Safeguarding Adults Case study

Safeguarding Children, Young people & Adults ASS146-3
Case Study One:
Mr Greg Atkins
Mr Atkins is a 65 year old widow. He is Caribbean and follows the Rastafarian faith. Until recently, he worked for a local public transport company as a bus driver he was recently made redundant due to company re-organisation. He socialised occasionally at the local Caribbean Centre. However, this was recently He lost touch with friends except for one, Joe Brown. Mr Atkins does have 2 brothers, but they do not get on with each other and he has no other family.
Mr Atkins has multiple heath issues and concerns. He was taken to hospital recently after falling down the stairs breaking his hip and ankle. James became homeless and moved in with Mr Atkins who thought it was good as Joe could help with the utility bills and he would have company, Joe never contributed to the bills. Joe borrowed £500 from Mr Atkins and left returning after a few weeks. Mr Atkins became aware that he was selling marijuana and other drugs from the house, when he noticed strangers visiting daily. Mr Atkins asked Joe to leave but he refused. He can be very aggressive, and this has made Mr Atkins wary and afraid to tell anyone what he thinks Joe has been doing and of his fear of him.
Mr Atkins is now showing signs of self-neglect. She is not bathing and has lost his sense of pride in his self-care. His home environment has deteriorated and there are no signs of cleaning. It was found that there are holes in Mr Atkins roof and that the roof structure needs urgent work. Further to that, Mr Atkins has received a letter from his mortgage lender asking for information about how he intends to repay the loan of £150,000. He is at a loss as to what to do and depressed. He is in arrears with his water and council tax. The water company has sent his account to a debt-collection agency and the Council are threatening legal action. His next-door neighbour Stan made an anonymous call to Adult Social Care as he was concerned about Mr Atkins untidy appearance and unpleasant smell and has noticed the frequent stranger visits.

He is diabetic and had a heart attack 10 years ago. Following this he was diagnosed with heart failure and high Blood Pressure. Mr Atkin has smoked Marijuana for many years and refuses to stop as he says it is medicinal and part of his religion. His ambition is to sell his home and return to his country of birth in the Caribbean. He always dressed well
Joe said he was homeless after separating from his partner and moved in with Mr Atkins who thought it was a good idea as he would have help with utility bills and have some company.
However, Joe as never contributed to the household utilities despite his promises. Joe assured Mr Atkins that he was expecting a rather large financial payment and borrowed £500 from him. Joe then disappeared for a few weeks and since his return there have been strangers have been visiting the house on a daily basis. Mr Atkins has become aware that Joe appears to be selling Marijuana and other drugs to these visitors. He has asked Joe to leave, but he has so far refused. Mr Atkins is now wary of Joe as he can become verbally aggressive.
His next-door neighbour, Stan, was experiencing damp and noticed it might be due to a problem with a shared wall. It was found that there are holes in Mr Atkins roof and that the roof structure needs urgent work. Further to that, Mr Atkins has received a letter from his mortgage lender asking for information about how he intends to repay the loan of £150,000. He is at a loss as to what to do and depressed. He is in arrears with his water and council tax. The water company has sent his account to a debt-collection agency and the Council are threatening legal action.
His next-door neighbour Stan made an anonymous call to Adult Social Care as he was concerned about Mr Atkins untidy appearance and unpleasant smell and has noticed the frequent stranger visits. When he called round, he could see a short way into the house, and it was evident that it was dirty and there was an overwhelming scent of tobacco and marijuana.
Last week Mr Atkins fell down the stairs and he was in pain but managed to drag himself to the front door and banged on it shouting for help. Eventually, when Stan came home from work, he heard the shouting and called for an ambulance.
The police arrived and gained entry and Mr Atkins was taken to hospital. He has sustained a broken hip and ankle, he has been diagnosed as having scabies, Osteo-arthritis, Chronic Obstructive Pulmonary Disease and appears confused. All he wants to do is go home and has been described as stubborn by the medical team. Joe has been absent from the house for 2 weeks, but Mr Atkins is afraid to tell anyone what he thinks Joe has been doing and of his fear of him.

