Surrey Skills Academy with support from Health Education Kent Surrey Sussex
The Care Certificate Framework
For
Adult Social Care Workers
&
Healthcare Support Workers
Standard 9
Name of Learner:
Role:
Organisation:
Mentor:
Assessor:
Date started:
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The Care Certificate Framework
Awareness of mental health, dementia and learning disability
Standard 9
Main areas:
 I will understand the needs and experiences of people with mental health
conditions, dementia or learning disabilities
 I will understand the importance of promoting positive health and well-being
for an individual who may have a mental health condition, dementia or
learning disability
 I will gain an understanding of the adjustments which may be necessary in
care delivery relating to an individual who may have a mental health condition,
dementia or learning disability
 I will understand the importance of early detection of mental health conditions,
dementia and learning disabilities
 I will understand legal frameworks, policy and guidelines relating to mental
health conditions, dementia and learning disabilities
Links
Code of Conduct: Standard 2
Compassion in Practice (6 C’s)
Care, Compassion, Competence, Communication, Courage and Commitment
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Standard 9
This standard explores the possible signs of mental health conditions,
dementia and learning disabilities when supporting the clients you work with
and then identifies how to support them to promote positive health and wellbeing. It also highlights possible adjustments that may need to be made when
providing the clients care, so that it is person centred and focuses on their
individual needs.
Mental health
There are many different mental health conditions that individuals can develop and
they can include: psychosis, depression and anxiety.
Psychosis
The term ‘psychosis' is used to describe when a person loses touch with reality.
When a person has a psychotic episode, it can be a signal of an underlying illness. A
person can have a ‘psychotic breakdown’ after a stressful event like losing a close
friend or relative, but it can also be the result of a physical illness like a severe
infection, the use of illegal drugs like cannabis, or a severe mental illness like
schizophrenia or bipolar disorder and sometimes it is difficult to know what caused
the illness.
When a person has psychosis, they may have unusual thoughts and experiences
and may have one or more of the following symptoms:

Unusual beliefs called delusions.
These beliefs are obviously untrue to others, but may not be to the person
themselves. For example, they may think that there is a plot to harm them,
or that they are being spied on by the TV, or being taken over by aliens.
Sometimes they may feel they are a special person or have special
powers.

Unusual experiences called hallucinations
These are when they can see, hear, smell or feel something that isn't really
there, with the most common hallucination people experience is hearing
voices. In psychosis, hallucinations are totally real to the person having
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them. This can be very frightening and can make them believe that they
are being watched or picked on.
As Psychosis isn't a condition in itself and it is triggered by other conditions, it is
therefore sometimes possible to identify the cause of psychosis as a specific mental
health condition. Common causes of it include:

Severe depression – some people with depression also have symptoms of
psychosis when they're very depressed

Schizophrenia – a condition that causes a range of psychological
symptoms, including hallucinations and delusions

Bipolar disorder – a mental health condition that affects mood; a person
with bipolar disorder can have episodes of depression (lows) and mania
(highs)

Psychosis can also be triggered by traumatic experiences, stress or
physical conditions, such as Parkinson's disease, a brain tumour, or as a
result of drug misuse or alcohol misuse.
How often a psychotic episode occurs and how long it lasts will depend on the
underlying cause, however, what you need to be aware of, if you are supporting a
client who has psychosis is that the situation will feel very real to them and can be
very frightening and as a consequence of this lead to them behaving in a manner that
is often deemed as “strange” by others. You may therefore be required to give them
an enormous amount of support and let them know that you are there to help them.
Depression
The symptoms of depression can be complex and vary widely between people;
however, The National Institute for Health and Clinical Excellence NICE (2011) state;
“central to it is depressed mood and / or loss of pleasure in most activities”. The
severity of the depression is determined by a number of factors but mild depression
accounts for 70% of all depressive accounts (NICE, 2011). The symptoms can be
looked at in 3 different categories, and these can include:
Psychological symptoms

feeling hopeless

continuous low mood
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
low self-esteem

sadness

not getting any enjoyment out of life

anxious or worried

guilt-ridden

tearful

no motivation or interest in things

difficulty in making decisions

feeling irritable and intolerant of others

having suicidal thoughts or thoughts of harming yourself
Physical symptoms include:

unexplained aches and pains

change in appetite or weight (usually decreased, but sometimes increased)

