Support individuals to develop and run support groups — iCan Qualifications Limited End-Point Assessment Health & Social Care Revision

    This subtopic focuses on empowering individuals in health and social care settings to create and manage peer-led support groups, facilitating mutual aid, s

    Topic Synopsis

    This subtopic focuses on empowering individuals in health and social care settings to create and manage peer-led support groups, facilitating mutual aid, shared experiences, and practical problem-solving. It covers assessing needs, planning group logistics, establishing safe and inclusive environments, and evaluating group effectiveness to promote long-term well-being and community integration.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support individuals to develop and run support groups

    ICAN QUALIFICATIONS LIMITED
    vocational

    This element focuses on enabling individuals receiving adult care to take an active role in creating and managing their own peer support networks. Learners will explore how to facilitate, rather than dictate, the development of groups that foster mutual support, shared experiences, and collective empowerment. Practical application involves coaching individuals through needs assessment, group development, facilitation, and reflective evaluation to ensure sustainability and positive outcomes.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    iCQ Level 4 Diploma in Adult Care
    iCQ Level 3 Diploma in Health and Social Care (Northern Ireland)

    Topic Overview

    The iCQ Level 3 Diploma in Health and Social Care (Northern Ireland) is a comprehensive qualification designed for individuals aiming to work in health and social care settings across Northern Ireland. It covers essential knowledge and skills required to provide high-quality care, including understanding the principles of care, safeguarding, communication, and person-centred approaches. This diploma aligns with the standards set by the Northern Ireland Social Care Council (NISCC) and is ideal for those seeking roles such as care assistants, support workers, or senior care workers.

    The qualification is structured around core units that address key areas such as equality and diversity, health and safety, and the promotion of well-being. It also includes optional units allowing learners to specialise in areas like dementia care, learning disabilities, or mental health. By completing this diploma, students demonstrate their competence in delivering care that respects individual rights, promotes independence, and adheres to legal and regulatory frameworks. This qualification is a stepping stone to further study, such as nursing or social work degrees, and is highly valued by employers in Northern Ireland's health and social care sector.

    Studying this diploma equips students with practical skills and theoretical knowledge to handle real-world challenges in care settings. It emphasises the importance of reflective practice, teamwork, and continuous professional development. With an ageing population and increasing demand for care services, this qualification opens doors to rewarding careers where you can make a tangible difference in people's lives. MasteryMind provides comprehensive resources to help you succeed in every unit, from understanding legislation to mastering communication techniques.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-centred care: Tailoring support to an individual's needs, preferences, and values, ensuring they are active partners in their care.
    • →Safeguarding: Protecting vulnerable individuals from abuse, neglect, or harm, following policies like the Adult Safeguarding: Prevention and Protection in Partnership (2015) in Northern Ireland.
    • →Duty of care: A legal obligation to act in the best interest of individuals, ensuring their safety and well-being while balancing rights and risks.
    • →Confidentiality: Handling personal information in line with the Data Protection Act 2018 and GDPR, sharing only with consent or when legally required.
    • →Equality and diversity: Promoting fair treatment and respecting differences in culture, religion, disability, age, gender, and sexual orientation, as outlined in the Equality Act 2010.

    Learning Objectives

    What you need to know and understand

    • Explain the purpose and potential benefits and risks of support groups in adult care.
    • Facilitate individuals in identifying unmet peer support needs within their community.
    • Guide individuals in planning and establishing a sustainable support group.
    • Coach individuals in applying facilitation skills to manage group interactions effectively.
    • Support individuals in implementing feedback mechanisms to evaluate group impact and make improvements.
    • Apply safeguarding principles when supporting peer-led groups.
    • Demonstrate person-centred communication techniques when supporting group development.
    • Understand the role of support groups, Be able to support individuals to assess the need for additional support groups, Be able to support individuals to develop their own support groups, Be able to support individuals to run support groups, Be able to support individuals to evaluate support groups

