Understanding Equality, Diversity, and Rights in Health and Social Care

This document provides an in-depth understanding of equality, diversity, and rights in health and social care services. It discusses the definitions of equality, diversity, inclusion, and discrimination. It also explains how rights are promoted in health and social care services and discusses ethical dilemmas that may arise when balancing individual rights and duty of care. Additionally, it covers how to work in an inclusive way, including promoting equality and supporting diversity, challenging those not working inclusively, and supporting others in promoting equality and rights. Furthermore, it summarizes the legislation and codes of practice related to equality, diversity, inclusion, and discrimination. Lastly, it evaluates the role of health and social care practitioners in meeting individual needs through inclusive practice.

Running head: HEALTHCARE ASSIGNMENT
HEALTHCARE ASSIGNMENT
Name of the Student:
Name of the University:
Author Note:

1HEALTHCARE ASSIGNMENT
Unit 1: Understand equality, diversity and rights and health and social care:
1.1: Define the following terms:
Equality: Equality can be defined as the state of being treated equal with regard to status,
rights or opportunities. Equality supports the legal framework and allows the consideration of
choices in the decision making process. By virtue of equality people tend to feel valued and
respected. Also, equality helps in accruing equal rights and equal opportunities to people so
as to assure everyone a similar legal status. The Equality Act protects the vulnerable groups
through equality legislation on age, disability, gender reassignment, race, religion, sex, sexual
orientation, marriage, maternity, civil partnership and pregnancy. These determiners across
which protection is guaranteed is also known as protected characteristics. The Act now
extends its protected characteristics to include disabled and gender reassignment (transsexual
people) and grants them equality across all domains of life (Hepple 2014).
Diversity: Diversity can be defined as the state of being different from others in terms of
cultural, religious, linguistic or ethnic background. Diversity allows people to celebrate the
existing differences with respect to culture and tradition and enables people to stay in
harmony with one another. Also, diversity enables people to respect each other’s difference
in custom and traditional beliefs.
Inclusion: Inclusion can be defined as the state of being included within a group. It generally
refers to the inclusion of disabled people or people with special needs in a group.On a
broader note, inclusion can be explained as accepting individuals with special needs and
treating them with dignity and respect. Inclusion means not to discriminate on the basis of
limited ability of the disabled individuals and treat them with integrity. The central idea of
inclusion is to socially include the disabled individuals in the society so as to alleviate their
standard of living and protect them from social discrimination.

2HEALTHCARE ASSIGNMENT
Discrimination: Discrimination can be defined as an unjust or prejudicial treatment that
oppresses individuals belonging to different social categories of age, race, sex or
gender.Discrimination refers to the behaviour of making a unique distinction towards an
individual or a group of individuals on the parameters of age, colour, height, gender, ethnicity
or cultural preferences. Discrimination involves oppressing or restricting a particular group
from participating equally in the decision making process or depriving the group from a basic
opportunities to access the basic amenities of life. Discriminatory policies exist at the
individual level, organizational level and at the national level. According to the definition
propounded by the United Nations, discriminatory behaviours might assume many forms but
typically involve a form of exclusion or rejection.
1.2: Explain how rights are promoted in health and social care services
Health care services as well as social care services ensure proper access to support
and care facilities of people irrespective of the circumstances. The care professionals are
obliged to practice according to the code of conduct that stringently allows them to work in a
manner that promotes equality and diversity across their areas of practice. At the same time,
professionals also advocate the individual rights of the patients and act in the best interest of
the patient. Health care services critically ensure that patient privacy is protected and at the
same time the patients are protected against any harm or danger. In addition to this, care
services also treat patients in a fair and just manner and ensure that patients irrespective of
their demographic or cultural background have an equal access to care services and case
resources. Also, care professionals are expected to impart effective care services in a
culturally safe manner. The rationale can be explained as protecting the patient from any
potential harm which could elicit a negative implication on the health outcome of the patient
and at the same time treat the patient with respect and dignity in order to ensure equity in
terms of treatment services. In addition to this, across healthcare services, privacy of

3HEALTHCARE ASSIGNMENT
individuals is respected and it is ensured that individuals are free from harm and danger.
Further, it is also ensured that individuals are treated in a fair manner and have access to
personal records, individual preferences as well as personal choices in relation to the
treatment process. The overall purpose of the promotion of rights is to ensure that people feel
respected and free from any potential threat or harm.
1.3: Discuss ethical dilemmas that may arise when balancing individual rights and duty of
care
Ethical dilemmas refer to conditions where the duty of care and the individual rights
of the patients do not go hand in hand. For instance, a condition when the care professionals
suspect that an individual is suffering from dementia and is harmed or threatened by a family
member, the ethical duty of the care professionals is to protect the individual from that family
member. The autonomy and wellness interest of the patient here is complex and benefits
associated with a long term relationship must be compared with the extent of harm that was
caused to the patient. The four ethical principles of autonomy, non-maleficence, beneficence
and justice help the carers to act in the best interest of the patient so as to foster effective care
delivery. Another instance of ethical dilemma can be explained in terms of what should be
disclosed to the family members of the patient. For instance, in end of life care decisions and
critical cases, patients often pester the nursing professionals to decipher what was conveyed
by the physician. In such instances, nurses are surrounded with the ethical dilemma that to
what extent the patient information should be conveyed. Also, disclosing medical information
forms another case of ethical dilemma. In certain cases, family members of the patients
request not to convey the information to the patient about a serious diagnosis so as to avoid
psychological stress. However, considering the legal obligation of the patient and the right to
know about the medical diagnosis raises a serious ethical dilemma where the nursing
professional must test the validity of the request made by the family members of the patient.

4HEALTHCARE ASSIGNMENT
Understand how to work in inclusive way:
2.1: Explain how to promote equality and support diversity
It is extremely important to promote equality and support diversity within a
workplace. A health work environment reflects inclusive practice and mutual respect for
cultural diversity (Baillie and Matiti 2013). A number of processes can ensure promotion of
equality and supporting diversity. Firstly, the staff and clients within an organization must be
treated in an equal and fair manner. Secondly, creation of an inclusive culture for the staff
and clients can help in promoting equality and supporting diversity. In addition to this,
ensuring equal access for all also helps in the promotion of equality. In addition to this,
enabling development of full potential of the staff irrespective of their cultural background
can help in promoting equality and supporting diversity. Also, procuring a safe and inclusive
environment and enforcing anti discriminatory policies and procedures can help in promoting
equality and supporting diversity.
Therefore, it can be mentioned that in order to promote equality and support diversity,
staff professionals working within an organization must treat everyone equally and create
an inclusive environment. In addition to this, at the administration level it must be
ensured that policy makers create policies and procedures that promote equality and
diversity. This means that the policies must not promote institutional discrimination and
must ensure that professionals working within the organization have equal access to
opportunities and enjoy professional freedom so as to work in harmony with one another.
2.2: Describe how to challenge those not working inclusive in a way that promotes change
On coming across an incident where it is detected that inclusive practice is not being
followed or is violated, the three primary steps can be taken (Dweck 2013). Firstly, a

