phillipa and Chris’s story (www.skillsforcare.org.uk/Documentlibrary/Skills/People-whose-behaviour-challenges/Case-studies/Brandon%20Trust.pdf) and
list the examples of best practice that are described against the following headings:
Being non-judgmental
For example, Chris comments that ‘Challenging behaviour can be the only outlet available to
release anxiety’. This reframes challenging behaviour as a form of communication.
Respecting the views, choices and decisions of an individual who requires care or
support
For example, Yogi’s support for an individual to move from a restrictive hospital environment
into supported living and then her own home. Yogi: ‘She understands that she has retained
her control’.
Anti-discriminatory practice
For example, the organisation supports Phillipa and Chris to live their lives they want to.
They both play an active part in the organisation, supporting others. A senior manager
expressed the value of their input and skills.
Valuing diversity
For example, the organisation works with people with complex needs, those with challenging
behaviour and those with profound learning difficulties. The organisation emphasizes
‘person-centred’ support and ‘an attitude of enabling’.
Using effective communication
For example, Penny: ‘We find out exactly what the problem is and what’s actually happening
because challenging behaviour usually occurs for a reason’.
Following agreed ways of working
For example, the local authority is promoting the ‘Positive Behaviour Management System’
across all agencies working to support adults with learning disabilities. A support network
has been established regionally for providers.
Provision of training and professional development
For example, investment in training staff in ‘emotional awareness’ and ‘behavioural
capabilities’. Staff consistency of approach is important.
Mentoring, monitoring and performance management
For example, staff are encouraged to work out solutions together.
Staff meetings to discuss issues/practice
For example, debriefing is always high on the agenda when training staff and embedding
learning.
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Activity 2
Learners could watch Holly’s story (http://www.skillsforcare.org.uk/Skills/People-whosebehaviour-challenges/People-whose-behaviour-challenges-case-studies.aspx), a 14-minute
video clip. They should take notes and then organise their notes under the following
indicators of discriminatory practice:
Inadequate care
For example, Holly is not given enough help caring for her partner. There was no continuity
of carers. No action was taken after the safeguarding meeting to review Holly’s situation.
Abuse and neglect
For example, Holly had experienced domestic violence from the partner for whom she was
the main carer.
Being patronising
For example, Holly reports that she was treated as though she shouldn’t need help and
support.
Breach of health and safety
For example, Holly’s health was put at risk as a result of the lack of support and care. Her
caring responsibilities restricted her freedom.
Stereotyping, labelling, prejudice
For example, Holly: ‘They didn’t know what box to put us into… People don’t fit neatly into
boxes’.
Group discussion: What should have been done differently in this case?
For example, she could have had information and support to allow her to challenge the lack
of care and support she was receiving. More effort could have been made to give Holly’s
partner continuity of support rather than different social workers. Holly would have benefited
from having an advocacy service to promote her rights as she was in need of care and
support herself.
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© OCR 2016
Lesson Element
Unit 2: Equality, diversity and rights in health
and social care
LO4: Understand how equality, diversity and
rights in health, social care and child care
environments are promoted
Learner Activity
Focusing on best practice
This lesson element aims to develop your understanding of how to recognise best practice in
health and social care environments. For Activity 1, you should read a case study of practice
which describes working with individuals with challenging behaviour. This case exemplifies
many elements of best practice and is engaging to read.
You should also watch a video clip in order to develop your ability to recognise
discriminatory practice. Holly’s story gives an insight into some of the ways that services
need to improve if equality, diversity and rights are to be promoted.
You should discuss with your peers how Holly’s rights could have been promoted more
effectively.
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© OCR 2016
Activity 1
Read Phillipa and Chris’s story and list the examples of best practice that are described
against the following headings:
Being non-judgmental
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Respecting the views, choices and decisions of an individual who requires care or
support
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Anti-discriminatory practice
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Valuing diversity
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Using effective communication
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
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Following agreed ways of working
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Provision of training and professional development
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Mentoring, monitoring and performance management
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Staff meetings to discuss issues/practice
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Activity 2
Watch Holly’s story, a 14-minute video clip. Take notes and then organise them under the
following indicators of discriminatory practice:
 Inadequate care
 Abuse and neglect
 Being patronising
 Breach of health and safety
 Stereotyping, labelling, prejudice.
Discuss in a group: What could have been done differently in this case so that Holly’s rights
were promoted more effectively?
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