Submission Deadline
Marks and Feedback

Before 10am on:
02/09/2022
20 working days after deadline (L4, 5 and 7)
15 working days after deadline (L6)
10 working days after deadline (block delivery)

23/09/2022

Key assignment details

Unit title & code
Safeguarding Children, Young people and Adults
Assignment number and title
1 CW-CS
Assignment type
Case Study assignment
EWeighting of assignment
100%
Size or length of assessment
2000 words
Unit learning outcomes
On completion of this unit, you should be able to:

1. Demonstrate the following knowledge and understanding

Identify and apply legislation used to safeguard vulnerable children, young people and adults, and the different cultural contexts and perceptions of what constitutes risk and safeguarding, and the tools used to assess and address risk

2. Demonstrate the following skills and abilities

Critically evaluate legislation and current research around safeguarding and ability to make recommendations based on your research as to how improvements could be made

What am I required to do in this assignment?

Students will be provided with a selection of three case studies relating to Children, Young People or Adults from which they will choose one. The student will choose a professional role related to the case study and demonstrate understanding of their chosen professional role in relation to safeguarding the vulnerable child/person in their case study. The assignment requires identification of relevant Legislation or Policy that informs professional safeguarding practice. The student must select one of the pieces of Policy or Legislation and critically evaluate it to identify its effectiveness in practice, linking this to the case study, whilst acknowledging the impact of wider sociological factors that need to be considered in the safeguarding process. The student must incorporate relevant research to illustrate points or arguments in the assignment. The word count for this assignment is 2000 words (plus or minus 10%)

What do I need to do to pass? (Threshold Expectations from UIF)

In order to pass the assignment you must:

• Demonstrate your knowledge of your chosen role
• Clearly identify the safeguarding risks, concerns and action that you need to take in your professional capacity in your chosen case study, including an appreciation of the wider sociological factors that need to be considered as part of the safeguarding process
• Identify three pieces of legislation/policy that underpins safeguarding practice of your chosen role and clearly state their relevance within the context of your case study
• Select one of the three pieces of legislation/policy and critically analyse and evaluate its effectiveness in safeguarding the vulnerable person in your case study, using relevant research and/or serious case reviews that are in the public domain to illustrate your argument or points

How do I produce high quality work that merits a good grade?

1. Include a minimum of 12 references sources which should not consist of more that 2-3 online reputable sources
2. Include in your reference, core and guided text to illustrate your knowledge, and discussion points
3. Include reference to journal articles and other academic sources
4. Ensure correct referencing using the Harvard System as required by the University
5. Use the assignment criteria and the grading grid below to help you to check that you are addressing all of the assessment criteria.

How does this assignment relate to what we are doing in scheduled sessions?

1. Lectures will focus on specific topics each week that will cover the historical context of safeguarding in health and social care
2. You will learn about legislation and policy that informs safeguarding practice
3. You will be provided with activities to undertake in the seminars that follow the lectures which will include working with your student peers. The sessions will also include real-life case studies to help you to put the teaching into context
4. A range of media films will be made available to support your learning
5. You will select a case study and professional role that reflects your area of interest
6. You will be encouraged to develop your research skills through independent and autonomous activities.
7. The unit supports your development of critical evaluation skills

How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

70%+ (Ist Class) 60-69% (2:1) 50-59% (2:2) 40-49% (3rd Class)
Threshold Standard 35-39% (Fail) 0-34% (Fail)
1
Focus
25% There is a clear focus on the assignment task.
The safeguarding risks and concerns are clearly identified. There is Excellent understanding and demonstration of safeguarding concerns, risk and the action that needs to be taken relative to the student’s chosen professional role is demonstrated.
There is very good focus on the assignment task.
Safeguarding risks and concerns are identified and a very good understanding of these is demonstrated along with the action that needs to be taken relative to the students chosen professional role
There is good focus on the assignment task.
Safeguarding risks and concerns are identified and understanding of these and the action that needs to be taken relative to the students chosen professional role is demonstrated. There may be areas that needed to be more in-depth or that were too descriptive. There is some focus on the assignment task
Safeguarding risks and concerns have been identified and there is some understanding of these and the action that needs to be taken relative to the chosen professional role.
However, this may lack depth and is of a more descriptive nature.

There is an attempt to address one or two elements of the assignment task but most of the assessment criteria has not been addressed or met. A clear understanding of safeguarding is absent or superficial. There is some awareness of safeguarding risk, concerns and actions that need to be taken relative to the chosen professional role, but this is not cohesive and lacks detailed discussion. There is a lack of focus on the assignment task and none of the requirements have been addressed.
No safeguarding risks or concerns have been identified and there is no discussion of actions that need to be taken relative to a chosen professional role.
A clear understanding of safeguarding is minimal or absent.
2
Knowledge & Understanding
25% Three pieces of legislation/policy that underpins safeguarding have been selected and there is clear discussion of their relevance to the context of the case study.
There is clear knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process.