5HEALTHCARE ASSIGNMENT
complaint can be identified and registered to the employer of the organization in an informal
manner, secondly a grievance can be raised using the employee grievance procedure and
thirdly a claim can be made to the employment Tribunal for seeking justice.
The above discussed procedures are methods in which staff professionals not working in
an inclusive way can be identified and accordingly brought to notice of the higher authorities.
In addition to this, in order to resolve the issue, the supervisor could conduct a meeting and
explain to the professionals the importance of practicing in an inclusive manner so as to
withhold the vision of the organization. Further, the manager must bring to the notice of the
identified professionals their misconduct and can proactively conduct a counselling session to
explain them the true meaning of working in an inclusive manner. Further, the manager can
proactively work in close association with the employees and demonstrate practically the
manner in which the employees could work in an inclusive manner so as to foster a positive
work environment.
2.3: Explain how to support others in promoting equality and rights
In general the promotion of equality or rights within an organization is restricted to
the HR department. However, there are a number of ways which can help in promoting
equality and rights. These can be enlisted as follows (Deane 2013):
 Report any form of discrimination
 Actively volunteer for diversity events
 Offer assistance with recruitment events
 Voice innovative ideas
 Obtain employee views
In addition to this, the organization can proactively share information about equality
rights of the employees and encourage employees to raise a concern upon sensing violation of

6HEALTHCARE ASSIGNMENT
the employee rights. Further, encouraging effective communication between the team
members so as to strengthen team bonding can help in upholding the integrity of the
concerned profession. In addition to this, stringent monitoring of the work process so as to
ensure that employees work in accordance to the rules and law and promoting role model
working can help in supporting employees whose rights or laws are compromised.
Unit 2: Understand legislation and codes in relation to inclusive practice
3.1: Summarise legislation and codes of practice relating to equality, diversity, inclusion and
discrimination
The Equality Act passed in the year 2010 cumulatively addresses the previous acts that
were associated with equality and discrimination (Florian and Spratt 2013). This ACT is
applicable to all organizations and it critically ensures protection of the vulnerable groups of
individual from discrimination (Knowles 2013). It is expected that organizations dealing with
early year education must be aware of the law and foster adequate support for children with
disability or other developmental deformity so as to ensure equality and protection against
discrimination. In addition to this the staff members must procure a positive attitude towards
the disabled in order to reinforce an inclusive practice. Also, an organization must ensure that
all employees are treated equal to one another and work in an inclusive manner so as to
abstain from practicing any form of discrimination. In addition to this, the sex discrimination
act of 1975 was passed by the parliament of the United Kingdom which prevented the
discrimination of men and women on the grounds of marital status or sex
(Equalpayportal.co.uk 2019). This law involves equal social status of men and women
irrespective of their marital status and ensures equal legal rights to lead a life free from social
prejudice or belief in relation to marital status. Also, the Equal Pay Act of 1970, was passed
by the parliament of United Kingdom and it guaranteed wage equality between men and

7HEALTHCARE ASSIGNMENT
women (Equalpayportal.co.uk 2019). This law critically ensures equality of wages of men
and women and equal employee rights so as to acquire equal status before the court of law.
Finally the Equality Act passed in the year 2010 replaced these anti-discrimination laws with
a single Act which simplified the complexities and made it easier for people to understand the
meaning of equality in every sphere of life and comply with it (Equalpayportal.co.uk 2019).
This act came into force on October 1, 2010 and assures equality on the basis of pay scale,
discrimination and marital status and other opportunity.
Understand role of health and social care practitioner in inclusive practice:
4.1: Evaluate the role of the health and social care practitioner in meeting individual’s needs
through inclusive practice
It is important for the care professionals to possess excellent communication skills as
communication is an integral medium to exchange information with the disabled
individual and build an effective therapeutic relationship (Hagquist and Hellstrom 2014).
In addition to this, the health care practitioner as well as the social care practitioner must
adapt a positive attitude towards the disable d and interact with them in a humble manner
so as to ensure a positive inclusive practice. Utmost care should be taken to ensure that
factors that are detrimental to inclusive practice are uprooted. These factors include
discrimination such as verbal abuse or attending disabled patients poorly. In addition to
this, time constraints, staff changes, poor financial resources, lack of proper training and
resources, lack of knowledge about person-centred care and failing to identify the cultural
and religious specific need of the patients could cumulatively lead to poor patient
outcome. The strengths of inclusive practice include a through consideration of the above
factors and adapting a person centred care approach so as to acquire positive patient
outcome. Research studies have mentioned that inclusion of family centred practice and

8HEALTHCARE ASSIGNMENT
placing the patient at the heart of the care can help in fostering holistic wellness and at the
same time ensure positive and accelerated recovery of the patient.
On the other hand the disadvantages of inclusive practice includes unequal pace of
learning of the different students. In addition to this, students suffering from auditory
impairment or processing disorders or Asperger’s syndrome can be affected to an extent
that their pace is lower than their peers despite the implementation of all inclusive
teaching practices. In such cases, disabled children are generally placed in a least
restrictive environment in order to acquire skills that their peers have already mastered in
a classroom setting. This can be considered as a demerit of inclusive education as a each
child is special despite their limited abilities and must not be placed in a lower grade as
they are unable to match up to the skills of other children.
Unit 3: Understand key elements of human development across human lifespan
1.1: Identify the life stages of human development
The life stages in human development can be enlisted as under (Boyd et al. 2015):
Infancy: birth to 1 year: This phase includes the first year of life which is also known as
an important stage of human development. This stage is marked by a number of physical
development stages. In addition to this, infants also develop emotional attachment with
their care providers at this stage (Kail and Cavanaugh 2018).
Early childhood: 1 to 6 years: This stage marks the phase when the child starts
experiencing a degree of freedom and learns to make independent choices. Children
further develop self-esteem and gain confidence at this stage. They also come to terms
with the happening in their environment (Singelman and Rider 2014).

