A Study On Data Protection Act Social Policy Essay

A Study On Data Protection identification number genial Policy EssayFor the interest throng of this unit, I must undertake an hire which ordain be to the put on to one of our service p contrivanceistic creationistic creationicipants. I must discuss the processes of this activity at every inclose with this individual. Throughout this paper I sh wholly also consult to our service p artistryicipant as Dan and our service as the free radical. This is non the real name of our client or our convocation. By doing this I am complying with our organisations policy of confidentiality. This policy was designed to conform to the (ref 1) Data Protection symbolise of 1998. This Act check overs client confidentiality and any information written about a client is accurate, truthful and any opinions argon objective, substantiated by factual evidence. The Act also allows the individual to list a formal application to check out the information held on them by the Group. To identify a task which would expediency one of our service participants I had numerous thorough discussions with the manager of the Group. This was to ensure that any task undertaken complied with our organisations constitution which concentrates on companionable inclusion of adults with encyclopedism disabilities and the activity is risk assessed. We so went on to identify an individual who would respect and benefit from this activity.The activity I stick decided upon is to support Dan to make a piece of African art that can be exhibited at our Malawi Aw beness fund raising evening with others from the art aggroup. I ordain give him choice in deciding what type of art he would like to make, through with(predicate) supplying a choice of materials and source materials. self-aggrandising Dan choices and the right to free pointion complies with the (Ref A) Human Rights Act 1998.There is no widely accepted definition of a learning disability and at that come forth is an ongoing debat e of the definition. However, there are certain factors that are concur upon. Those with a learning disability absorb difficulties with educational success and growth. An left(p) pattern of their human development is noticeable i.e. physical, perceptual, educational and language developments.(Ref 2)iThe NHS and conjunction wish Act of 1990(Ref B), implemented in 1993 saying the closure of initiations. This saw the movement of adults with learning disabilities to being safekeepingd for in the community, either by their consume families or in small supported housing being cared for by the voluntary sector or social go away department. (Ref 3)ii The Same as You strategy of 2000 by the Scottish executive is committed to providing fairness, equality and social inclusion for adults with learning disabilities. As a final result of this strategy the local anaesthetic community set up the Group to provide socialising to care with social inclusion of adults with learning disabil ities through one to one befriending and group activities.Dan lived within a nuclear family unit where he was inclined up the prefatorial human requirements of food, shelter, clothing, love and socializing to live until the age of 6. He then moved into a local institution until 1995. With the help of his family, until the age of 6 he was able to meet the bottom three stages as seen in Maslows hierarchy of needs pyramid.(Ref4) Abraham Maslow (1908-1970) was a humanist psychologist who developed this stick between the 1940s and 1950s in the USA. This model consisted of five stages. He express that we are all motivated by need. He stated that we must satisfy these needs in turn, starting with the first. The first stage is the biological and,the second need is that of security, the third need is belonging and love, the quarter need is esteem and the fifth need is self actualisation which is realising individualised potential. Within his family unit Dan, as sociologist Talcott Pa rsons(1923-1979) as cited in (Ref5iii) will have gained his primary socialisation and emotional stability. after(prenominal) the death of his elderly return Dan relied totally on his elderly render for any continued socialisation out with the institution. Dans development was affected by being send he now has no social skills, no road organize skills and has had no form of education. After 1995, when the government strategies of closing large institutions were implemented, Dan was given a home within supported accommodation as his uprise had become disabled. These strategies of closing large institutions came about as a result of the implementation of the NHS and Community guardianship Act of 1990 and the Human Rights Act of 1998. After being institutionalised Dan did not like to go out unless his father was with him and tended not to interact with anyone when introduced. He suffers from anxiety attacks and gets agitated when his routine changes and when in a large group sit uation. When with more than than two people he must be able to sit on his own or at the end of a row. He does not like looking at hemmed in. He is unable to read or write and has difficulty qualification a decision therefore, he can only be given limited choices. Dans behaviour may be explained by the theories of (Ref 6) J.B. Watson (1878-1958) who created the verge behaviourism and believed that all behaviour is learned, that it happened by association and is also located by the surroundings. Watson showed this in the Little Albert experiment. His anxiety attacks, behaviourists claim, is a consequence of banish reinforcement, when Dan comes across a situation which makes him anxious, Dan is liable to become nervous and maneuver clear of the particular circumstances. The avoidance behavior is negatively reinforced and the anxiety is maintained. Suddenly having his environment changed from a loving home to an im personal institution may well have contributed to his current be havioural occupations. Lev Vygotsky and Russian cognitive psychologist believed that development was guided by culture and interpersonal communication with evidentiary adults. Being institutionalised will have reduced Dans chances of having fixture important communication with a significant adult. Vygotsky stated that to learn a range of tasks that are too difficult on their own, a babe must be shown or guided by someone who is more live onledgeable. This became known as the Zone of proximal development. In the care setting where Dan spent his life, the chances of a child being challenged to learn unfermented skills would have been diminished or non-existent. Vygotsky was the first to observe that social isolation ca economic consumptiond a delay in both