This document outlines a curriculum guide for a Grade 10 Wellness Massage specialization course. The course is designed to develop students' knowledge, skills, and attitudes to perform wellness massage services. It covers four core competencies: 1) plan wellness massage programs for clients, 2) provide preliminary services to clients, 3) apply wellness massage techniques, and 4) provide post-massage advice and services. The curriculum introduces concepts of wellness massage and outlines learning competencies and standards for each competency across four quarters of study.
Final tle he wellness massage grade 10 03.11.2014cherry bandola
This document provides a curriculum guide for a Grade 10 Wellness Massage specialization course. The course aims to develop students' knowledge, skills, and attitudes to perform wellness massage services. It covers four core competencies: 1) planning wellness massage programs for clients, 2) providing preliminary services to clients, 3) applying wellness massage techniques, and 4) providing advice on post-massage services. The curriculum is divided into four quarters, with lessons covering topics such as client assessment, pre-massage preparation, different massage techniques, and post-massage recommendations. The goal is for students to gain the qualifications for a National Certificate Level II in Wellness Massage.
The document outlines a curriculum guide for a Grade 10 Wellness Massage course. The course aims to develop students' knowledge, skills, and attitudes to perform wellness massage services. It covers four core competencies: 1) planning wellness massage programs for clients, 2) providing preliminary services to clients, 3) applying wellness massage techniques, and 4) providing post-massage advice and services. The curriculum is divided into four quarters, with each quarter focusing on one of the four competencies through various lessons and learning objectives. The course also incorporates topics on personal entrepreneurial competencies, environment and market analysis, and developing wellness massage as a potential career.
This document provides an overview of the curriculum for a beauty therapy training program consisting of 10 modules delivered over 800 hours. The modules cover topics such as managing a salon, health and hygiene, skin and beauty care techniques, massage therapy, facials, manicures, pedicures, makeup, hair care, professionalism, and entrepreneurship. Each module includes learning units and allocates hours between theory and practical work. The curriculum aims to equip students with the skills needed for a career in the beauty industry.
This document provides a learner's material for a Wellness Massage course. It includes 4 quarters of content covering topics such as assessing and interviewing clients, providing pre-services, applying wellness massage techniques, and post-advice/services. The material outlines objectives, program requirements, learning episodes, and how to use the module. It also includes diagnostic assessments, lessons, enhancement activities, and post-tests to evaluate learning.
This document outlines a competency-based curriculum for Hilot Wellness Massage NC II. It includes modules on basic competencies like communication, teamwork, professionalism and safety. Common competencies cover infection control, difficult behavior, first aid and client services. Core competencies focus on planning client programs, providing preliminary and hilot techniques, and post-services. The curriculum aims to develop the necessary knowledge, skills and attitudes to perform hilot wellness massage according to industry standards.
The document provides a competency-based curriculum for the Beauty Care Services (Nail Care) NC II qualification and standards. It outlines the course design, modules of instruction, resources, and assessment methods. The course is designed to enhance the knowledge, skills and attitude of students in nail care services in accordance with industry standards. It takes 216 hours to complete and covers basic, common and core competencies related to manicure, pedicure, hand spa and foot spa services.
Final tle he wellness massage grade 10 03.11.2014cherry bandola
This document provides a curriculum guide for a Grade 10 Wellness Massage specialization course. The course aims to develop students' knowledge, skills, and attitudes to perform wellness massage services. It covers four core competencies: 1) planning wellness massage programs for clients, 2) providing preliminary services to clients, 3) applying wellness massage techniques, and 4) providing advice on post-massage services. The curriculum is divided into four quarters, with lessons covering topics such as client assessment, pre-massage preparation, different massage techniques, and post-massage recommendations. The goal is for students to gain the qualifications for a National Certificate Level II in Wellness Massage.
The document outlines a curriculum guide for a Grade 10 Wellness Massage course. The course aims to develop students' knowledge, skills, and attitudes to perform wellness massage services. It covers four core competencies: 1) planning wellness massage programs for clients, 2) providing preliminary services to clients, 3) applying wellness massage techniques, and 4) providing post-massage advice and services. The curriculum is divided into four quarters, with each quarter focusing on one of the four competencies through various lessons and learning objectives. The course also incorporates topics on personal entrepreneurial competencies, environment and market analysis, and developing wellness massage as a potential career.
This document provides an overview of the curriculum for a beauty therapy training program consisting of 10 modules delivered over 800 hours. The modules cover topics such as managing a salon, health and hygiene, skin and beauty care techniques, massage therapy, facials, manicures, pedicures, makeup, hair care, professionalism, and entrepreneurship. Each module includes learning units and allocates hours between theory and practical work. The curriculum aims to equip students with the skills needed for a career in the beauty industry.
This document provides a learner's material for a Wellness Massage course. It includes 4 quarters of content covering topics such as assessing and interviewing clients, providing pre-services, applying wellness massage techniques, and post-advice/services. The material outlines objectives, program requirements, learning episodes, and how to use the module. It also includes diagnostic assessments, lessons, enhancement activities, and post-tests to evaluate learning.