9HEALTHCARE ASSIGNMENT
Late childhood: 6 to 12 years: This stage improved decision making ability and ability to
respond to people in a sensitive and decisive manner(Singelman and Rider 2014).
Adolescence: 12 to 20 years: This stage marks the phase when an individual experiences
physiological changes within the body which creates confusion and identity crisis
(Singelman and Rider 2014).
Early adulthood: 20 to 40 years: Early adulthood is also one of the difficult stages when
an individual learns to fulfil responsibilities and undertake sound decisions(Kail and
Cavanaugh 2018).
Middle adulthood: 40 to 65 years: Middle adulthood marks the phase when an individual
is at the peak of success in terms of life’s security and has gained substantial experience
in relation to life (Singelman and Rider 2014).
Late adulthood: 65 years and older: Late adulthood is marked by the phase of insecurity
in terms of accepting that death is inevitable and coming to terms with the loss of loved
ones (Kail and Cavanaugh 2018).
1.2: Describe social, emotional, cognitive and physical developments within each life stage
Birth:
During infancy, social development is marked by interacting with carers and getting to
know the personal touch of the carers. Emotion development is marked by Trust v/s Mistrust.
This forms the first stage of Erik Erikson’s theory of psychological development. This stage
has been studied to initiate at birth and continue up till 18 months of age. During this phase,
the infant is unaware about the world where they live and is entirely responsible on the
mother or the primary care provider for the continuation as well as consistency of care. The
theory suggests that at this stage if the consistency of the care is maintained it leads to

10HEALTHCARE ASSIGNMENT
security and building trustworthy relationships. However, if at this stage if the bond is
affected by mistrust or suspicion then anxiety might develop within the infant. In addition to
this, Cognitive development is marked by actions based on reflexes and physical development
is marked by accelerated physical growth such as crawling and sitting and rapidly growing.
Infancy:
The social development at this stage is marked by First social learning experience. The
emotion development is marked by Autonomy v/s Shame. This stage is studied as the second
stage of Erik Erikson’s stage and this stage occurs from 18 months up to 3years of age. This
stage is marked by developing a strong essence of personal control over the physical skills
and an increased degree of independence. If at this stage children are criticised or controlled
to extremes they are bound to suffer from lack of self-esteem and start doubting their abilities
and personal skills. The cognitive development is marked by Episodic thinking and the child
learns to differentiate between right and wrong (Boyd et al. 2015). The physical development
is marked by mastering the skills of muscle coordination and physical movement such as
walking and talking.
Childhood:
The social development is marked by primary social learning and first socializing
experience. The Emotion development is marked by Initiative v/s guilt (Janus et al. 2014).
This stage forms the third stage of Erik Erikson’s theory of psychosocial development. At this
stage children have a tendency to assert themselves repeatedly. This phase can be termed as
a rapidly developing stage of a child’s life and the characteristic vigour of action is
perceived as aggressive by the children. This stage is characterized indulging in regular play
activities with peers to explore inter-professional skills by virtue of activities. Cognitive
development is marked by Concrete thinking development and ability to memorize and

11HEALTHCARE ASSIGNMENT
physical development is marked by slowing down of physical growth. Fine muscular strength
and coordination. Presence of permanent teeth (Haywood and Getchell 2014).
Adolescence:
The Social development is marked by secondary social learning and the emotional
development is marked by Industry v/s inferiority. This marks the fourth stage of Erikson’s
Psychosocial crisis that includes inferiority v/s industry or competence. At this stage, the peer
group and teachers tend to have a greater significance in the child’s life. The child acquires
a tendency to gain approval by demonstrating a set of competencies that are valued by the
society. The cognitive development is marked by ability to engage in abstract thinking and
the physical development is marked by rapid growth and puberty.
Adulthood:
The social development is marked by Maturity on entering adulthood. The Emotion
development is marked by Ego identity v/s role confusion. This stage marks the fifth stage
and evokes a sense of self or personal identity through exploration of personal goals and
beliefs. The cognitive development is marked by Ability to apply insights into activities of
daily living and the physical development is marked by Stable physical growth and mental
coordination. Upon entering middle adulthood, the social development is marked by the
sense of responsibility. The Emotion development is marked by Intimacy v/s isolation and
Generativity v/s stagnation. At this period, individuals experience major conflicts in relation
to forming intimate relationships with other people and successful completion of the stage
leads to happy relationships. At the same time avoiding relationships or intimacy for the fear
of commitment leads to isolation at this stage. In addition to this, this stage is also marked by
creating an impact or an influence by pursuing interests or failing to contribute to the society
which causes a feeling of stagnation. The Cognitive development is marked by Self-directed

12HEALTHCARE ASSIGNMENT
learning and ability to make best use of resources and the physical development is marked by
reaching the peak of physical development and physical abilities such as sight and hearing
degrade gradually. The last stage, late adulthood is marked by Social development that
involves Retirement and social detachment or isolation. The Emotion development is marked
by Ego identity v/s despair (Janus et al. 2014). This means that at this stage individuals
reflect upon the achievement to develop a sense of ego integrity or perceive their life as a
failure and experience the feeling of underachievement or despair. The Cognitive
development is marked bybuilding upon life experiences, reflective learning (Haywood and
Getchell 2014) and the Physical development is marked by ageing and degradation of
physical health.
Understand theories of human growth:
2.1: Describe theories of human growth and development
The most important theories of human growth and development can be explained as
under:
 Freud’s psychosexual development theory: According to Freud, children go through a
number of psychosexual stages that ultimately lead to the development of the adult
personality (Broughton 2013). Typically the theory described how the personality
developed over the stages of childhood. From birth upto 1 year, the erogenous zone
has been identified as the mouth. From 1 to 3 year, the erogenous zone has been
identified as the bowel and bladder control. The time between 3 to 6 years has been
identified as the phallic stage and the erogenous zone has been identified as the
genitals. The latent stage is characterized from 6 years to puberty and is marked by
the inactive libido. The subsequent stage is identified as the genital stage
characterized from puberty to death and is marked by maturing sexual interests.

13HEALTHCARE ASSIGNMENT
 Erikson’s psychosocial theory: Erikson mentioned that personality developed in a
predetermined manner through the eight stages of psychosocial development which is
distributed from infancy to adulthood (Broughton 2013). It was further mentioned that
during each stage a certain psychological crisis is experienced which might elicit a
positive or a negative influence. The 8 stages have been identified as Trust v/s
Mistrust, Autonomy v/s shame and doubt, initiative v/s guilt, industry v/s inferiority,
identity v/s role confusion, intimacy v/s isolation, generativity v/s stagnation and ego
integrity v/s despair. The first stage of Erik Erikson’s theory of psychological
development is the Trust v/s Mistrust phase. This stage has been studied to initiate at
birth and continue up till 18 months of age. During this phase, the infant is unaware
about the world where they live and is entirely responsible on the mother or the
primary care provider for the continuation as well as consistency of care. The theory
suggests that at this stage if the consistency of the care is maintained it leads to
security and building trustworthy relationships. However, if at this stage if the bond is
affected by mistrust or suspicion then anxiety might develop within the infant. The
second stage of Erik Erikson’s theory marks the Autonomy v/s Shame stage and this
stage occurs from 18 months up to 3years of age. This stage is marked by developing
a strong essence of personal control over the physical skills and an increased degree
of independence. If at this stage children are criticised or controlled to extremes they
are bound to suffer from lack of self-esteem and start doubting their abilities and
personal skills. The third stage is marked by Initiative v/s guilt (Janus et al. 2014).
This stage forms the third stage of Erik Erikson’s theory of psychosocial development.
At this stage children have a tendency to assert themselves repeatedly. This phase can
be termed as a rapidly developing stage of a child’s life and the characteristic vigour
of action is perceived as aggressive by the children. This stage is characterized