social and cognitive development. While(Ref 7) Martin E.P. Seligman an American psychologist in 1965 accidentally discovered learned helplessness, a behaviour resulting from an persons apparent foretastelessness over life ev ents. Learned helplessness is common amongst those who have been institutionalised and behaviourists believe that it can also be unlearned.Dan was introduced to join the Group by his father in an attempt to make up his social circle and confidence by one to one befriending. Dan would have been assessed at his initial assessment by a member of the Group staff. He would have been asked a number of questions using PIES to establish what his Physical, Intellectual, Emotional, and well-disposed needs were. This information would have been put into his activity plan which we use instead of a Care Plan. As under the NHS and Community Care (Scotland) Act 1990 everyone is entitled to a care plan. Dan will have such(prenominal) a plan set up by the social work department. To outgrowth his social circle as requested by his father, we include him in a number of activities which has expanded his scope of social activity and made him less isolated. Dan was rather introverted and shy but throug h one to one befriending I found that the activity he was closely interested in was painting. I mentor at the art group which helps adults with learning disabilities gain new skills, gain confidence, improve self esteem, socialisation and self actualisation through creativity. By doing the proposed activity I hope to help Dan improve the fourth stage of Maslows hierarchy of needs, of esteem.(Ref 8)Carl Rogers (1902-1987) the humanist psychologiststressed the importance of creativity in making us able to extend to our full potential. Creativity and producing art is healing, rehabilitating, life enhancing as well as satisfying.Although this will be a group activity I shall be concentrating on Dan for this unit. I have used and will continue to use the task-centred model in planning this exercise this is a short-term problem solving approach. This had five phases- Problem Identification (assessment), Agreement, Planning goals, Achieving Tasks and Evaluation. Here, the client takes c oncrete action to solve the problem. The Initial interview or phase allowed Dan to express his need to have more confidence when in a agency with more people in order to be able to jollify more activities. He privations to complete a painting and to be present at its expo. To achieve these goals, we will check on the steps and tasks that will allow Dan to attain his goal. We will emphasise the tasks that will be requisite to be completed to allow Dan to exhibit his work of art and agree on timescales for the tasks. Other interviews will take place to ensure that we are on track and that Dan still looks safe and confident doing the agreed tasks, if not we will look at other options available to us. After discussing and acquiring the agreement of my manager I spoke to Dan in comfortable and muffled surroundings, to discuss my proposals. I asked Dan to sit down where I used the SOLER techniques to attending in communication. Using the SOLER theory I used the five elementary c omponents used in communication. I sat squarely on at the table turned towards one another. I adopted an open posture. I sat so that we had regular but varied eye while away and that Dan could see my facial expressions and gestures to aid in communication. This also let him know that I was involved in the situation. I leaned forward slightly to wreak to him that I was interested and committed to actively listen to him. For this activity my aims and objectives are to To ensure Dan is included in the process of planning this activity. To help Dan increase his confidence and show his creativity. To ensure that he feels safe, cook and comfortable during the return and exhibition of his art work. To have him exhibit a piece of art work, along with other art group participants, influenced by Africa and or Malawi. He has never exhibited his work before in an organised exhibition. Agree timescales for what we want to achieve.Planning I will ensure that enough art materials, alternativ e materials and paper are available for Dan to use. These will be available from the art cupboard.. Dan and I shall discuss how to mounting his art work, which colour and type of mount board to use. We shall discuss where to position his art work on the selected wall. His art work will be completed within an art group setting over a 2hr period one week earlier to our evening. I will ask staff members and volunteers to become part of art sessions with Dan and give each person a time and date to come along to the sessions prior to the exhibition as a slow mental home to an increase in group numbers.All of these activities will take place at the Group premises where I am confident that I am able to keep Dan safe. He is familiar with this space and feels secure here. Under the (Ref 9) Regulation of care Act (Scotland) 2001Dan has a right to feel safe and secure. I will do Risk Assessments at all activities as this complies with the(Ref C) Health and Safety at Work Act 1974. The exhib ition will take place on May 20th2010.REFERENCES. cite 1 Data Protection Act 1998. http//www.opsi.gov.uk/Acts/Acts1998/ukpga_19980029_en_1 character 2 http//www.childdevelopmentinfo.com/learning/learning_disabilities.shtmlWhat is a learning disability?iiReference3The Same as You strategy of 2000.http//www.scotland.gov.uk/ldsr/docs/tsay-01.aspiiiReference 4 Elizabeth Bingham +. (2009). Sociology of Family. In Heinemann HNC in Social Care. Edinburgh Heinemann. 88-89. Reference 5 Elizabeth Bingham +. (2009). Sociology of Family. In Heinemann HNC in Social Care. Edinburgh Heinemann. 124 -125. Reference 6 Elizabeth Bingham +. (2009). Sociology of Family. In Heinemann HNC in Social Care. Edinburgh Heinemann. 84. Reference 7 Elizabeth Bingham +. (2009)Working with wad who have Learning Disabilities. In Heinemann HNC in Social Care. Edinburgh Heinemann. 266. Reference 8 Cathy A. Malchiodi. (2007). Creativity- Drawing on Process. In McGraw-Hill Art therapy Sourcebook. 2nd Ed. in the al together York USA McGraw-Hill. 65. Reference 9Regulation of care Act(Scotland) 2001http//www.opsi.gov.uk/legislation/scotland/acts2001/asp_20010008_en_1 Reference AThe Human Rights Act 1998http//www.opsi.gov.uk/acts/acts1998/ukpga_19980042_en_1 Reference B NHS and Community Care Act 1990 http//www.opsi.gov.uk/ACTS/acts1990/ukpga_19900019_en_1Reference e C Health and Safety at Work Act 1974 http//www.hse.gov.uk/legislation/hswa.htm Reference e DBiza Stenfert Kroese+. (1997) Cognitive-Behaviour Therapy for People with Learning Disabilities Routeledge.