   Working in your groups look at the images and see if you can link the Acts or regulations to the vulnerable individuals. AfL – now discuss as a whole group what you think, then write them up into your new booklets for Unit 4 Lesson objective – to understand that vulnerable people are protected by many regulations and Acts in the UK

   What is meant by ill-treatment?

Who requires protection from the consequences of ill-treatment?

Why is it necessary to have Acts and regulations for vulnerable people?

 In your groups think about what could cause the following people to be really upset in a care setting: › › › A child An older adult A person with a disability Draw up a mind map with all the reasons – share the information and write this into your books AfL – what have you decided?

 Carry out the ill-treatment case study Carla is one year old. She is left in her cot on her own for most of the evening, while her mother goes to the local pub with her boyfriend. There is no heating in the flat and she is only wearing a vest and a nappy. She s left with a bottle of milk but Carla soon finishes this and is hungry. Her nappy gets wet and needs changing. She does not like being left in the dark.

lonely hungry afraid Harmful/ safeguarding physically uncomfortable nappy rash/ammonia neglect reactive attachment disorder withdrawn and show no emotions) (they do not react to their carers around them, become confusion abandonment cruelty dehydration

Work in your groups: 1.

Use some of the negative emotions given in the table above and state why Carla would experience these.

2.

Write a four/five line scenario to show how a one year could show positive emotions.

3.

4.

Why would the one year old in your scenario feel positive?

Share your scenario with others in the group and ask them to say why they think the infant would feel positive. AfL – now discuss to the whole class