Equal Partners in Care (EPiC): Core principles for working ...



Equal Partners in Care (EPiC)

Core principles for working with carers and young carers

Accessible Word Version

June 2013

Table of Contents

Equal Partners in Care (EPiC) 1

Core principles for working with carers and young carers 1

Table of Contents 2

About the EPiC project 4

What do we mean by ‘carer’? 4

Why equal partners in care? 5

A note on terminology 6

What are the core principles? 6

Figure 1: Core Principles for Working with Carers and Young Carers 7

Figure 2: The three levels of the core principles 8

How the levels work 9

How to use the principles 10

Using the principles to plan workforce learning 12

Equal Partners in Care (EPiC): Core principles for working with carers and young carers 14

Carers are identified 14

Carers are supported and empowered to manage their caring role 16

Carers are enabled to have a life outside of caring 19

Carers are free from disadvantage or discrimination related to their caring role 21

Carers are fully engaged in the planning and shaping of services 23

Carers are recognised and valued as equal partners in care 25

Appendix 1: Glossary of key terms 27

About the EPiC project

Equal Partners in Care (EPiC) is a joint project between NHS Education for Scotland (NES) and the Scottish Social Services Council (SSSC) to implement the workforce education and learning elements of Caring Together 2010-15, the Carers Strategy for Scotland. We aim to support workers from health, social services and other sectors to work in partnership with carers and young carers, and to achieve better outcomes for all involved in the caring relationship. We will do this by providing learning resources to help best practice become universal practice.

What do we mean by ‘carer’?

A carer is someone who provides unpaid support to a family member or friend. They may care for an older person, someone who is disabled, has a long-term illness, mental health problems or is affected by alcohol or drug misuse. Carers can be any age, from children to older people, and from every community and culture. Some carers may be disabled or have care needs themselves. They may be parents, spouses, grandparents, daughters, brothers, same sex partners, friends or neighbours.

A young carer is a child or young person who has a significant role in looking after someone in their family. They may have practical caring responsibilities or be emotionally affected by a family member’s care needs.

Sometimes the word ‘carer’ can cause confusion as people use it to describe care workers or personal assistants. In the Carers Strategy and throughout these principles, we mean unpaid carers. Carers receiving benefits related to their caring role are still considered unpaid. People with a parenting role are often called carers too, but the Strategy specifically refers to parents who care for a child with additional care or support needs.

Carers enable the person they care for to remain at home safely, independently and with dignity. The care they provide saves the Scottish taxpayer more than £10 billion a year – the cost of a second NHS. It’s important to recognise and support carers and enable them to continue caring while ensuring their quality of life is maintained.

Please note: We use the term ‘carer’ throughout the core principles to mean all carers. Where the principles relate to a particular carer group, such as young carers, this is specified.

Why equal partners in care?

Carers have a unique role in the life of the person they care for. When we are planning and delivering care for that person, it’s important that we involve their carer. They have valuable knowledge to contribute and any decision will have an impact on their caring role. Carers, the person they care for, and workers from health and social services should work together as partners to achieve better outcomes for all involved.

Carers have the right to play an equal and active role in care planning and decisions. This does not mean that all carers are the same or that the caring is shared equally. Every carer has a different role, but the same right to have the support and information they need and to be as involved as they choose to be. Equality is about having rights and choices.

It’s important that workers also feel valued as equal partners. This will help create a culture of mutual respect and partnership.

“We recognise carers as equal partners in the delivery of care in Scotland and fully acknowledge the expertise, knowledge and the quality of care they give.” (Caring Together, the Carers Strategy for Scotland 2010-15)

A note on terminology

We are aware that some of the language used in Government policies and strategies may not be understood by every reader, and that different terms are used by health and social services. We have tried to avoid jargon and make these principles as clear as possible. There is a glossary on page 26 to explain some of the terms that are often used in relation to carer and young carers. For example, in your practice you may use the terms personalisation, co-production, personal outcomes or person-centred to describe an approach to working with people that puts them and their carers at the centre of shaping their own support. For clarity, we have used the term ‘person-centred’ but you can read this as the term most understood in your practice.

