Lead practice in promoting the well being and resilience of children and young people — AABPS (Withdrawn 21 July 2014) QCF Health & Social Care Revision

    This subtopic equips leaders with the critical skills to embed best practices that promote emotional, psychological, and physical well-being and resilience

    Topic Synopsis

    This subtopic equips leaders with the critical skills to embed best practices that promote emotional, psychological, and physical well-being and resilience in children and young people. It focuses on integrating evidence-based approaches, supporting carers, addressing health needs, and driving continuous improvement through reflective leadership and robust multi-agency collaboration.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Lead practice in promoting the well being and resilience of children and young people

    AABPS (WITHDRAWN 21 JULY 2014)
    vocational

    This subtopic equips leaders with the critical skills to embed best practices that promote emotional, psychological, and physical well-being and resilience in children and young people. It focuses on integrating evidence-based approaches, supporting carers, addressing health needs, and driving continuous improvement through reflective leadership and robust multi-agency collaboration.

    1
    Learning Outcomes
    2
    Assessment Guidance
    3
    Key Skills
    1
    Key Terms
    3
    Assessment Criteria

    Assessment criteria

    AABPS Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) (QCF)

    Topic Overview

    The AABPS Level 5 Diploma in Leadership for Health and Social Care and Children and Young People's Services (England) (QCF) is a specialised qualification designed for managers and aspiring leaders in health and social care settings. It focuses on developing the skills needed to lead teams, manage services, and ensure high-quality care for adults, children, and young people. This diploma covers key areas such as safeguarding, person-centred practice, partnership working, and regulatory compliance, preparing learners for roles like care home manager, service manager, or team leader.

    This qualification is particularly important because it addresses the complex leadership challenges in health and social care, including managing budgets, implementing policies, and promoting a culture of continuous improvement. It aligns with the UK's Care Act 2014 and the Children and Families Act 2014, ensuring that leaders understand their legal and ethical responsibilities. By completing this diploma, students gain the confidence to drive positive change, support staff development, and improve outcomes for service users.

    The diploma is structured around mandatory units (e.g., 'Use and develop systems that promote communication', 'Promote professional development') and optional units tailored to specific roles, such as 'Lead and manage a team within a health and social care setting' or 'Safeguarding and protection of vulnerable adults'. This flexibility allows students to focus on their area of practice, whether in adult care, children's services, or early years. The qualification is withdrawn (21 July 2014) but remains relevant for those who completed it or are seeking to understand its legacy.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-centred leadership: Placing the individual at the heart of care planning and decision-making, ensuring their preferences, needs, and values guide service delivery.
    • →Safeguarding: Understanding legal frameworks like the Care Act 2014 and Working Together to Safeguard Children (2013) to protect vulnerable adults and children from abuse or neglect.
    • →Partnership working: Collaborating with other professionals (e.g., social workers, GPs, schools) and agencies to provide integrated, holistic care.
    • →Quality assurance: Using tools like audits, supervision, and feedback to monitor and improve service standards, including compliance with CQC or Ofsted requirements.
    • →Leadership styles: Applying different approaches (e.g., transformational, democratic) to motivate staff, manage change, and foster a positive organisational culture.

    Learning Objectives

    What you need to know and understand

    • Understand how different approaches to promoting positive well being and resilience in children and young people impact on practice, Be able to lead practice in supporting children and young people’s well being and resilience, Be able to lead practice in work with carers who are supporting children and young people, Be able to lead practice in responding to the health needs of children and young people, Be able to lead the development of practice with children or young people to promote their well being and resilience

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a comprehensive understanding of at least two contrasting theoretical approaches to resilience (e.g., asset-based vs. deficit-based) and explaining their practical impact on service delivery.
    • Award credit for leading the development and implementation of a clear strategy that promotes well-being and resilience, evidenced by documented improvements in outcomes or feedback from children, young people, or carers.
    • Award credit for actively involving carers in resilience-building activities, providing them with tailored support and resources, and evidencing their increased confidence and capacity to support the child's development.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use real workplace examples to show how you have led change, referencing specific frameworks such as the Resilience Framework (Hart & Blincow) or local safeguarding procedures.
    • 💡Demonstrate leadership by evidencing how you have influenced policy or practice, not just followed instructions, and articulate the measurable impact of your actions on outcomes.
    • 💡Use specific examples from your own practice or case studies to illustrate how you have applied leadership theories. For instance, describe a time you used transformational leadership to improve team morale or implement a new policy.
    • 💡Demonstrate your understanding of legislation by referencing key acts (e.g., Health and Social Care Act 2008, Equality Act 2010) and explaining how they influence your leadership decisions. Avoid just listing laws; show their practical impact.
    • 💡In your answers, link leadership to outcomes for service users. For example, explain how effective communication or staff development directly improves care quality, safety, or satisfaction. Examiners look for evidence of impact.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to differentiate between short-term coping strategies and long-term resilience building, leading to superficial interventions.
    • Overlooking the importance of a multi-agency approach, resulting in disjointed care and missed opportunities for holistic support.
    • Neglecting to involve carers as equal partners, which can undermine consistency between home and care settings.
    • Misconception: Leadership is the same as management. Correction: Leadership involves inspiring and guiding others towards a vision, while management focuses on planning, organising, and controlling resources. Both are essential, but leadership emphasises influence and change.
    • Misconception: Safeguarding only applies to children. Correction: Safeguarding is equally important for vulnerable adults, including those with dementia, learning disabilities, or mental health issues. The Care Act 2014 sets out duties for adult safeguarding.
    • Misconception: Person-centred care means doing whatever the service user wants. Correction: It means respecting their choices while balancing risks, legal duties, and professional boundaries. It involves shared decision-making, not abdication of responsibility.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Level 3 Diploma in Health and Social Care or equivalent, providing foundational knowledge of care principles, communication, and safeguarding.
    • •Experience in a supervisory or management role within health and social care, as the diploma builds on practical leadership skills.
    • •Understanding of the UK care system, including the roles of CQC, Ofsted, and local authorities, and key legislation like the Care Act 2014.

    Key Terminology

    Essential terms to know

    • Understand how different approaches to promoting positive well being and resilience in children and young people impact on practice, Be able to lead practice in supporting children and young people’s well being and resilience, Be able to lead practice in work with carers who are supporting children and young people, Be able to lead practice in responding to the health needs of children and young people, Be able to lead the development of practice with children or young people to promote their well being and resilience

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