disturbed sleep (for example, finding it hard to fall asleep at night or waking
up very early in the morning)

lack of energy

changes to menstrual cycle

lack of interest in sex

moving or speaking more slowly than usual
Social symptoms include:

avoiding contact with friends

taking part in fewer social activities

having difficulties in home and family life

neglecting hobbies and interests

not doing well at work
There are times in everyone’s life, when they feel low and “depressed”, terms that
are used on a regular basis, but clinical depression is where the lowered mood varies
little from day to day and is unresponsive to circumstances and has duration of at
least 2 weeks.
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Many of the clients that you support will also have other long term conditions and as
a result of this, NICE (2009) recommends the Two Question Screen Tool for
depression:
1. During the last month, have you often been bothered by feeling down,
depressed or hopeless?
2. During recent months, have you often been bothered by having little
interest or pleasure in doing things?
If the client was to answer yes to one or both of these questions, then a more
detailed assessment for depression should be undertaken. Whilst you will not be
diagnosing depression, you need to be alert to changes in their mood that could
indicate depression and then ensuring they get the appropriate medical assessment.
Anxiety
Anxiety can be defined as “an unpleasant experience like fear or dread related to the
possibility, but not certainty, of something happening”. Anxiety is normal and many
people will experience it in their everyday life. It’s common to feel tense, nervous and
perhaps fearful at the thought of a stressful event or decision you’re facing –
especially if it could have a big impact on your life.
However, those people who have an anxiety disorder find it difficult to control these
emotions and worries and are therefore less able to manage the symptoms.
Individuals will often demonstrate the fight or flight response. The Fight or Flight
response is a physiological response triggered when we feel a strong emotion like
fear. Fear is the normal emotion to feel in response to a danger or threat. Fear also
has a close relative we call anxiety. The Fight or Flight response evolved to enable
us to react with appropriate actions: to run away, to fight, or sometimes freeze to be a
less visible target.
With anxiety, you can get both physical and psychological signs and these can
include:Physical:

nausea (feeling sick)

tense muscles and headaches

pins and needles
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
feeling light headed or dizzy

faster breathing

sweating or hot flushes

a fast, thumping or irregular heart beat

raised blood pressure

difficulty sleeping

needing the toilet more frequently, or less frequently

churning in the pit of your stomach

experiencing panic attacks
Psychological:

feeling tense, nervous and on edge

having a sense of dread, or fearing the worst

feeling like the world is speeding up or slowing down

feeling like other people can see you’re anxious and are looking at you

feeling your mind is really busy with thoughts

dwelling on negative experiences, or thinking over a situation again and
again

feeling restless and not being able to concentrate

feeling numb
For a diagnosis of generalised anxiety to be made, the individual must have the
primary symptoms of anxiety most days for at least several weeks at a time, and
usually for several months (ICD-10 Classification guidelines).
Dementia
The term 'dementia' describes a set of symptoms which include loss of memory,
mood changes, and problems with communication, thinking and reasoning. These
symptoms occur when the brain is damaged by certain diseases, including
Alzheimer's disease or damage is caused by a series of small strokes. Dementia can
at times be referred to as being “deprived of the mind”. Dementia is not an inevitable
consequence of getting older and is not associated with any particular race, gender
or culture and people from all walks of life may be affected.
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Dementia is progressive, which means the symptoms will gradually get worse. How
fast dementia progresses will depend on the individual person and what type of
dementia they have. Each person is unique and will experience dementia in their own
way, but in the later stages the individual will have problems carrying out everyday
tasks and looking after themselves.
The Alzheimer’s Society predicts there will be around 850,000 people in the UK with
dementia in 2015. Whilst it mainly affects people over the age of 65 (one in 14
people in this age group have dementia), and the likelihood of developing dementia
increases significantly with age, it can affect younger people. There are more than
40,000 people in the UK under 65 with dementia (Alzheimer’s Society, 2015).
Dementia can affect men and women.
A person with dementia will have problems with thinking or memory (cognitive
symptoms).
They may therefore have problems with some of the following:

day-to-day memory

language - leading to problems finding the right word for something and /
or following a conversation

orientation – becoming confused about where they are and losing track of
the day or date (often recalling where they were in the past)

concentrating, planning or organising – difficulties making decisions,
solving problems or performing a sequence of tasks (e.g. getting dressed)