What are the core principles?

The core principles have been developed in consultation with carers, workers in health and social services, carers organisations, educators and trainers, employers and managers, regulatory and professional bodies, and other stakeholders. They are intended to ensure that workers in different settings have a shared understanding of how to work in partnership with carers and young carers.

The principles are based on six key outcomes for carers and young carers (see figure 1 below). These outcomes are informed by the vision of the Carers Strategy 2010-15. Each outcome is linked to the knowledge and skills workers need to work effectively with carers to achieve this outcome.

Figure 1: Core Principles for Working with Carers and Young Carers

[pic]

Figure 2: The three levels of the core principles

[pic]

How the levels work

There are three levels which are designed to work cumulatively (see figure 2). Everyone who may come into contact with carers in any setting should have at least Level 1 awareness of carers. Those with more regular contact with carers should also have Level 2, while those with a leadership role should also have Level 3. Progression through the levels should not be restricted by job role but guided by your level of involvement in working towards a culture where carers are recognised and valued as equal partners. It is possible that your role may link to different levels for each area of work.

Level 1 – Carer Aware – is intended for all workers and volunteers who may come into contact with carers – from cooks and porters, receptionists and healthcare assistants, GPs, nurses and consultants, care workers and social workers, educators and managers, carer support, housing and emergency services. This basic training will ensure that any worker will be able to:

• identify carers and young carers,

• provide information, and

• signpost them to support and a carers assessment.

Workers who have more regular or specific contact with carers, for example with a role in care planning, carers assessments, or other roles with a focus on carers should also have level 2 training.

Level 2 – Caring Together – is for any worker who wants to improve their understanding of carers and improve their practice should be able to progress to level 2. At this level, you should be able to:

• work with carers in a person-centred way to achieve better outcomes,

• be aware of equality and diversity issues (cultural competence), and

• sensitively manage conflict in the caring relationship, such as around areas of confidentiality and short breaks.

Level 3 – Planning with Carers as Equal Partners – is for anyone with a leadership role in involving carers in planning and shaping services and has already completed at least level 1. This includes people who plan or commission services, managers who support staff who work with carers, educators and trainers who plan and deliver workforce training, members of Community Health and Care Partnerships, or any worker who has taken a leadership role such as carers champion or ambassador. This level will ensure that:

• carers are embedded throughout your practice as equal partners in care,

• your service is person-centred and culturally competent,

• workers are supported and trained to work effectively with carers and the person they care for to achieve better outcomes, and

• you understand current policy and strategy drivers in relation to carers and the need for a culture change in how services are delivered.

How to use the principles

The health and social services workforce are very diverse and we recognise that learning can take place in many different settings. The core principles are intended to underpin workforce education and learning and ensure that workers in health, social services and other services (such as housing, emergency services, carer support) that work with carers have a shared understanding of how to work effectively with carers and young carers.

The principles have been developed at a time of significant change in the public sector in Scotland. With the Integration of Health and Social Care, the principles will help ensure a consistent approach to working with carers and young carers among workers in the public services. Other major changes include personalisation and Self-Directed Support, the Promoting Excellence framework for working with people with dementia and their carers and Person-centred Health and Care, which all promote a focus on personal outcomes for people using services and their carers. The principles have been designed to complement and link to these areas. Rather than add to the list, the principles will support these existing programmes and help ensure that we are all working in a consistent way to achieve better outcomes for all.

You can use the principles to inform the design and delivery of workforce education and learning in relation to carers, such as:

• Reflecting on your own practice

• Induction and Continuous Professional Development modules for staff

• Curricula for health, social work and social care courses in higher and further education

• Managers and employers can use the principles to support staff to improve their practice with carers

The principles are linked to existing skills and career development frameworks - the NHS Knowledge and Skills Framework (KSF) and the Continuous Learning Framework (CLF), and to the National Occupational Standards (NOS) and relevant codes of practice. You can use the principles to evidence your progress towards your professional development objectives.

Visit knowledge.scot.nhs.uk/equalpartnersincare for links to related information and learning resources to help you reflect on and improve your practice.