14HEALTHCARE ASSIGNMENT
indulging in regular play activities with peers to explore inter-professional skills by
virtue of activities. This fourth stage of Erikson’s Psychosocial crisis includes
inferiority v/s industry or competence. At this stage, the peer group and teachers tend
to have a greater significance in the child’s life. The child acquires a tendency to gain
approval by demonstrating a set of competencies that are valued by the society. The
next stage is the Identity v/s Role confusion stage and it evokes a sense of self or
personal identity through exploration of personal goals and beliefs. The next stage is
marked by Intimacy v/s isolation and Generativity v/s stagnation. At this period,
individuals experience major conflicts in relation to forming intimate relationships
with other people and successful completion of the stage leads to happy relationships.
At the same time avoiding relationships or intimacy for the fear of commitment leads
to isolation at this stage. In addition to this, this stage is also marked by creating an
impact or an influence by pursuing interests or failing to contribute to the society
which causes a feeling of stagnation. The last stage is marked by Ego identity v/s
despair. This means that at this stage individuals reflect upon their achievement to
develop a sense of ego integrity or perceive their life as a failure and experience the
feeling of underachievement or despair.
 Piaget’s theory of cognitive development: Piaget’s theory of cognitive development
explains the mechanisms by virtue of which an infant develops into a child and further
develops into an individual who can reason and think using a hypothesis (Broughton
2013). Piaget critically emphasized upon four stages of cognitive development which
included the sensori-motor development, preoperational development, concrete
operational development as well as the formal operational development. It was further
mentioned that transition to one stage from another occurs through the process of
equilibrium, assimilation and accommodation.

15HEALTHCARE ASSIGNMENT
 Maslow’s development theory: Maslow’s hierarchy of needs explains the curios
nature of the humans. Typically the theory explains how the human beings participate
in behavioural motivation and the theory makes se of terms such as physiological,
safety, belonging and love, social needs, esteem and self-actualization (Broughton
2013). It can be mentioned that the theory typically explains that for behavioural
motivation to occur, a substantial internal stimulation must occur so that the hierarchy
of intrinsic needs is satisfied and the motivation could proceed to the next level.
Understand significant life events:
3.1: Explain significant life events that can occur within each stage of human development
The first stage or infancy is characterized by complete dependence of the infant to the
primary care providers, the mother for feeding and nutrition. This stage is majorly
characterized by the development of a bond with the carers. It should be mentioned in this
context that the stage of birth and infancy is marked by separation and changes in nursery.
The next stage or the childhood is characterized by acquiring the first experience of a formal
education. In this stage, the individual interacts with peers and friends and learns to take
collective responsibility. This marks the stage when the child starts attending school and
experiences the first feeling of moving out of house and stepping into an association which is
beyond the comfort zone of the child. The next stage or the adolescence stage is characterized
by identifying with the peer group and puberty takes place at this stage which leads to a
cascade of hormonal and emotional changes. This stage is further marked by major
physiological changes and related emotional changes and the urge to be approved according
to a set of societal competency standards. Adulthood is characterized by acquiring the
maturity to undertake responsibilities and become financially independent. Adulthood is also
characterized by major life events such as marriage or divorce which impact psychological

16HEALTHCARE ASSIGNMENT
wellness, death of loved ones or achievements such as buying a house or other asset. The
older adulthood is characterized by gradually detaching from the social responsibilities and
leading a life of retirement. This stage is characterized by retirement, death of the spouse or a
close friend or suffering from serious illnesses and gradually coming to terms with their own
death (McLeod 2019). Another perspective states that the phase of birth and infancy is
characterized with separation and changes within the nursery. Further, childhood is
characterized by major events such as attending school and moving out of the house. In
addition to this, adolescence or the teenage is characterized by puberty or physiological
changes within the body and emotional transitions. Later phase of adolescence is marked by
starting work and moving out. Further, adulthood is marked by social events such as marriage
or divorce, buying an asset such as a house or a car and the death of a loved one. Further,
older adulthood is marked by retirement, death of a partner or a close friend, illness and
coming to terms with the idea of death.
3.2: Analyse the impact that significant life events have on individuals
Life events can broadly be defined as changes that take place in the life of individuals
unexpectedly. It should be noted in this context that the effect of the life events can be
positive as well as negative. If the impact of the event is positive it might positively
contribute to the development of an individual in terms of progress. However, if the impact of
the events is negative, it hampers the sound development of an individual. The impact of the
life event is usually studied on the basis of the stress it exerts on the concerned target
audience. For example, an individual who has experienced sexual abuse in the early teens is
bound to feel socially withdrawn. On the other hand, who a child who has experienced
parental support and care is bound to feel socially secure.

17HEALTHCARE ASSIGNMENT
In addition to this a child who had been granted freedom during the childhood phase
generally grows to be an independent child. Further, an individual who is happy and satisfied
evolves into a matured adult with a sense of optimism. Further, an individual who possesses
the ability to adapt in difficult situations grown into a person who can adapt in difficult
situations. In addition to this, a person who is able to strongly regulate the emotions can
reduce the impact of pain and avoid unwanted outcomes. Further, an individual who deals
with a lot of criticism develops into a negative person. Further, an individual who experiences
regression at the early stages experiences a stunted development. Also, a child who has been
exposed to abuse is unable to develop normally and experiences poor adaptability. Also, a
child whose childhood had been full of hopelessness and depression evolves into an adult
with a pessimistic perspective towards life. Also, a child who has been criticised to a great
extent is unable to progress positively and therefore lacks self-esteem and confidence.