visuospatial skills – problems judging distances (e.g. on stairs) and seeing
objects in three dimensions
As well as having cognitive symptoms, the person may also have changes with their
moods, for example, they may feel frustrated, anxious, withdrawn or easily upset. At
times individuals also have hallucinations, when they may see things / people that
are not really there. As they move on the journey with dementia, there may also be a
change in their behaviour and so they display behaviours that are out of character for
them, including when they lose their inhibition, repetitive questioning, pacing or have
a change in sleeping habits.
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There are many types of dementia, and all display slightly different symptoms, but
can include:
Type of dementia
Changes in the brain
Symptoms
Alzheimer’s
It kills brain cells and nerves,
Lapses of memory and
Disease
causing changes in the chemistry
problems finding the right
(most common
and structure of the brain. The
words
cause of
brain shrinks as the number of
Mood swings
dementia)
nerves reduces.
Becoming withdrawn
Brain chemicals (neurotransmitters)
Difficulty in carrying out
are reduced, in particular the levels
everyday tasks
of acetylcholine falls. Gaps then
Gaps in the temporal lobe
develop in the temporal lobe and
affect the individual’s ability
hippocampus, both of which are
to speak, remember, think
responsible for storing and
and make decisions.
retrieving information.
Vascular dementia
These strokes (infarcts) occur
Problems with speed of
(multi-infarct
within the small blood vessels of
thinking, concentration and
dementia)
the brain; these are often so small
communication
that they are not recognised.
Depression and anxiety
However oxygen supply to the
Symptoms of stroke, such
brain is diminished and brain cells
as physical weakness or
die.
paralysis
After each infarct, brain tissue dies,
Memory problems
so the individual’s ability declines,
(although this may not be
eventually leaving them quite
the first symptom)
confused.
Seizures
Periods of severe (acute)
confusion
Dementia with
Lewy bodies are distinct deposits of
Visual hallucinations –
Lewy Bodies
protein in the brain. These deposits
seeing things that are not
damage brain cells and disrupt the
there - people or animals
brains capacity to function
Abilities fluctuate daily, or
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normally, leading to degeneration
even hourly
of brain tissue and dementia.
Fall asleep very easily by
day and have restless,
disturbed nights with
confusion, nightmares and
hallucinations
Fainting, falling or having
“funny turns”
Korsakoff’s
Brain disorder, usually associated
Difficulty in acquiring new
syndrome
with heavy alcohol consumption
information or learning new
over a long period.
skills
Although Korsakoff’s is not strictly a
Change in personality – at
dementia, people with the condition
one extreme the person
experience loss of short-term
may show apathy, or at the
memory.
other repetitive behaviour.
Condition is caused by lack of
Lack of insight into the
thiamine (Vitamin B1) which affects
condition
the brain and nervous system.
Confabulation – inventing
It is often seen in people who
events to fill the gaps in
consume excessive alcohol as
their memory.
many heavy drinkers have poor
eating habits, with their nutrition
being inadequate and alcohol can
inflame the stomach lining and
impede the body’s ability to absorb
the key vitamins.
Whilst the symptoms of all types of dementia, are slightly different, it is important to
remember that it is a progressive condition and as a result, you may be supporting
people at all stages of their journey. It is also worth being aware of the fact, that
whilst you are there to support the clients, dementia is a condition that can be
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incredibly stressful for the relatives, and so you may well be in a position where you
are supporting their needs as well.
Learning Disabilities
The term learning disability is a label that describes one part of that person. It is used
to describe a particular impairment or disability. A commonly used definition of
learning disability in the UK is from Valuing People (2001), where it describes that a
learning disability includes the presence of:

“A significantly reduced ability to understand new or complex information or
to learn new skills

A reduced ability to cope independently

An impairment that started before adulthood, with a lasting effect on
development”
Within education services in the UK, the term learning difficulty includes individuals
who have learning difficulties, such as:

Dyslexia – where they have difficulties in some or all of the following
areas: reading, writing, spelling, maths, understanding sequences and
patterns, knowing left from right, map reading skills, organisation and
speaking and language skills.