Using the principles to plan workforce learning

The EPiC portal hosts a number of online learning resources but people learn in different ways and many workers prefer face to face training to online learning. If you have a role in planning and delivering workforce training on carers and young carers, you can use the EPiC principles at different stages of the process. You may find level 3 relevant to your role in relation to involving carers in planning and delivering workforce training. You will find some practical guidance on this at knowledge.scot.nhs.uk/equalpartnersincare.

Initially, you can assess the need for training and link it to the different levels of the principles. For example, do you need to deliver carer awareness (level 1) training to a large number of workers? Some health boards and local authorities have made this a mandatory part of induction training. Others have included carer awareness as a module within other training being delivered such as Dementia, Adult or Child Protection.

You can use the principles to plan the learning outcomes for the training and to ensure the content is appropriate to the level. You can link this to the job role, the level of engagement with carers and young carers, or the leadership demonstrated in relation to carers. For example, a receptionist or care at home worker may begin with level 1 and determine that they regularly engage with carers. They can choose to enhance their practice by accessing level 2 training. As their confidence builds, they may then decide to take on a leadership role, for example as a carers lead or ambassador within their workplace, and may be interested in level 3 training. The resources on can support them to develop their leadership skills. If you are planning training in partnership with carers, you may find level 3 relevant to your role.

You can also use the principles to measure the impact of the training. When you are planning your learning outcomes, think about how you will measure them. For example, workers feel more confident identifying carers. Consider taking a baseline before the training is delivered and then monitor any increase in referrals for carer support or uptake of carers assessments.

Equal Partners in Care (EPiC): Core principles for working with carers and young carers

|Carer and young carer |What you know |What you are able to do |Link to CLF / |

|outcome | | |KSF / NOS |

|Carers are identified |Understand the definition of ‘carer’ |Recognise that anybody can be a carer |NOS: |

| | | |SCDHSC0021 |

|Level 1: Carer Aware |Be aware of key signs that someone may be a carer, and understand that these will|Be able to identify the main carer(s) in the life of the cared for person |SCDHSC0227 |

| |vary according to the individual and their caring role | | |

| | |Be able to raise the issue with a person if you suspect they have a caring role, |NHS KSF: C1 |

| |Be aware that a child or young person may be the main carer |in a sensitive and empathic manner | |

| | | |CLF: |

| |Understand the range of reasons why some carers, and in particular young carers, | |A Focus on People Who Use |

| |have difficulty identifying themselves as carers | |Services and Their Carers; |

| | | |Empathy; |

| | | |Confidence |

| | | | |

| | | |SS Code of Practice: |

| | | |1.1, 2.2 |

| |Understand the Getting it Right for Every Child (GIRFEC) practice model in |Support carers and young carers to recognise themselves as a carer and enable |NOS: SCDHSC0031 |

|Level 2: Caring Together |relation to young carers |them to access the information and support they need | |

| | | |NHS KSF: C1, C6, HWB1, HWB4 |

| | | | |

| | | |CLF: |

| | | |All the above plus Motivating |

| | | |& Leading Others, |

| | | |Organisational Awareness |

| | | | |

| | | |SS Code of Practice: |

| | | |1.1, 1.3, 1.6, 2.2, 6.8 |

| |Understand national and local policy and the need to identify and support carers,|Promote the importance of early carer identification and support, including as |NOS: |

|Level 3: Planning with |including the National Carers Strategy and Young Carers Strategy 2010-15, NHS |part of support and supervision |SCDHSC0041 |

|Carers |Carer Information Strategies, local carer strategies and other key policy drivers| |SCDHSC0043 |

|as Equal Partners | |Promote carer awareness training (Level 1) to all workers who may come into |SCDHSC0428 |

| | |contact with carers | |

| | | |NHS KSF: |

| | |Contribute to developing and reviewing carers strategies, carer identification |C1, C2, C4, HWB1, HWB4 |