18HEALTHCARE ASSIGNMENT
Unit 4: Understanding safeguarding
1.1: Explain what is meant by safeguarding
Safeguarding can be defined as the process of fostering a secure environment free
from any possible threat or damage. It is about safeguarding people’s health, wellbeing and
human rights in order to keep them free from abuse or harm (Betts et al. 2014). Safeguarding
refers to ensuring the safety of an individual and at the same time protecting them from any
harm or danger. For instance, if a domestic abuse victim seeks health care services, care
professionals are obliged to safeguard her and keep her personal information confidential in
order to ensure that the victim is safeguarded against the abuser.
1.2: Explain how safeguarding
Keeps individual safe: Safeguarding helps in ensuring safety of the vulnerable individuals by
reinforcing a number of factors. These factors include, raising awareness for not tolerating
abuse, seeking appropriate health, police or social care needs in order to reinforce care of
better quality. Further, safeguarding also ensures providing effective responses to allegations
of threats or harm. In addition to this, safeguarding also means provision of access to
services, advocacy, justice and support and using safeguarding reviews to improve the quality
of services to ensure protection of the individuals at risk. In addition safeguarding also refers
to critically identifying the risks that the vulnerable individuals might encounter and then take
actions to manage the risks. Further, it also refers to supporting the individual based on their
needs and values by adapting a person centred approach. Further, care professionals must
tailor the treatment requirement in the most feasible manner so as to ensure that the patient is
protected and experiences a better quality of life.
Values individual needs: Safeguarding is about promoting safety for the vulnerable
individuals by reinforcing their individual rights and individuals. This refers to the fact that

19HEALTHCARE ASSIGNMENT
professionals concerned with safeguarding respect the values of client and support him to
make choices according to their lifestyle preferences. This could be explained with an
example of a client forcibly consuming an unhealthy diet. However, the professional must
comply with the professional duty of educating the client about a healthy meal plan and make
sure that the client takes ownership of his responsibility. Care professionals must adequately
meet the needs of the patient, access risk and make choices so as to act in the best in terest of
the patient.
Protect individuals: Safeguarding helps in protecting individuals by fostering care and
supporting needs. In addition to this, it also helps in identifying a risk or an abuse or a
vulnerable individual who is unable to defend himself. Accordingly, reinforcing protection
and supporting the needs of the patients becomes increasingly convenient for care
professionals. Further, care professionals must ensure that the potential risks to the patients
are appropriately managed and the patients have their independent choices in the treatment
process.
1.3: Explain how health and social care practitioners can take steps to safeguard themselves
Staff-members must report on sensing misconduct. Further, concerns must be reported
to the supervisors. In addition to this the documentation should be appropriately
maintained. Also, support should be availed as and when required. Further, the policies
must be followed and consent should be sought from the patient for the care process.
Further, adequate staff to patient ratio must be maintained and at the same time quality
services should be rendered to the patients for better outcome. In addition to this, at all
times the patient’s concerns should be prioritized in order to ensure that positive outcome
is acquired in terms of safeguarding the patient.

20HEALTHCARE ASSIGNMENT
Understand how to safeguard individuals in relation to legislation, policies and procedure:
2.1: Summarise current legislation in relation to safeguarding
The current legislation and laws in relation to safeguarding include the following:
 Children Act 1989 and 2004 (England NHS and Wales 2015)
 Working together to safeguard children 2006 and 2013 2004 (England NHS and
Wales 2015)
 The early years foundation stage: section 3- The safeguarding and welfare
requirements
 Disclosure and Barring service
 The health and social care act 2008 (regulated activities) regulations 2014
 The care act 2014states that the local authorities must conduct the assessment of
anyone who appears to require support irrespective of their ability to be eligible for
state-funded care
 Sexual offences act 2003 deems sexual offences in the form of rapes or molestation to
be punishable by law
 Safeguarding vulnerable group’s act 2006 recognizes elders, children and vulnerable
adults as candidates that require protection by legislation.
2.2: Describe the relationship between legislation, policy and procedure
The legislation can be defined as a law that is passed by the parliament for instance,
the Children Act of 2004. Policies on the other hand provide a brief overview about the
manner in which a setting complies with the parliamentary laws, for example the policy of
confidentiality. Procedure can be defined as a detailed explanation about the practical
implication of the law. Further, policies and procedures must adhere to the laws and

21HEALTHCARE ASSIGNMENT
legislation in place. Further, procedure and policies are in place within organizations so that
the legislation is followed stringently.
2.3: Identify policies and procedures in relation to safeguarding
Policies and procedures in relation to safeguarding can be defined as the
parliamentary legislation that offers guidance on how to foster safety. The procedure differs
from one organization to another but has a list of common factors that incorporate
preservation of confidentiality and conducting risk assessments. In addition to this, policies
regarding the loss or reporting missing of an individual and safeguarding people are also
common across most of the organizations. Further, DBS procedure and Non-collection of
children or dependent adults and conveying information to concerned departments is also
included across every organisation. In addition to this, stringent compliance with Child
protection procedures and observing missing child procedures is also recommended to be
mandatorily followed by the organizations. In addition to this, organizations are entitled to
maintain confidentiality policies, maintain line of reporting, maintain code of conduct and
observe reporting lines in case any danger is identified. Also, organizations are entitled to
safeguard vulnerable adults, comply with the sexual offences Act 2003 and Safeguard
vulnerable adults as per vulnerable groups act passed in the year 2006. Moreover,
organizations must also comply with the mental capacity act 2005 and ensure safety of
mentally retarded adults within a workplace.
Unit 5: Understanding factors that contribute to an individual being vulnerable to harm
or abuse
Explain factors that may contribute to an individual being vulnerable to harm or abuse
Certain individuals are more vulnerable to harm or abuse than other. Some of the
reasons could be because of a disability or a mental health condition. In addition to this, other
factors such as poor upbringing, increased dependence on substance abuse and negligence

22HEALTHCARE ASSIGNMENT
could contribute to an individual who is vulnerable to harm or abuse. Disability can be
defined as a health condition that could have potentially developed due to cognitive,
developmental, mental, intellectual, physical or sensory impairment. Disabled subjects are
vulnerable as they are unable to carry out the activities of daily living independently.
Research studies mention that disabled are often socially stigmatized and discriminated
which serves as the main reason why disabled subjects are considered vulnerable (England
NHS and Wales 2015). In addition to this, it should also be mentioned that individuals with
mental illness also possess poor insight and judgment ability to differentiate between right
and wrong. The mental illness therefore limits their ability to lead an independent and normal
life which makes patients with mental illness vulnerable subjects. Further, research studies
suggest that negligence during childhood or poor upbringing tends to cultivate insecurity and
poor self-esteem in individuals which make them vulnerable subjects whose security can
easily be threatened. Further, individuals who indulge in excessive substance abuse tend to
lack reasoning and judgment ability and become vulnerable to threats such as an injury or an
accident from a third party. In addition to this, it should be noted that, individuals with a
sensory impairment such as with vision, hearing or speech disorders and experience
communication difficulties are considered vulnerable as they are unable to perceive
communication normally which makes them susceptible to potential abuse or exploitation.
Also, Individuals who lack a capability to distinguish between right and wrong are considered
vulnerable as on account of their poor judgment skills they can potentially be exploited by a
group of abusers. Individual who are dependent on other people for care are vulnerable as
they are unable to advocate their interests and heavily depend on others for their advocacy.
Also, Individual who do not possess good support network around them are vulnerable as
they have limited support options. It should also be noted that, individuals who are disabled
are vulnerable as they are often discriminated and denied the basic rights in relation to their