Dyspraxia affects movement and co-ordination. Like dyslexia, it is a
specific learning difficulty, which means it only affects some skills and
abilities, and is not linked to the general level of intelligence of the person
who has it. People who have dyspraxia generally have difficulties in some
or all of the following areas: balance, co-ordination, dressing and eating
skills, following instructions, organisation and short term memory, speaking
and listening, holding pens/pencils and handwriting and social skills and
friendships.
Learning disabilities are far more common, than most people would imagine as it has
been estimated that 1,043,449 people in England (2% of the population) have a
learning disability.
However, the numbers that are known to learning disability
services are estimated at 236,235 people. (The Improving Health and Lives Learning
Disabilities Observatory, 2013).
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The range on the spectrum of learning disability is vast, and to explain this, it can be
useful to link it to a continuum.
Mild
Learning
Disability
Moderate
Learning
Disability
Severe
Learning
Disability
Profound
Learning
Disability
Someone who has a mild learning disability is normally able to communicate most of
their wishes and needs. However, they may need some support to comprehend more
complex ideas. Quite often people with a mild learning disability are not diagnosed
and many can do everyday tasks themselves.
Someone who has a moderate learning disability may need some support in caring
for themselves, but can manage to do tasks with some support.
Someone who has a severe learning disability is likely to need a high level of support
with some everyday tasks, such as cleaning, shopping, cooking, but they can often
look after some of their personal care needs themselves. Some also have other
additional medical or mobility needs, and they often use basic words and gestures to
communicate.
Someone who has a profound learning disability often has severely limited
understanding and difficulty in communicating – often expressing themselves through
non-verbal means. They may also have many other additional disabilities including
movement, hearing and visual impairments, autism and / or epilepsy and need
support with their behaviour.
Whilst it is important, to understand that persons individual needs, it is essential that
they are not labelled by their type of learning disability and where they are on the
spectrum, as each person is unique and an individual and just because they are
diagnosed as having a “profound learning disability”, they need to be acknowledged
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as who they are and what they are able to do, and then you should look at the areas
where they need support in their life. If we look at the areas where they need support
first, then it is too easy to forget what they can do for themselves.
Learning disabilities can happen for a number of reasons and these can include:

Before birth – this could be genetic, for example Down’s syndrome or could
be if the mother was a drug or alcohol user, or had Listeria (food
poisoning)

During birth – this could be caused by lack of oxygen to the baby leading to
brain damage or by a premature birth

After birth – this could be caused if the child had a serious illness, for
example a head injury or meningitis or severe neglect

Sometimes there is no known cause or conversely there could be multiple
causes
Whether it be, that the client that you are supporting has a mental health condition,
dementia or learning disability, a good assessment will need to be undertaken to
establish what they need support with, as it is impossible to say, that as they have a
certain diagnosis they will follow the same pattern as another person you are
supporting who has the same diagnosis as each person is unique and responds as
that individual person. Within this type of care, it is important to get to know that
person as a person and establish the most appropriate way to ensure that they
receive holistic care.
For clients who have had diagnosed with certain conditions, it is helpful to gain an
understanding of what has caused that condition, as that will then enable you to
provide a better quality of care / support. Take for example, someone that has clinical
depression and this was the result of a sudden traumatic bereavement. It is important
that this is addressed; otherwise that person will not be able to move forward, so it
may be appropriate that you enlist the support of a counsellor for this client, where as
if you did not understand the cause of their depression you can never support them
through the process fully.
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Whatever the diagnosis is, of the person that you are supporting, it is important that
you demonstrate a positive attitude as there is a lot of stigma linked to living with any
of the conditions, previously discussed. This can then lead to the individual feeling
isolated, discriminated against and as if they are “different” to other people. It is
important that you support the clients in a way that they feel included in their care
and as much as possible in control of their own lives – naturally this will vary from
person to person, but each individual should be encourage to reach the self
actualisation stage on Maslow’s hierarchy of needs, and again what this means to
each person is unique. Therefore not only do you need to ensure that the client feels
included and alongside this empowered, but also be observant for any signs of
discrimination, bullying, teasing and either support the individual to deal with it, or act
on their behalf and deal with it.
When exploring disabilities, in relation to care, we are faced with two models:

The medical model
The medical model focuses on the fact that the person is perceived to be
unwell and therefore we need to “cure, treat, change and make more
normal”. Medical practitioners would identify treatments and then assume
that people who had the same diagnosis would need to be treated in the
same manner.