Three pieces of legislation/policy have been selected and there is a very good discussion of their relevance to the context of the case study.
Knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process is demonstrated to a good standard.
Three pieces of legislation/policy have been selected and a good attempt has been made to explain their relevance to the context of the case study.
There is a good attempt to include and demonstrate knowledge of the wider socio-political factors that need to be considered as part of the safeguarding process. Three pieces of legislation have been identified and there is some attempt to explain their relevance to the context of the case study although meaning may not be consistently clear.
An attempt is made to include the wider socio-political factors that need to be considered as part of the safeguarding process, although meaning may not always be clear and understandable.

Legislation or policy may have been identified but there is little attempt to explain their relevance to the context of the case study and meaning is not be clear. There is a lack of demonstration of knowledge and understanding.
There is little to no attempt to include discussion of the wider socio-political factors that need to be considered as part of the safeguarding process. Legislation or policy have not been identified and there is not attempt to explain legislation and policy in the context of the case study.
There is little to no demonstration of understanding of safeguarding and little to no attempt to include the wider socio-political factors that need to be considered as part of the safeguarding process.
3
Critical
reflection
30% One piece of legislation or policy has been selected and there is excellent standard of critical evaluation of that piece of legislation or policy used in safeguarding including the effectiveness of that legislation or policy in safeguarding the vulnerable person in the chosen case study.
There is excellent inclusion of relevant research or serious case reviews to illustrate points and discussions
One piece of legislation or policy used in safeguarding has been selected and there is a very good effort to critically evaluate it, including the effectiveness of that piece of legislation or policy to safeguard the vulnerable person in the chosen case study. There is inclusion of relevant research or serious case reviews to illustrate point of discussion although there might be areas that need to include more detail.
One piece of legislation or policy has been selected and a good effort has been made to critically evaluate it, including the effectiveness of that legislation or policy to safeguard the vulnerable person in the chosen case study. There is inclusion of relevant research or serious case reviews and a good attempt has been made to use them to illustrate points of discussion, although this might be a little too descriptive and needs to be more detailed. One piece of legislation or policy has been selected and there is some effort to critically evaluate it, including the effectiveness of that legislation or policy to safeguard the vulnerable person in the chosen case study.
There is inclusion of relevant research or serious case reviews and there is an attempt to use them to illustrate points of discussion.

On piece of legislation or a policy may have been selected but critical evaluation is poor and there is limited explanation of its effectiveness in relation to safeguarding the vulnerable person in the chosen case study.
There may be reference to research or serious case reviews but there is inadequate attempt to use them to illustrate points of discussion There is no selection of a piece of legislation or a policy for critical evaluation or there may be a selection but there is an absence of critical evaluation and explanation of its effectiveness in relation to safeguarding the vulnerable person in the case study.
There is no inclusion of relevant research or case studies to illustrate points of discussion
4
Presentation,
Spelling,
Grammar, &
Punctuation
10% The work is presented and structured in essay format with clear paragraphs for each area of discussion to an excellent standard. Spelling, Grammar and Punctuation are also excellent with very minor or no errors The work is presented and structured in essay format to a very good standard with paragraphs for each area of discussion. Spelling, Grammar and Punctuation are also of a very good standard but there may be a few minor errors. The work is presented and structured in essay format to a good standard and there are paragraphs for each area of discussion. Spelling, Grammar and Punctuation are generally good, but there are some errors. There is an attempt to present and structure the work in essay format, with paragraphs for each area of discussion.
Spelling, Grammar and Punctuation contain errors that make it difficult to understand meaning in parts

There is little to no attempt to present and structure the work in essay format, with distinct paragraphs for each area of discussion.
There are numerous errors with Spelling, Grammar and Punctuation in many areas throughout the work The work is not presented and structured in essay format and there are no distinct paragraphs for each area of discussion. There are numerous Spelling, Grammar and Punctuation errors that impact on understanding and meaning of the work.
5
Referencing
10% There is correct in-text referencing and citation with very minor or no errors.
Reference list is presented in Harvard style with little to no errors
Reference list and in-text referencing correspond with each other with little to no errors or omissions There is correct in-text referencing and citation that contain one or two minor errors.
Reference list is presented in Harvard style but may contain minor errors
Reference list and in-text referencing correspond but there may be one or two errors or omissions There is a good attempt to present in text referencing and citation correctly, but there may be errors.
Reference list is presented with effort to reflect Harvard style but there may be two or three errors
Reference list and in-text referencing generally correspond but there may be two or three errors or omissions There is an attempt the present in-text referencing and citation in Harvard style, although there may be errors.
Reference list is presented in Harvard style but there may be two or three errors.
There is some correspondence between the reference list and in text referencing but may have two or three omissions

There is limited attempt to present in-text referencing and citation in Harvard style with numerous errors.
Reference list contains many errors and
In-text references and citations do not all correspond with the reference list There is limited to no attempt to present in-text referencing and citation in Harvard style.
Presented reference list contains many errors.
In-text referencing and citations do not correspond with reference list.

