Enable mental health service users and carers to manage change
This element examines the diverse emotional, cognitive, and behavioural reactions individuals with mental health conditions may exhibit when facing change, such as anxiety, resistance, or withdrawal. It emphasises the importance of applying active, person-centred support strategies that empower service users and carers to navigate transitions collaboratively, promoting resilience and informed decision-making in line with recovery principles.
Assessment criteria
Topic Overview
The Highfield Level 3 Diploma in Healthcare Support (RQF) is a comprehensive qualification designed for individuals working in healthcare support roles, such as healthcare assistants, support workers, or care assistants. It covers a wide range of topics essential for providing high-quality care in various healthcare settings, including hospitals, nursing homes, and community care. The diploma is structured around core units that address key areas such as communication, health and safety, person-centred care, and supporting individuals with their physical and emotional needs. This qualification is recognised by employers and regulatory bodies, making it a valuable asset for career progression in the health and social care sector.
This diploma is particularly important because it equips learners with the practical skills and theoretical knowledge needed to deliver safe, effective, and compassionate care. It emphasises the importance of working within legal and ethical frameworks, promoting equality and diversity, and safeguarding vulnerable individuals. By completing this qualification, students demonstrate their competence in supporting patients with daily living activities, monitoring their health, and working collaboratively with multidisciplinary teams. The diploma also prepares learners for further study, such as nursing or other healthcare degrees, and helps meet the requirements of the Care Certificate and other regulatory standards.
In the wider context of health and social care, the Highfield Level 3 Diploma in Healthcare Support (RQF) bridges the gap between entry-level care roles and more advanced positions. It ensures that support workers have a solid foundation in evidence-based practice and can adapt to the evolving needs of the healthcare system. The qualification aligns with the NHS Knowledge and Skills Framework and the Code of Conduct for Healthcare Support Workers, reinforcing the importance of professionalism and continuous development. Ultimately, this diploma empowers students to make a meaningful difference in the lives of those they care for while advancing their own careers.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's preferences, needs, and values, ensuring they are actively involved in decisions about their care.
- →Safeguarding: Protecting vulnerable adults and children from abuse, neglect, and harm, following policies such as the Mental Capacity Act 2005 and local safeguarding procedures.
- →Effective communication: Using verbal and non-verbal techniques to build trust, actively listen, and convey information clearly, especially when supporting individuals with communication difficulties.
- →Health and safety: Applying risk assessments, infection control measures, and moving and handling techniques to maintain a safe environment for both patients and staff.
- →Promoting equality and diversity: Recognising and respecting differences in culture, religion, disability, and sexual orientation, and challenging discrimination in care settings.
Learning Objectives
What you need to know and understand
- 1. Understand the different ways in which individuals with mental health may react to change2. Be able to apply an active approach in supporting mental health service users or carers to manage change
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for accurately describing at least three distinct psychological reactions to change (e.g., heightened anxiety, avoidance, anger) with clear links to specific mental health conditions.
- Award credit for providing evidence of a person-centred plan co-produced with the service user and carer, incorporating the individual's goals, strengths, and support network.
- Award credit for demonstrating application of active support techniques such as motivational interviewing, active listening, or graded exposure, with clear rationale for their selection.
Assessment Guidance
Guidance for achieving higher grades
- 💡In written assignments or professional discussions, anchor your answers in real practice by presenting case scenarios that illustrate how you tailored support to an individual's specific reactions and needs.
- 💡Explicitly reference key frameworks such as the recovery model, person-centred care principles, and theories of loss and change (e.g., Kübler-Ross) to underpin your practice.
- 💡When evidencing active approaches, name the specific techniques used (e.g., cognitive reframing, solution-focused therapy) and justify why they were appropriate for that service user, linking to their mental health presentation.
- 💡Use real-life examples from your work experience to illustrate how you apply person-centred care or handle safeguarding concerns. This shows you can link theory to practice.
- 💡When answering questions about legislation, mention specific acts (e.g., Health and Safety at Work Act 1974, Data Protection Act 2018) and explain how they influence your daily duties.
- 💡Pay attention to command words like 'describe', 'explain', and 'evaluate'. For 'evaluate', you need to discuss strengths and limitations, not just list facts.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that all service users with the same diagnosis will react identically to change, rather than recognising the uniqueness of individual experiences.
- Overlooking the role of carers or treating them solely as informants rather than active partners who may also require support.
- Using a directive, one-size-fits-all approach without first assessing the service user's readiness, capacity, and personal meaning attached to the change.
- Misconception: Person-centred care means always doing what the patient wants. Correction: It involves balancing the individual's preferences with professional judgement, safety considerations, and legal requirements, such as the Mental Capacity Act.
- Misconception: Safeguarding is only about reporting abuse after it happens. Correction: It also includes proactive measures like creating a safe environment, recognising signs of potential abuse, and providing education to prevent harm.
- Misconception: Communication is just talking to patients. Correction: It includes active listening, observing non-verbal cues, using appropriate aids (e.g., Makaton), and documenting information accurately for the care team.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS Enable mental health service users and carers to manage change
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Completion of the Care Certificate or equivalent induction training, covering basic principles of care.
- •Understanding of fundamental health and safety practices, such as infection control and manual handling.
- •Basic knowledge of communication techniques and the importance of confidentiality in healthcare.
Coursework AI Review
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Key Terminology
Essential terms to know
- 1. Understand the different ways in which individuals with mental health may react to change2. Be able to apply an active approach in supporting mental health service users or carers to manage change
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