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating how the individual's preferences and strengths were central to planning the support group.
    • Expect evidence that the learner facilitated rather than led the group, with examples of enabling independence.
    • Look for documented risk assessments and safeguarding procedures specific to the group context.
    • Credit should be given where there is clear evidence of feedback collection and resulting action plans.
    • Assess for use of reflective practice to improve support given to the individual.
    • Award credit for demonstrating the ability to conduct a thorough needs assessment, identifying gaps in existing support structures and articulating how a new group could address them.
    • Provide clear evidence of co-production with individuals, ensuring the group's purpose, ground rules, and format are shaped by the participants themselves.
    • Demonstrate understanding of safeguarding and confidentiality protocols in group settings, including handling disclosures and maintaining boundaries.
    • Show effective facilitation skills such as active listening, conflict resolution, and encouraging equitable participation.
    • Produce a robust evaluation plan, collecting feedback and outcome data to refine the group's operation and measure impact.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use real or simulated examples that accurately reflect the level 4 standard, showing autonomy in complex situations.
    • 💡Ensure your portfolio includes witness testimonies or observation records that evidence your facilitative role.
    • 💡Refer to relevant legislation (e.g., Care Act 2014) when discussing safeguarding and empowerment.
    • 💡Link evaluation methods to measurable outcomes like increased social inclusion or reduced isolation.
    • 💡When completing assignments, link theory to real-life scenarios: use case studies or your own practice to illustrate how you assessed need, recruited members, and managed dynamics.
    • 💡Ensure your portfolio includes witness testimonies, meeting notes, group charters, and evaluation reports as evidence of competence.
    • 💡Review relevant legislation and codes of practice (e.g., Care Standards, Mental Health Capacity Act) and show how they underpin your support group practice.
    • 💡For the evaluation aspect, demonstrate reflective practice: discuss what worked, what didn’t, and propose adjustments for future cycles.
    • 💡Use specific examples from your placement or case studies to illustrate how you apply principles like person-centred care or safeguarding. This shows you can link theory to practice.
    • 💡When answering questions about legislation, mention the relevant Northern Ireland-specific policies (e.g., The Health and Social Care (Reform) Act (Northern Ireland) 2009) to demonstrate local knowledge.
    • 💡Structure your answers clearly: define key terms, explain their importance, and then apply them to a scenario. This helps you hit all the marking criteria.

    Common Mistakes

    Common errors to avoid in your coursework

    • Taking over the process and setting up the group on behalf of the individual rather than enabling them.
    • Overlooking the need for ground rules concerning confidentiality and boundaries within the group.
    • Failing to consider diverse communication needs when facilitating group evaluation.
    • Assuming all support groups must be led by professionals rather than being peer-led and participant-driven.
    • Overlooking the need for a formal structure or risk assessment, leading to disorganised meetings and potential safety issues.
    • Failing to establish clear group agreements, resulting in dominance by a few members or breach of confidentiality.
    • Neglecting to consider practical barriers like venue accessibility, timing, or transport, which can exclude participants.
    • Evaluating only through informal chat without capturing measurable outcomes or evidence of improvement.
    • Misconception: Confidentiality means never sharing information. Correction: Confidentiality has limits; you must share information if there is a risk of harm to the individual or others, or if required by law.
    • Misconception: Person-centred care means doing whatever the individual wants. Correction: It involves balancing the individual's choices with their safety and well-being, and considering professional guidance and organisational policies.
    • Misconception: Safeguarding is only about reporting abuse after it happens. Correction: Safeguarding also includes proactive measures like risk assessments, training, and promoting a culture of vigilance to prevent harm.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A good understanding of English and maths at Level 2 (GCSE grade C/4 or equivalent) is recommended.
    • •Completion of a Level 2 qualification in Health and Social Care or relevant work experience can be beneficial.
    • •Basic knowledge of communication skills and an awareness of the values of care (e.g., respect, dignity) will help you grasp the core concepts more easily.

    Key Terminology

    Essential terms to know

    • Peer support facilitation
    • Empowerment and self-advocacy
    • Group dynamics and leadership
    • Safeguarding and ethical boundaries
    • Evaluation and outcome measurement
    • Understand the role of support groups, Be able to support individuals to assess the need for additional support groups, Be able to support individuals to develop their own support groups, Be able to support individuals to run support groups, Be able to support individuals to evaluate support groups

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