The social model
The social model of disability has taken over from the medical model in
recent years and explores the fact that we should focus on the person’s
capabilities and not their deficits. It recognises that person should be
included in all aspects of care and within this emphasises dignity,
independence, choice and privacy.
The social model says that disabilities are created by barriers in society,
which include; the environment (inaccessible buildings), attitudes (including
discrimination, prejudice and stereotyping) and organisations (inflexible
policies, procedures and practices).
This model focussed on the individual as a person who has unique needs,
and not on their diagnosis and this then leads to ensuring holistic person
centred approach is taken.
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Health and social care organisations need to work together to enable the best
possible care and support for the client. It is ensuring that the client is able to access
all members of the Multi-disciplinary team to ensure that all their needs are
addressed and any adjustments to either the physical environment (e.g. ramps) or
their emotional support (counsellors, admiral nurses) or practical support (could
relate to finances, legal issues, housing).
If you felt that any of your clients had unmet needs, then it is imperative that you do
something about it and report it to a senior within your organisation. You have a
responsibility to do this and in some cases, need to act as the clients advocate when
they are unable to raise issues themselves or may not be aware that some of their
needs are not being met.
Early detection of signs and therefore early diagnosis can benefit the client
immensely as for some conditions; there can be appropriate treatment to aid
recovery sooner, for example depression or anxiety. Whilst this can’t happen
following the diagnosis of certain conditions, for example dementia, it can give both
the client and their family much needed answers as to why the person is behaving
the way they are. It may also give that person the opportunity, whilst they are still
able to make some decisions about their future care themselves. Whilst, it can be
hard to accept the diagnosis that the individual is given, long term, many people are
grateful for being told what is causing the symptoms and then being given that
window of opportunity before they reach the point where they are unable to do
certain things. It also gives them the opportunity to seek support for their diagnosis,
be this in the form of attending support groups, information gained from health
professionals etc.
Like with all aspects of care / health, you are bound by legislation and guidance that
needs to be adhered to. This may include:

The Care Act 2014

The Health and Social Care Act 2008 (Regulated Activities) Regulations
2014 and accompanying Fundamental Standards

The Equality Act 2010

Human Rights Act 1998
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
Data Protection Act 1998

Mental Capacity Act 2005

The Autism Act 2009 and subsequent strategy Fulfilling and Rewarding
Lives (2010, updated 2014)

Valuing People 2001 and Valuing People Now 2010

National Dementia Strategy

Skills for Care / Skills for Health Code of Conduct
All legislation and guidance above is in place to ensure that people living or
diagnosed with mental health conditions, dementia or learning disabilities receives
the best possible care and is seen primarily as the person first, with their diagnosis
following this and not the other way round. It therefore should assist in enabling them
to live fulfilled and happy lives, with the support that they need to enable them to do
this.
Mental Capacity
Having mental capacity means that a person is able to make their own decisions.
The law says that a person is unable to make a particular decision if they cannot do
one or more of the following four things:
1. Understand information given to them.
2. Retain that information long enough to be able to make the decision
3. Weigh up the information available to make the decision
4. Communicate their decision
The Mental Capacity Act 2005 (MCA) creates a framework to provide protection for
people who cannot make decisions for themselves. It contains provision for
assessing whether people have the mental capacity to make decisions, procedures
for making decisions on behalf of people who lack mental capacity and safeguards.
first.
In assessing someone’s capacity the principles must be remembered at all times: Anyone assessing a person’s capacity must start from the presumption that the
person has capacity, must help the person to make a decision, must allow the person
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to make an unwise decision and, if the person lacks capacity, must take a decision
on their behalf that is in the person’s best interests and the least restrictive option
possible.
All individuals have the right to make their own decisions, and it is important that you
do not assume that as they have a diagnosis that affects their cognitive ability, then
they are unable to make all decisions. By enabling someone to make their own
choices about how they live their life, for example or what they do / what they wear
etc can empower them so that they feel that they are in control.
The Mental Capacity Act is governed by 5 key principles and they include:

Presumption of capacity – healthcare or social care staff must assume
that a person has the capacity to make decisions, unless it can be
established that the person does not have the capacity.

Maximising decision making capacity – people should receive support
to help them make their own decisions.

Right to make an unwise decision – people have the right to make
decisions that others might think unwise. A person who makes a decision
that others think is unwise should not automatically be labelled as lacking
the capacity to make a decision.