Core text – This unit is supported by the following core texts and policy as a number of different degree programmes follow this core Unit:

Pollard, K. C., Thomas, J., Miers, M. (2010) Understanding Interprofessional Working in Health and Social Care. Basingstoke: Palgrave Macmillan

Guided Reading

Barnard, A (2011) Key themes in Health and Social Care: a companion to learning. Abingdon: Routledge

Barnett, D (2019) The Straightforward Guide to Safeguarding Adults: from getting the basics right to applying the Care Act and Criminal Investigations. Jessica Kingsley Publishers

Cheminais R (2010) Developing and Evaluating Multi-Agency Partnerships: A Practical tool-kit for schools and children’s centre managers. London: Routledge

Davis, L (2014) The Social Worker’s guide to children and families law.Jessica Kingsley Publishers

Feldon, P (2017) The Social Worker’s guide to the Care Act 2014. St Albans. Critical Publishing

Glasby, J & Dickinson H (2014) A-Z of inter-agency working Palgrave Macmillan

Glasby, J (2017) Understanding health and social care. Bristol UK, Policy Press

Perez, M A and Luquis, R. R (2008) Cultural Competence in health education and health promotion San Francisco, CA: Josey-Bass

Pycroft, A and Gough, D (2019) Multi-Agency Working in Criminal Justice: theory, Policy & Practice, Policy Press 2019. Electronic copy available at: http://0www.jstor.org.brum.beds.ac.uk/stable/10.2307/j.ctvq4c0j8

Safeguarding Children, Young People and Adults
I am doing a Case Study Essay: How should I structure this?
Below is strictly an example for discussion in seminar, you may want to structure your assignment in your own way as long as it is in essay format and each paragraph leads the reader to the next one.
This must be written in the third person.
Harvard Reference
Must be relevant to the UK only
THERE ARE NO HEADINGS IN AN ESSAY
Introduction (introduces your topic and Sets the Scene)
State what the essay is about and what you will be doing?
• (First paragraph) What is safeguarding (explain and reference)
• (Paragraph) This essay is about demonstrating my knowledge and understanding of safeguarding vulnerable people. In order to do this, I selected a case study. I examined and analysed the context of the case in order to identify the main safeguarding concerns and risks and then assumed the identity of a relevant professional role to address these. I will also demonstrate my knowledge and understanding of the legislation and policy that inform my chosen professional and safeguarding practice.

Discussion
• (Paragraph)Brief overview of the case study risks and concerns. What are the wider sociological factors relevant to the case that need to be taken into consideration?
• (Paragraph)Your role – I chose or adopted the role of a Social Worker. Give brief historical context, how it is regulated, and its significance to the case study: Demonstrate knowledge of the importance of your role in safeguarding. Once you have explained the role, you could opt to begin with As the Social Worker for…)
In your role are you required to perform any kind of assessment, if so, which one/s (MENTAL CAPACITY) (explain and show your knowledge of the assessment). If you were going to do some individual work with your service user what kind of approach are you going to use that is reflective of the code of ethics/code of conduct relative to your profession (Biopsychosocial approach) can support you here) and in this paragraph you could refer to case studies/serious case reviews/research to illustrate your discussion
• (Paragraph) Present 3 pieces of Legislation/Policy – (Mental Capacity Act 2005, No Secrets, Care Act 2014) demonstrate your knowledge and understanding of these (include the level of intervention in your case and link this to legislation/policy). Why are they relevant to the case and how do they work to safeguard the service user/s or patient in your case study? Does the legislation make a multi-agency/multi-professional working statutory? What kind of meeting would be relevant?
• (Paragraph) Introduce the piece of legislation that you are going to critically analyse evaluate for its efficacy in safeguarding the vulnerable person in your case study (CARE ACT 2014) (here you can refer to serious case reviews where there have been failings using this as illustrative examples)
Conclusion
(Paragraph) Summarize your learning about safeguarding and your findings from critiquing and evaluating legislation. Is there anything that needs to change to improve how legislation informs practice? How has the teaching and learning within this unit and completing the assignment informed your ongoing professional development?