| | |protocols and referral pathways and communicate these to all workers | |

| | | |CLF: All the above plus |

| | | |Working In Partnership, |

| | | |Lifelong Learning, Impact On |

| | | |Others, Professional Autonomy |

| | | | |

| | | |SS Code (employers): |

| | | |1.4, 1.5, 3.1, 3.2 |

|Carer and young carer |What you know |What you are able to do |Link to CLF / |

|outcome | | |KSF / NOS |

|Carers are supported and |Be aware of the impact caring may have on a carer’s physical, emotional and |Take time to listen to carers and help them identify any support needs |NOS: |

|empowered to manage their |mental health and wellbeing and overall quality of life | |SCDHSC0021 |

|caring role | |Signpost carers to appropriate sources of information, support, training and |SCDHSC0022 |

| |Be aware of the range of information, training and sources of support available|advice, including a Carers Assessment |SCDHSC0227 |

|Level 1: Carer Aware |to carers and young carers | | |

| | |Identify if carers need additional support to access community resources such as |NHS KSF: |

| |Be aware of carers’ rights, including their right to a Carers Assessment |carer and young carer support services, advocacy, training, and peer support |C1, C3, HWB1, HWB4 |

| |Take time to listen to carers and help them identify any support needs | | |

| | | |CLF: |

| | | |A Focus on People Who Use |

| | | |Services and Their Carers, |

| | | |Empathy, Confidence, |

| | | |Organisational Awareness |

| | | | |

| | | |SS Code of Practice: |

| | | |2.2, 3.1 |

| |Be aware of best practice for carrying out a Carers or Young Carers Assessment |Help carers to understand the benefits of having a Carers Assessment (Carer |NOS: |

|Level 2: Caring Together |(Carer Support Plan) |Support Plan) |SCDHSC0031 |

| | | |SCDHSC0032 |

| |Understand that outcomes for carers are improved if the person they care for |Consistently apply best practice when undertaking a Carers Assessment in line with|SFHMH13 |

| |receives quality services and support |Scottish Government guidance |SCDHSC0426 |

| | | |SCDHSC0427 |

| |Understand how a person-centred approach can achieve better outcomes for the |Use a person-centred approach to achieve better outcomes for the carer and the | |

| |carer and the person they care for |cared for person |NHS KSF: |

| | | |C1, C3, C5, HWB1, HWB2, HWB4 |

| |Understand that carers have no legal obligation to care and have choices in |Use the Getting it for Every Child (GIRFEC) practice model to assess young carers | |

| |terms of the extent of their caring role | |CLF: |

| | |Recognise that caring can have an impact on the whole family. Use a family support|All the above plus Lifelong |

| |Be aware that carers’ and young carers’ needs or wishes may at times conflict |approach to reduce impact on young carers and to achieve better outcomes for the |Learning, Dealing With |

| |with those of the person they care for and understand your role in managing |whole family |Conflict, Impact On Others, |

| |this | |Working In Partnership |

| | |Sensitively manage conflict between the needs and rights of carers and the person | |

| |Understand how carer training can empower carers to manage the impact of their |they care for, ensuring the needs and rights of both are taken into account |SS Code of Practice: |

| |caring role | |1.1, 1.2, 1.3, 1.4, 2.2, 2.3, |

| | |Regularly review carers’ needs with them and respond to any changes in their |3.1, 3.8, 6.7, 6.8 |

| |Understand the value of other services and sources of support for carers |caring role. | |

| |available in the community Support carers to plan for emergencies | | |

| | |Recognise that carers may require support when their caring role ends | |

| | | | |

| | |Balance the carer’s need for information to carry out their caring role with the | |

| | |cared for person’s right to confidentiality | |

| | | | |

| | |Contribute to changes in working culture towards person-centred, personalised and |NOS: |

|Level 3: Planning with |Understand the changes needed to deliver person-centred, personalised and |outcomes-focused services through organisational policy, planning and |SCDHSC0041 |

|Carers as Equal Partners |outcomes-focused services and support for carers and the people they care for |commissioning |SCDHSC0042 |

| | | |SCDHSC0426 |

| |Be aware that workers may be balancing work commitments with a caring role |Contribute to monitoring and evaluating carer outcomes |SCDHSC0428 |

| | | | |

| | |Support carers in your workforce to manage their caring role |NHS KSF: |

| | | |C1, C2, C3, C4, HWB1, HWB4 |

| | |Support your workforce to understand the sometimes complex relationships between | |