Best interests – any act done for, or any decision made on behalf of,
someone who lacks capacity must be in their best interest.

Least restrictive option – any act done for, or any decision made on
behalf of someone who lacks capacity should be in the least restrictive
option possible.
An assessment of capacity may need to be made if the client is unable to make a
specific decision at a given time. A mental capacity assessment is decision specific
and it does need to be remembered that whilst people lack the capacity to make
some decisions, this does not mean that they lack the capacity to make all decisions.
They may well be able to make a decision about what they eat / clothes that they
wear, but not able to make a decision about going to see the doctor, where they live
etc. What is important is that we enable an individual to make decisions where
possible and look at alternative ways for them to be able to make those decisions.
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However, it is imperative that whatever we do, we gain consent (permission) from the
individual first. At times, we need to support the client to make advanced statements
and this will then enable staff to take account of the individual’s wishes, when they
are unable to tell us what they are. This could include decisions about their future
care and support and ensures that they are not given care that they would not wish to
happen.
Whilst supporting clients who have mental health conditions, dementia or learning
disabilities, it can at times feel daunting when you are faced with a situation where
you are unsure what to do or how to handle it. It can also be incredibly rewarding, but
what is important is that if you are struggling with knowing how to handle situations
that you are faced with, then don’t be afraid to ask for support from within your
organisations.
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Standard 9
Workbook
Awareness of mental health, dementia and learning disabilities
Standard 9
Main areas:
 I will understand the needs and experiences of people with mental health
conditions, dementia or learning disabilities
 I will understand the importance of promoting positive health and well-being
for an individual who may have a mental health condition, dementia or
learning disability
 I will gain an understanding of the adjustments which may be necessary in
care delivery relating to an individual who may have a mental health condition,
dementia or learning disability
 I will understand the importance of early detection of mental health conditions,
dementia and learning disabilities
 I will understand legal frameworks, policy and guidelines relating to mental
health conditions, dementia and learning disabilities
Links
Code of Conduct: Standard 2
Compassion in Practice (6 C’s)
Care, Compassion, Competence, Communication, Courage and Commitment
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Standard 9.1 – Understand the needs and experiences of people with mental
health conditions, dementia or learning disabilities
9.1a List how someone may feel, (if you have a client with any of these conditions,
you could reflect on how they feel) if they have the following conditions.
9.1b Following this then identify how these conditions may influence a person’s
needs in relation to the care that they may require
How they may feel
How it may influence their needs
in relation to the care they may
require
Psychosis
Depression
Anxiety
Dementia
Learning
disability
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9.1c Explain why it is important to understand that the causes and support needs are
different for people with mental health conditions, dementia and learning disabilities
Standard 9.2 – Understand the importance of promoting positive health and
well-being for an individual who may have a mental health condition, dementia
or learning disability
9.2a Explain how positive attitudes towards those with mental health conditions,
dementia or learning disabilities will improve the care and support that they receive
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Surrey Skills Academy with support from Health Education Kent Surrey Sussex
9.2b Describe the social model of disability and how it underpins positive attitudes
towards disability and involving people in their own care
Standard 9.3 – Understand the adjustments which may be necessary in care
delivery relating to an individual who may have a mental health condition,
dementia or learning disability
9.3a Describe what adjustments might need to be made to the way care is provided
if someone has the following conditions
Adjustments that might need to be made
Psychosis
Depression
Anxiety
Dementia
Learning
Disability
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Surrey Skills Academy with support from Health Education Kent Surrey Sussex
9.3b Describe how to report concerns associated with any unmet needs which may
arise from mental health conditions, dementia or learning disability through agreed
ways of working
Standard 9.4 – Understand the importance of early detection of mental health
conditions, dementia or learning disabilities
9.4a Explain why early detection of mental health needs, dementia or learning
disability is important
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Surrey Skills Academy with support from Health Education Kent Surrey Sussex
9.4b Give examples of how and why adjustments to care and support might need to
be made when a mental health condition, dementia or learning disability is identified
How adjustments might need to be made
Why adjustments might need to be made
Standard 9.5 – Understand legal frameworks, policy and guidelines relating to
mental health conditions, dementia or learning disabilities