23HEALTHCARE ASSIGNMENT
limited ability. Individuals who are emotionally or physically weak are considered vulnerable
as they are unable to undertake sound decisions on their behalf which could yield productive
outcome. Individuals who are unable to communicate because of a brain injury are vulnerable
as they are unable to express their concerns and can hence be exploited or abused easily on
account of their limitations. Individuals who are unconscious are vulnerable as they are not
aware of their surrounding that might affect their wellness and stability are also considered as
vulnerable. Individuals with a limiting mental health condition are vulnerable on account of
their poor ability to undertake rational decisions that can directly affect their wellness.
Individuals with poor upbringing are vulnerable as they are emotionally unstable to undertake
correct decisions that could benefit them. Individuals who involve in substance abuse and are
heavily involved in alcohol and drug abuse are vulnerable as they lack rational judgment
ability on account of intoxication and can be abused. Individuals who have been neglected in
the past are vulnerable as they are unable to express their concerns and are emotionally
vulnerable for potential exploitation. Vulnerable individuals with respect to age also include
children as well as the elderly who do not possess sound decision making skills and can be
potentially exploited. Individuals who do not have relatives or family members are lonely
with no social acquaintances and can be potentially abused by an abuser
Know signs and symptoms and individual behaviour that may cause concern
4.1: Describe signs, symptoms, indicators and behaviours that may cause concern relation
to:
Neglect:
 Steals or begs for money and food
 Lacks medical care or immunizations
 Lacks hygiene and has body odour

24HEALTHCARE ASSIGNMENT
 Lacks proper clothing appropriate to the weather
 Dependent on substance abuse
 States there is no provider
 Slow development
 Mental health problems
 Behavioural issues
 Eating fast
 Feeling sick
Self-neglect:
 Does not care for personal hygiene
 Does not consume proper meal
 Practices self-harming behaviour
 Avoids getting treatment for health conditions
 Lives in unsanitary conditions
 Clothed in dirty or shabby attire
 Lacks proper grooming such as neat and combed hair
 Has dirty hair
 Suffers from malnutrition
 Suffers from lethargy
Physical abuse:
 Presence of burns, bruises or black eyes
 Shrinks at approach of strangers
 Reports injury by family members or acquaintance
 Abuse animals or pets

25HEALTHCARE ASSIGNMENT
 Evident bruising and burns
 Evident fractures or health problems
 Poor sleeping routine
 Aggressive
 Socially withdrawn and shy in front of a specific group of people
 Feels uncomfortable or shies away from some people
Emotional abuse:
 Feels depressed Socially withdrawn Possesses low self-esteem Suffers from anxiety Experiences mood swings Exhibits aggressive behaviour Relies upon substance abuse Evident anxiety Presents symptoms of bed wetting Mute Is attention seeking
Sexual abuse:
 Presence of shame and guilt
 Inappropriate sexual expression with adults
 Aggressive sexual behaviour
 Sleep disturbances
 Dependence on substance abuse

26HEALTHCARE ASSIGNMENT
 Depression
 Presence of unusual discharge
 Evident soreness within genitals
 Masturbates or is shy in front of a group of people
Domestic abuse:
 Presence of traumatic injury
 Presence of abdominal or breast pain
 Presence of recurrent urinogenital infections
 Visible bruises and black eyes
 Low self-esteem
 Depression
 Evident stress and trauma
 Aggressive
 Socially withdrawn
 Is anxious and withdrawn
Institutional abuse:
 Absence of care Frequent hospital admissions Insufficient infrastructure to render care delivery Lack of consistency in care delivery Is afraid of doctors Does not want to see medical staff or the police Do not talk in front of the abuser
Bullying:

27HEALTHCARE ASSIGNMENT
 Withdrawal from society
 Presence of self-destructive behaviour
 Sleeping disorders
 Eating disorders
 Presence of injuries
 Low self-esteem
 Extremely shy
 Anxious around a group of people
 Not confident
 Try to conceal themselves under lots of clothing. Prefer to wear long sleeves
Female genital mutilation:
The signs, symptoms as well as indication of female genital mutilation include
problems in relation to urinary incontinence or experiencing difficulty while urinating. In
addition to this, presence of frequent chronic vaginal, pelvic or urinary infections is common
among individuals who experience female genital mutilation
Further, signs and symptoms also include menstrual problems, renal complications,
formation or cysts or abscesses, infertility and pain experienced while engaging in sexual
intercourse. As stated by the Who.int (2019), the procedure of female genital mutilation can
be mentioned as an intentional procedure that injures the female genital organ of the women
without any medical reason. Research studies and the evidence base suggest no health
benefits of the women associated with the process. The procedure causes severe bleeding
along with increased risk of UTI, complications with child birth and high risk of stillbirths
through vaginal delivery. The process is considered a violation of the human rights of girls
and women. The process is mostly prevalent in Middle East, Asia and Africa and reflects a
strong inequality between the two sexes and is considered as an extreme form of

28HEALTHCARE ASSIGNMENT
discrimination against the female sex. Research studies suggest that the procedure is majorly
carried out in minors which serve as a violation to children’s rights and the process also
violates individual rights to healthcare, security, physical integrity as well as cruelty which
could even lead to death.
Child sexual exploitation:
As mentioned by Shapero et al. (2014), the symptoms of child exploitation include,
having changed physical appearances such as loss of weight and having unexplained physical
injuries. Further, children who are abused sexually often engage in criminal offences such as
shoplifting and experience poor self-esteem. In addition to this, children who involve in
sexual exploitation often hang around with senior groups of people or get involved with gang
fights. Further, victims often lack proper grooming and education and experience mental
health issues such as depression or anxiety. As stated by Cook et al. (2017), children engaged
in sexually exploitative relationships are often given gifts or money for performing sexual
activities. In addition to this, there could also be instances where children are forced into
believing that they are in a loving, consensual and happy relationship and might be
influenced to try drugs or could be exploited online. It should be noted in this context that
child sexual exploitation has emerged as a problem within the United Kingdom that needs
immediate addressal so as to preserve the human rights of the children and help them lead a
standard life.
Financial abuse:
The signs and symptoms of financial abuse comprises of pressurizing someone to
work against their will when the abuser refuses to work. Also, the abuser demands complete
handover of the salary and taking charge of the bank account. In addition to this, financial
abusers often exploit the earned money and deprive the victim of the basic amenities of life.
In addition to this, it also includes withholding a child’s maintenance payment or paying for

29HEALTHCARE ASSIGNMENT
things and expecting favours in return. Further, it also includes imparting no information in
relation to household finance so as to force the victim into hardship and struggle. Financial
abuse is most commonly used by the abusers in order to gain the upper hand in a relationship.
Financial abuse in some cases could also involve a combination of physical, emotional and
sexual abuse where the abuser might use behaviour to intentionally manipulate a person and
threaten them to trap them in a destructive relationship. Research studies suggest that
financial abuse is not identified easily and in most of the cases is the only cause of trapping a
victim in a toxic relationship (Postmus et al. 2013). In addition to this, it should also be noted
that financial abuse invariably leads to domestic violence and leads to a compromised
standard of life. For instance, a financial abuser could potentially soothe a crisis phase by
offering to manage the expenses during the hard time, but with the passage of time, the
abuser might reduce the allowances forcing the dependent to live in complete hardship. At
the same time, the abuser could be physically abusive and forbid the victim to work this
could further lead to sexual abuse or physical abuse.