| | |carers and the person they care for and ensure the needs of both are met |CLF: |

| | | |All the above plus Resilience,|

| | |Ensure information provided to carers is clear and concise |Professional Autonomy, |

| | | |Motivating and Leading Others |

| | | | |

| | | |SS Code (employers): |

| | | |1.4, 1.5 |

|Carer and young |What you know |What you are able to do |Link to CLF / |

|carer outcome | | |KSF / NOS |

|Carers are enabled to have |Understand that carers have an identity beyond their caring role and a right to|Provide relevant information or signpost carers to services that can support them |NOS: |

|a life outside of caring |a balanced lifestyle with time to work, study, rest and socialise |to pursue a life outside of their caring role, including a Carers Assessment |SCDHSC0021 |

| | |(Carer Support Plan) |SCDHSC0023 |

|Level 1: Carer Aware |Be aware that young carers have a right to a childhood and to be young people, | |SCDHSC0227 |

| |first and foremost | | |

| | | |NHS KSF: |

| |Be aware that caring roles can impact on education, work life, leisure, | |C1, HWB1, HWB4 |

| |achievement, social contact and relationships | | |

| | | |CLF: A Focus on People Who Use|

| | | |Services and Their Carers, |

| | | |Empathy, Organisational |

| | | |Awareness |

| | | | |

| | | |SS Code of Practice: |

| | | |1.1, 2.2, 3.1 |

| |Understand how short breaks and respite can support carers to have a life of |Consider short breaks and respite as part of a Carers Assessment (Carer Support |NOS: |

| |their own outside of caring |Plan) |SCDHSC00390 |

|Level 2: Caring Together | | |SCDCPC309 |

| |Understand the potential opportunities available to carers through |Support carers to understand and access the potential opportunities available |SCDHSC0427 |

| |Self-Directed Support (SDS) |through SDS | |

| | | |NHS KSF: C1, C5, HWB2, HWB4 |

| | |Use creative approaches to plan short breaks which achieve positive outcomes for | |

| | |everyone in the caring relationship |CLF: All the above plus |

| | | |Flexibility, |

| | | |Working In Partnership, |

| | | |Professional Autonomy |

| | | | |

| | | |SS Code of Practice: |

| | | |1.3, 2.2, 3.1, 6.7 |

| |Be aware of the potential impact of Self-Directed Support (SDS) on short breaks|Work with carers to identify how your service and other agencies can best support |NOS: |

|Level 3: Planning with |for carers and understand your role in implementing the changes |them to have time out from caring |SCDHSC0041 |

|Carers as Equal Partners | | |SCDHSC0427 |

| | |Contribute to planning and delivering a range of quality, creative, flexible |SCDHSC0428 |

| | |person-centred short break opportunities in partnership with other agencies | |

| | | |NHS KSF: |

| | | |C1, C4, C5, HWB2, HWB4 |

| | | | |

| | | |CLF: All the above plus |

| | | |Resilience, Impact On Others |

| | | | |

| | | |SS Code (employers): 1.4 |

|Carer and young carer outcome|What you know |What you are able to do |Link to CLF / |

| | | |KSF / NOS |

|Carers are free from |Be aware that carers are a diverse group |Communicate and engage sensitively with carers in a way that recognises and |NOS: |

|disadvantage or | |respects equality and diversity |SCDHSC0021, SCDHSC0227 |

|discrimination related to |Be aware that carers can experience disadvantage and discrimination as a result| | |

|their caring role |of their caring role |Signpost carers to sources of information and support appropriate to their |NHS KSF: |

| | |cultural and communication needs |C1, C6, HWB1, HWB4 |

|Level 1: Carer Aware |Understand the impact caring may have on a family’s finances | | |

| | |Signpost carers to sources of welfare rights and benefits advice and information |CLF: |

| | | |A Focus on People Who Use |

| | | |Services and Their Carers, |

| | | |Empathy, Organisational |

| | | |Awareness, Lifelong Learning|

| | | | |

| | | |SS Code of Practice: |

| | | |1.1, 1.6, 2.2, 3.1 |

| |Understand how a Carers Assessment (Carer Support Plan) can reduce the risk of |Ensure Carers Assessments (Carer Support Plans) take into account carers’ |NOS: |