9.5a List 5 policies / guidance / legislation and state the main requirements that are
designed to promote the human rights, inclusion, equal life chances and citizenship
of individuals with mental health conditions, dementia or learning disabilities
9.5b For each one also state how they may affect the day to day experiences of
individuals with mental health conditions, dementia or learning disabilities and their
families
Legislation or Main requirements
How it may affect the day to day
policies or
experiences of the individual and
guidance
their families
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Surrey Skills Academy with support from Health Education Kent Surrey Sussex
Standard 9.6 – Understand the meaning of mental capacity in relation to how
care is provided
9.6a Explain what is meant by the term capacity
9.6b Explain what it is important to assume that someone has capacity unless there
is evidence that they do not
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Surrey Skills Academy with support from Health Education Kent Surrey Sussex
9.6c Explain what is meant by “consent” and how it can change according to what
decisions may need to be taken
Consent means:
How it can change:
9.6d Describe situations where an assessment of capacity might need to be
undertaken and the meaning and significance of advance statements regarding
future care
An assessment of capacity might need to be undertaken when:
An advanced statement is:
The significance of an advanced statement is:
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Surrey Skills Academy with support from Health Education Kent Surrey Sussex
Standard 9
Outcome
To meet this standard
Assessment
9.1
Understand
the needs
and
experiences
of people
with mental
health
conditions,
dementia or
learning
disabilities
9.1a List how someone
may feel if they have:
1. Mental health conditions
such as:
a. Psychosis
b. Depression
c. Anxiety
2. Dementia
3. Learning Disabilities
These issues may be
physical, social or
psychological and will affect
the individual in different
ways.
9.1b Explain how these
conditions may influence a
person’s needs in relation
to the care that they may
require
9.1c Explain why it is
important to understand
that the causes and support
needs are different for
people with mental health
conditions, dementia and
learning disabilities
9.2a Explain how positive
attitudes towards those with
mental health conditions,
dementia or learning
disabilities will improve the
care and support that they
receive
9.2b Describe the social
model of disability and how
it underpins positive
attitudes towards disability
and involving people in
their own care
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
9.3a Describe what
adjustments might need to
be made to the way care is
provided if someone has:
1. Mental health conditions
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
9.2
Understand
the
importance
of
promoting
positive
health and
well-being
for an
individual
who may
have a
mental
health
condition,
dementia or
learning
disability
9.3
Understand
the
adjustments
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
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Evidence
Date
signed off
Surrey Skills Academy with support from Health Education Kent Surrey Sussex
which may
be
necessary
in care
delivery
relating to
an
individual
who may
have a
mental
health
condition,
dementia or
learning
disability
9.4
Understand
the
importance
of early
detection of
mental
health
conditions,
dementia or
learning
disabilities
such as:
a. Psychosis
b. Depression
c. Anxiety
2. Dementia
3. Learning Disabilities
9.5
Understand
legal
frameworks,
policy and
guidelines
relating to
mental
health
conditions,
dementia or
learning
disabilities
9.6
Understand
the meaning
of mental
capacity in
relation to
how care is
9.3b Describe how to report
concerns associated with
any unmet needs which
may arise from mental
health conditions, dementia
or learning disability
through agreed ways of
working
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
9.4a Explain why early
detection of mental health
needs, dementia or
learning disability is
important
9.4b Give examples of how
and why adjustments to
care and support might
need to be made when a
mental health condition,
dementia or learning
disability is identified
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
9.5a List the main
requirements of legislation
and policies that are
designed to promote the
human rights, inclusion,
equal life chances and
citizenship of individuals
with mental health
conditions, dementia or
learning disabilities
9.5b Explain how the
legislation and policies
listed may affect the day to
day experiences of
individuals with mental
health needs, dementia or
learning disabilities and
their families
9.6a Explain what is meant
by the term capacity
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
9.6b Explain why it is
important to assume that
someone has capacity
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
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Surrey Skills Academy with support from Health Education Kent Surrey Sussex
provided
unless there is evidence
that they do not
9.6c Explain what is meant
by “consent” and how it can
change according to what
decisions may need to be
taken
9.6d Describe situations
where an assessment of
capacity might need to be
undertaken and the
meaning and significance
of “advance statements”
regarding future care
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
Assessed by any of the
following methods:
- 1:1 discussion
- Group work
- Written
I am satisfied with the evidence of learning that it meets all the required standards.
Assessor’s Name:
Assessor’s Position:
Signature:
Date:
Learner’s Signature:
Date:
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