30HEALTHCARE ASSIGNMENT
Unit 6: Understanding the lines of reporting and responsibility in relation to
safeguarding protection and welfare of individuals
5.1: Describe the lines of reporting and responsibility in relation to safeguarding protection
and welfare
The line of reporting and responsibility in relation to safeguarding protection and
welfare includes a number of factors that should be followed by the professionals. In addition
to this, it also includes a number of factors that should not be encouraged by the professionals
so as to ensure safeguarding of the individuals at risk. It is the duty of the concerned
organizational authorities to ensure that every individual placed within a setting must duly
meet the safeguarding protection standards as well as possess knowledge about the welfare
requirement of the vulnerable individuals. Further, practitioners must consult supervisors on
sensing a concern that comprises the protection or welfare of individuals. The practitioners
are expected to be aware about the lines of reporting and responsibility within the setting so
as to ensure that increased safety of subjects. The practitioners must encourage the subjects to
communicate in a clear and logical manner so as to ensure that a clear channel of
communication is maintained and the exact details are conveyed which could be shared with
the reporting manager and concerned authorities so as to ensure that there is no room for
miscommunication which could lead to unexpected outcomes. The practitioner must stay
calm and maintain composure. In addition to this, the practitioner must stay open-minded so
as to clear the mind of any pre-assumptions that could affect the decision making process of
the professionals. Further, on sensing a problem, the professionals must proactively report to
the immediate reporting authorities and the safeguarding officer so as to bring the issue to the
notice of the external agencies and ensure that appropriate action is taken to mitigate the issue

31HEALTHCARE ASSIGNMENT
However, practitioners must remain calm and composed and at the same time must
intently listen to the concerns and not interrupt the concerned person while they are sharing
their problems. Further, practitioners must remain open-minded and at the same time must
reassure the reporting individual that the concern raised would be accordingly addressed.
Also, reporting individuals are expected to record and document all the information and
report to the same to the safeguarding officer and at the same tome report the matter to the
external agencies in order to ensure that the situation is dealt in an appropriate manner (Arai
et al. 2015). The safeguarding officer must discuss the information with the higher authorities
and must not promise the reporting individuals that the information would be kept secret as
explain that they are obliged by the duty of care to care to disclose the obtained information.
In addition to this, reporting managers must not interrupt the reporting individuals or attempt
to influence their opinion or views by emphasising on their personal opinion. The information
must only be discussed with the concerned authority figures so as to ensure that the situation
is appropriately handled.
5.2: Explain the boundaries of confidentiality in relation to the safeguarding, protection and
welfare of individuals
The Data Protection Act was revised in the year 2018 (c12) and forms the primary United
Kingdom Act of Parliament which presents an overview about the data protection laws that
are available across the United Kingdom. It should further be noted in this regard that the
Data Protection Act forms the national law that complements the General Data Protection
Regulation (GDPR) of the European Union. The Act comprises of seven parts that are clearly
defined in the section 1. Firstly, the ACT discusses about the processing of the personal data.
Secondly, the processing of the personal data is subject to the GDPR. Part 2 presents
exceptions in cases GDPR is not applicable. Part 3 on the other hand, includes the provision
of processing personal data by competent authorities for the process of law enforcement and

32HEALTHCARE ASSIGNMENT
implementation of Law enforcement Directive. Part 4 involves processing of the personal
data by means of intelligence services. Part 5 includes the provision in relation to the
information commissioner. Part 6 includes provision about the implementation of data
protection legislation and Part 7 includes supplementary provision about the enforcement of
the Act to the parliament and the royal crown. The importance of duty of care can be
explained as ensuring individual wellbeing and maintaining the wellness of the patients by
adhering to organizational rules and abiding the data protection act. It is important to ensure
that every individual within an organization is protected from any potential harm or injury. A
breach of duty is identified when a professional fails to abide by the duty of care towards the
organization or other person and does not live up to the competency standards (Tuffrey-
Wijne et al. 2014). There could be instances where a professional is accused of negligence of
personal injury that could harm the physical or mental health of a patient, in such cases,
breach of duty is identified. In cases where safeguarding or confidentiality of an individual is
compromised, an accurate detailed report must be maintained. These reports must be stored
separately and must be shared with concerned professionals who would ensure protection of
the vulnerable individual. In addition to this, in case of a subject who has committed a crime
or the abuse or is suspected to have led others in high risk situations, their confidentiality can
be compromised and personal information in relation to such individuals can be dispensed
without any legal implication or consequences (Boland et al. 2013). This is to ensure that the
safety of the vulnerable subject who is potentially exposed to harm can be prevented from
threatening outcome. Further, subjects who are vulnerable or are at placed at high risks must
be protected and in order to ensure the same personal information can be dispensed so as to
maintain safety of the patients. In other words, it is important to comply with the duty of care
so as to make sure that the subject is protected. Another instance can be explained in context
of protecting confidentiality in the healthcare context, in case if a patient has been tested HIV

33HEALTHCARE ASSIGNMENT
positive, the healthcare professional must abide by the duty of care and violate the patient
confidentiality and deliver the information to the concerned partner of the individual so as to
ensure safety for both the patient as well as the partner. In such cases, acting against the
patient’s wishes and compromising on the patient confidentiality would help in serving the
greater good and prevent the risk of harm for the patient as well as the patient’s partner
Understand the role and responsibility of health and social practice in relation to safeguarding
individuals.
6.1: Evaluate the role and responsibilities of the health and social care practitioner in
relation to safeguarding individuals
As per England NHS and Wales (2015), Health and Social care professionals share
the mentioned role and responsibilities in order to ensure individual safety. Firstly, the
potential issue must be identified. The concerned authorities must directly speak to the
vulnerable individual who is at risk. Appropriate concern must be raised to the supervisors or
appropriate advice must be sought from social care. Further, proper documentation must be
maintained. Concern must be reported to the appropriate authority such as to the police or the
care duty team. Appropriate communication must be conducted with other involved
professionals in order to ensure multi-agency approach to safeguarding. As stated by
Peckover et al. (2013), care professionals must deliver patient-centred care by placing the
patient at the heart of the care process in order to acquire positive outcome. Further, it is the
duty of the care professionals to ensure that all the care professionals working within the
health care setting act in the best interest of the patient and responsibly share a collective
responsibility to safeguard the patient. Health and care professionals must work collectively
and ensure that the patient safety is not compromised at any instance. The interaction of the