| |disadvantage or discrimination |choices, abilities and diverse backgrounds |SCDHSC0427 |

|Level 2: Caring Together | | |SCDCCLD0334 |

| |Understand how diversity, equality and inequality can impact on the experience |Recognise and support the particular needs of different carer groups (such as |SCDHSC0035 |

| |and support needs of carers |young carers, young adult carers, parent carers, older carers, black and minority | |

| | |ethnic (BME) carers, lesbian, gay, bisexual and transgender (LGBT) carers, |NHS KSF: |

| |Understand the importance and relevance of Equality legislation, the |Gypsy/Traveller carers, disabled carers, and carers who live in remote and rural |C1, C3, C6, HWB2, HWB3 |

| |forthcoming Carers Rights Charter, Child and Adult Protection legislation, the |areas) | |

| |United Nations Convention on the Rights of the Child, and other relevant codes | |CLF: |

| |of practice when working with carers and young carers |Work with other agencies and young adult carers making the transition from |All the above plus |

| | |children’s to adult services to ensure they receive continued support |Flexibility, |

| |Understand the particular challenges facing young adult carers, whose | |Working In Partnership, |

| |transition to adulthood can be more challenging due to their caring role | |Professional Autonomy |

| | | | |

| | | |SS Code of Practice: |

| | | |1.1, 1.3, 1.5, 1.6, 2.2, |

| | | |3.1, 3.3 |

| |Understand your role and responsibilities in supporting workers to ensure that |Contribute to the planning and delivery of services that recognise equality and |NOS: |

| |carers are free from disadvantage or discrimination related to their caring |diversity issues (also called cultural competence) in consultation with carers and|SCDCCLD0334 |

|Level 3: Planning with Carers|role |the people they care for |SCDHSC0428 |

|as Equal Partners | | | |

| | |Work with carers to ensure that existing services comply with the Equality Act |NHS KSF: |

| | |2010 and do not exclude carers by nature of their race, disability, gender, sexual|C1, C2, C3, C6, |

| | |orientation, religion, age, pregnancy/maternity, marriage/civil partnership, |HWB2, HWB3 |

| | |gender reassignment or by association with the person they care for who may have | |

| | |one or more of the protected characteristics |CLF: All the above plus |

| | | |Resilience |

| | | | |

| | | |SS Code (employers): |

| | | |1.4, 5.3 |

|Carer and young |What you know |What you are able to do |Link to CLF / |

|carer outcome | | |KSF / NOS |

| | | |NOS: |

|Carers are fully engaged in|Understand the customer feedback mechanisms in your service |Listen to and feedback carers’ views about your service |SCDHSC0021, SCDHSC0227 |

|the planning and shaping of| | | |

|services | |Signpost carers to any opportunities you are aware of for them to get involved in |NHS KSF: |

| | |planning services |C1, C5, C4 |

|Level 1: Carer Aware | | | |

| | | |CLF: A Focus on People Who Use|

| | | |Services and Their Carers, |

| | | |Empathy, Organisational |

| | | |Awareness |

| | | | |

| | | |SS Code of Practice: |

| | | |1.2, 2.2, 3.7 |

| |Understand the importance of involving carers as partners in the planning and |Gather and use feedback from carers and the person they care for to inform and |NOS: |

| |shaping of services |develop your practice routinely |SCDHSC0031, SCDHSC0033 |

|Level 2: Caring Together | | |SDHSC0387 |

| |Be aware of barriers that might prevent carers and young carers from engaging | | |

| |in the planning and shaping of services | |NHS KSF: |

| |Work with carers to support and empower them to participate in the planning and| |C1, C4, C5 |

| |shaping of services | | |

| | | |CLF: All the above plus |

| | | |Accurate Self-Assessment, |

| | | |Working In Partnership |

| | | | |

| | | |SS Code of Practice:1.2, 1.3, |

| | | |2.2, 3.1, 3.7, 5.3 |

| | | |NOS: |

| |Understand your role and responsibilities in planning and shaping services in |Contribute to involving carers and young carers as partners at all stages of |SCDHSC0042 |

|Level 3: Planning with |partnership with carers and the people they care for (also called |strategic planning and decision making |SCDHSC0428 |

|Carers as Equal Partners |co-production) | | |

| | |Contribute to evaluating the effectiveness and impact of carer involvement and to |NHS KSF: C1, C2, C4, C5, C6, |

| | |identifying and addressing any barriers | |

| | | |CLF: All the above plus |

| | |Contribute to involving carers in the design and delivery of carer awareness |Lifelong Learning, Dealing |

| | |training to help workers reflect on their practice |With Conflict, Professional |

| | | |Autonomy, Motivating and |

| | | |Leading Others |

| | | | |

| | | |SS Code (employers): |

| | | |3.1, 3.2 |

|Carer and young carer |What you know |What you are able to do |Link to CLF / |

|outcome | | |KSF / NOS |

|Carers are recognised and | | |NOS: |

|valued as equal partners in|Be aware that many carers have knowledge and expertise in the care needs of the|Respect and value the knowledge and expertise carers have in relation to the |SCDHSC0021, SCDHSC0227 |

|care |people they care for |person they care for | |

| | | |NHS KSF: C1, C5 |

|Level 1: Carer Aware | | | |

| | | |CLF: A Focus on People Who |

| | | |Use Services and Their |

| | | |Carers |

| | | | |

| | | |SS Code of Practice: 1.1 |

| |Understand how working in partnership with carers contributes to better |Recognise the valuable contribution of carers and engage with them as equal |NOS: |

| |outcomes for workers, carers and the person they care for |partners |SCDHSC0031 |

| | | |SCDHSC0035 |

|Level 2: Caring Together |Understand that involving carers as ‘equal partners’ in care is about them |Involve carers in the development and review of care or support plans for the |SDHSC0387 |

| |having rights and choices, to be involved in care planning and to choose the |person they care for |SCDHSC0389 |

| |level of care they are able and willing to provide | | |

| | |Respect the rights of carers to choose the level of their caring role and ensure |NHS KSF: |

| |Understand that inappropriate caring roles may be an adult or child protection |this is appropriate for them |C1, C3, C5, HWB2, HWB3 |

| |issue | | |

| | |Follow adult and child protection protocols where you suspect this is an issue in |CLF: All the above plus |

| | |the caring relationship |Working In Partnership, |

| | | |Confidence, Professional |

| | | |Autonomy |

| | | | |

| | | |SS Code of Practice: 1.1, |

| | | |1.2, 1.3, 1.4, 2.2, 2.3, |

| | | |3.1, 3.2, 6.7 |

| | | |NOS: |

| |Understand your role and responsibilities in supporting workers to recognise, |Enable workers to access the training and support they need to understand what |SDHSC0387, SCDHSC0389 |

| |value and work with carers as equal partners |‘working with carers as equal partners’ means in practice |SCDHSC0043, SDHSC0345 |

|Level 3: Planning with | | |SCDHSC0428 |

|Carers as Equal Partners | |Support and supervise workers to work with carers as equal partners and foster a | |

| | |culture of partnership working with carers |NHS KSF:C1, C2, C3, C5, HWB3|

| | | | |

| | |Demonstrate the core principles in your own practice |CLF: All the above plus |

| | | |Impact On Others, Lifelong |

| | | |Learning, Motivating and |

| | | |Leading Others |

| | | | |

| | | |SS Code (employers): |

| | | |1.4, 1.5, 3.1, 3.2 |

Appendix 1: Glossary of key terms

Carers Assessment (also known as Carer Support Plan)

A carers assessment is a process that begins with a conversation between a worker and the carer, to identify the outcomes they want to achieve and, if they choose, to make a plan together to support the carer to achieve them. It can also help carers access the resources they may need to continue caring and to plan for emergencies and other changes in the caring relationship. The term ‘assessment’ can be off-putting for some people and it is often called a ‘carer support plan’. Under the Community Care Act (2002), carers have the right to request an assessment and local authorities have a duty to inform them of this.