34HEALTHCARE ASSIGNMENT
professionals with the patient must be monitored at all times in order to ensure that patient
safety is not compromised. Allegations in relation to compromise of patient’s safety must be
thoroughly investigated and should be responded in a timely manner. In addition to this social
and healthcare professionals must partner with the family members of the patient as well as
the care professionals in order to ensure increased patient safety and quality outcome. As
argued by Millar et al. (2013), while dealing with the group of vulnerable patients, the
primary responsibility of the care professionals is to deliver patient-centred care so as to
acquire positive patient outcome and at the same time cover the holistic needs of the patients.
As suggested by Tuffrey-Wijne et al. (2014), person-centred care helps in fostering optimal
patient care that ensures accelerated recovery. In addition to this, it is important to ensure
within a healthcare setting that the entire team of care professionals are committed to
safeguarding the rights of the patients. In this regard Boland et al. (2013), stated that
monitoring the quality of interactions taking place between the patient and the care
professionals help in acquiring positive patient outcome. Further, research studies also
suggest that prompt investigation and response to incidents in a timely manner helps in
enforcing better patient safety. In addition to this, partnering with the patient and the family
members of the patient helps in establishing a positive therapeutic relationship which
cultivates improved trust between the care professionals and the patients which yields better
patient outcome. Therefore, based on the evidence based practices it can be said that
inclusion of person-centred care, appropriate safeguarding lines, monitoring interaction
quality between care professionals and patients, responding to patient allegations and
working in collaboration with patients and their family members can help in safeguarding
individuals. On the contrary an optimal balance should be maintained while working in
collaboration with the patient and the family members of the patient so as to empower them
with the proper rationale of devising a treatment intervention and ensuring that the correct

35HEALTHCARE ASSIGNMENT
treatment intervention is followed so as to act in the best interest of the patient and assist with
the recovery process. Also, adapting person-centred care has been universally agreed as the
best treatment practice to support the holistic needs of the patients and ensure safeguarding of
the patient rights.

36HEALTHCARE ASSIGNMENT
References:
Arai, L., Stephenson, T. and Roberts, H., 2015. The unseen child and safeguarding:‘Did not
attend’guidelines in the NHS. Archives of disease in childhood, 100(6), pp.517-520.
Baillie, L. and Matiti, M., 2013. Dignity, equality and diversity: an exploration of how
discriminatory behaviour of healthcare workers affects patient dignity. Diversity & Equality
in Health & Care, 10(1).
Betts, V., Marks-Maran, D. and Morris-Thompson, T., 2014. Safeguarding vulnerable
adults. Nursing Standard, 28(38).
Boland, B., Burnage, J. and Chowhan, H., 2013. Safeguarding adults at risk of
harm. Bmj, 346, p.f2716.
Boyd, D.R., Bee, H.L. and Johnson, P.A., 2015. Lifespan development. Upper Saddle River,
NJ: Pearson.
Broughton, J.M. ed., 2013. Critical theories of psychological development. Springer Science
& Business Media.
Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R.,
Hubbard, R., Kagan, R., Liautaud, J. and Mallah, K., 2017. Complex trauma in children and
adolescents. Psychiatric annals, 35(5), pp.390-398.
Deane, B.R., 2013. Diversity at work: The practice of inclusion(Vol. 33). John Wiley & Sons.
Dweck, C.S., 2013. Self-theories: Their role in motivation, personality, and development.
Psychology press.
England, N.H.S. and Wales, S., 2015. Safeguarding policy.

37HEALTHCARE ASSIGNMENT
Equalpayportal.co.uk 2019. Equal Pay Portal | Law. [online] Equalpayportal.co.uk.
Available at: http://www.equalpayportal.co.uk/the-law/ [Accessed 15 Apr. 2019].
Florian, L. and Spratt, J., 2013. Enacting inclusion: A framework for interrogating inclusive
practice. European Journal of Special Needs Education, 28(2), pp.119-135.
Hagquist, C. and Hellström, L., 2014. The psychometric properties of the Early Development
Instrument: a Rasch analysis based on Swedish pilot data. Social Indicators
Research, 117(1), pp.301-317.
Haywood, K. and Getchell, N., 2014. Life span motor development 6th edition. Human
kinetics.
Hepple, B., 2014. Equality: The legal framework. Bloomsbury Publishing. P.55-72
Janus, M., Brinkman, S. and Guhn, M., 2014. Early development instrument. Encyclopedia of
Quality of Life and Well-Being Research, pp.1739-1744.
Kail, R.V. and Cavanaugh, J.C., 2018. Human development: A life-span view. Cengage
Learning.
Knowles, G., 2013. Supporting inclusive practice. David Fulton Publishers.p.90
Mcleod, S. (2019). Erik Erikson | Psychosocial Stages | Simply Psychology. [online]
Simplypsychology.org. Available at: https://www.simplypsychology.org/Erik-Erikson.html
[Accessed 13 Jun. 2019].
Millar, R., Mannion, R., Freeman, T. and Davies, H.T., 2013. Hospital board oversight of
quality and patient safety: a narrative review and synthesis of recent empirical research. The
Milbank Quarterly, 91(4), pp.738-770.

38HEALTHCARE ASSIGNMENT
Peckover, S., 2013. From ‘public health’to ‘safeguarding children’: British health visiting in
policy, practice and research. Children & Society, 27(2), pp.116-126.
Postmus, J.L., Plummer, S.B., McMahon, S. and Zurlo, K.A., 2013. Financial literacy:
Building economic empowerment with survivors of violence. Journal of Family and
Economic Issues, 34(3), pp.275-284.
Shapero, B.G., Black, S.K., Liu, R.T., Klugman, J., Bender, R.E., Abramson, L.Y. and Alloy,
L.B., 2014. Stressful life events and depression symptoms: the effect of childhood emotional
abuse on stress reactivity. Journal of clinical psychology, 70(3), pp.209-223.
Sigelman, C.K. and Rider, E.A., 2014. Life-span human development. Cengage Learning.
Tuffrey-Wijne, I., Goulding, L., Gordon, V., Abraham, E., Giatras, N., Edwards, C., Gillard,
S. and Hollins, S., 2014. The challenges in monitoring and preventing patient safety incidents
for people with intellectual disabilities in NHS acute hospitals: evidence from a mixed-
methods study. BMC health services research, 14(1), p.432.
Who.int (2019). Female genital mutilation. [online] Who.int. Available at:
https://www.who.int/news-room/fact-sheets/detail/female-genital-mutilation [Accessed 13
Jun. 2019].