Continuous Learning Framework (CLF)

The Continuous Learning Framework (CLF) was developed by IRISS and the Scottish Social Services Council (SSSC) for the whole

social services workforce. The CLF aims to improve outcomes for people using social services and their carers by supporting the people who are involved in delivering these services to be the best they can be.The CLF sets out what workers need to be able to do their jobs well now and in the future and what their employer needs to do to support them.

Co-production

Co-production is an approach to the delivery of public services based on an equal relationship between workers, people using services, their families and carers. It involves them in the creation and commissioning of the service through to its design, delivery, and assessment.

Where activities are co-produced in this way, research suggests that both services and communities become more effective.

Cultural Competence

A culturally competent service is defined as ‘a service which recognises and meets the diverse needs of people of different cultural backgrounds. It includes, but is not limited to, making provision for religious and cultural beliefs such as worship, diet and hygiene requirements, catering for communications and language diversity and ensuring that discrimination on the basis of culture, belief, race, nationality or colour has no role in the delivery of services.’ More broadly, it means working in a way which recognises equality and diversity issues, and addresses barriers to accessing services faced by people across all protected groups.

Family Support Approach

A whole-family approach involves children & young people and their parents in planning the support they may need. Rather than focusing only on the child, it can help to build trust with parents and to achieve better outcomes for the whole family. This can be a very effective way to support young carers and relieve them of inappropriate caring roles by putting support in place for the person they care for.

Getting It Right For Every Child (GIRFEC)

GIRFEC is the Scottish Government’s practice model for working with children and young people. It uses a partnership approach that puts the child at the centre. It identifies and builds on existing family and community supports to promote all children and young people’s wellbeing and improve outcomes.

Main Carer

A person may receive informal care or support from a number of family or friends. By main carer, we mean the carer who most regularly provides unpaid care or support to the cared for person.

NHS Knowledge and Skills Framework

The NHS Knowledge and Skills Framework (KSF) defines and describes the knowledge and skills which NHS staff need to apply in their work in order to deliver quality services. It provides a single framework on which to base review and career development for all staff.

National Occupational Standards (NOS)

National Occupational Standards (NOS) are statements of the standards of performance individuals must achieve when carrying out functions in the workplace, together with detail of the underpinning knowledge and understanding.

Personalisation

Personalisation means starting with the individual as a person with strengths and preferences. They may have a network of support and resources, which can include family and friends. Personalisation reinforces the idea that the individual is best placed to know what they need and how those needs can be best met. It means that people can be responsible for themselves and can make their own decisions about what they require, but that they should also have information and support to enable them to do so.

Person-centred

Person-centred is an approach to working with people which respects and values the uniqueness of the individual and puts their needs and aspirations at the centre. Care that is person-centred is ‘where the patient is an equal partner with the health care professional and where both parties work together to make an assessment and identify options for delivery of the most appropriate care. The care provided is holistic and the ‘whole person’ sits at the centre of the care package’ . Person-centred care is planned and delivered with a focus on personal outcomes for an individual, in partnership with them, their family and carers.

Personal Outcomes

A personal outcomes approach to assessment, planning and review aims to move away from service-led approaches to approaches which emphasise the strengths, capacity and resilience of individuals. This involves everyone working together to achieve the best possible impact on the individual's life, builds on natural support systems and includes consideration of wider community based resources.

Self-Directed Support

Self-Directed Support (SDS) provides people with choice, flexibility and control over the way they receive support. The forthcoming SDS bill provides people with a range of options to arrange some or all of their support instead of receiving directly provided services. This is part of the Scottish Government's move towards personalisation of services. The SDS bill will also extend self-directed support to carers. Following a carers assessment, if a local authority decides to offer a service (such as short breaks), carers will be able to choose from the same range of options provided to people using care services.

Social Services

Social services refers to the range of social work and social care services provided for adults, children and young people in need or care, protection or support. Social services can be delivered by public, independent or third sector providers.

For practice examples, guidance and learning resources for working with carers and young carers, visit: knowledge.scot.nhs.uk/equalpartnersincare

© NHS Education for Scotland. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.

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