This document outlines a competency-based curriculum for Hilot Wellness Massage NC II. It includes modules on basic competencies like communication, teamwork, professionalism and safety. Common competencies cover infection control, difficult behavior, first aid and client services. Core competencies focus on planning client programs, providing preliminary and hilot techniques, and post-services. The curriculum aims to develop the necessary knowledge, skills and attitudes to perform hilot wellness massage according to industry standards.
The document provides a competency-based curriculum for the Beauty Care Services (Nail Care) NC II qualification and standards. It outlines the course design, modules of instruction, resources, and assessment methods. The course is designed to enhance the knowledge, skills and attitude of students in nail care services in accordance with industry standards. It takes 216 hours to complete and covers basic, common and core competencies related to manicure, pedicure, hand spa and foot spa services.
This document provides guidelines for reflexologists practicing in Malaysia. It covers general considerations like record keeping, ethics, cleanliness and practice facilities. It outlines a 4 phase client care model: evaluation, treatment planning, treatment and discharge. The evaluation phase involves history taking, examination and determining suitability for treatment. Indications and contraindications for reflexology are provided. Treatment planning decides the appropriate technique and obtains client consent. The guidelines aim to assist practitioners in safely prescribing reflexology.
This document provides a curriculum guide for a Grade 7/8 exploratory course and Grade 9 specialization course in Caregiving. The Grade 7/8 course introduces key concepts and career opportunities in caregiving and covers common competencies like using tools/equipment, maintenance, calculations, and safety procedures. The Grade 9 course focuses on developing caregiving skills like infection control, responding to difficult behaviors, basic first aid, and maintaining a safe environment. It also covers personal entrepreneurship competencies and understanding the business environment as related to caregiving careers.
This document provides a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
Effective to provide training program (training for trainer)Management_Team
At every human resource development program, the participants look forward to receiving the strategy of implementation of the topic of discussion in the working environment, while the theories that serve as the basic topic of discussion, it is still difficult to implement.
Topic in human resource development program, is expected to serve as a guide to build strategy implementation in the work environment, so that theory is just as insightful thinking which can be obtained from various sources.
Strategy implementation topic of discussion, not a theory but a technique to determine the stage of carrying out the work, planned and systematically arranged, but in tune with the culture of the organization, so as not to clash both vertical and horizontal.
A guide for health and social care workers working with adults at the end of life
25 June 2009 - Department of Health / National End of Life Care Programme / Skills for Care / Skills for Health
The purpose of this guide is to support workforce development, training and education and the development of new and enhanced roles. The principles and competences it outlines form a common foundation for all staff whose work includes care and support for people approaching - and at - the end of their lives.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
Health and social care values specificationbutcher665
This document provides an overview of the BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care unit titled "Unit 2: Health and Social Care Values".
The unit introduces students to the care values that underpin good practice in health and social care such as confidentiality, dignity, respect for individuals, safeguarding, and taking a person-centred approach. Students will explore how these values are applied in practice and investigate ways to empower individuals using health and social care services.
The unit content outlines the key topics to be covered including defining the care values, demonstrating their application, and methods to empower individuals by adapting activities to meet needs and promote choice. Assessment criteria are provided to evaluate
This course presents the students to the basics of the ethical practice of healthcare provision by the physician, and the professional standards that the students should meet in any of students’ future roles as a doctor. These roles include students’ duties as team-member, practitioner/clinician, researcher, manager/planner, educator, and patient advocate. The ethical issues surrounding these main domains are presented and discussed. The course also aims to enhance the ability of the students to develop and defend an ethical argument.
This document provides guidelines for spa services in Malaysia. It discusses definitions of spa services, types of spa treatments both therapeutic and wellness-focused. It outlines qualifications for spa supervisors and therapists. The document provides standards for spa facilities regarding name, services, safety and ethics. Appendices provide examples of traditional postpartum Malay treatments, panchakarma therapy treatments, and a sample spa client record form.
The route to success in end of life care - achieving quality for occupational therapy
28 June 2011 - National End of Life Care Programme
The guide supports proactive intervention for those reaching the end of life as well as the support required by carers. It provides advice on what interventions may be appropriate at each step of the pathway and identifies the areas of knowledge with which occupational therapists should be familiar when working with people reaching the end of life.
It combines both health and social care, in particular recognising the valuable contribution made by the social care workforce and supports occupational therapy values of delivering holistic, person centred care.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
DEMONSTRATION TEACHING IN HEALTH 10.pptxronapacibe55
The document discusses creating a personal health career plan. It identifies four key components: 1) self-assessment to identify strengths, 2) career exploration of different health careers and work environments, 3) decision-making by evaluating options based on strengths and interests, and 4) creating a plan of action with goals and strategies. The learner is asked to prepare a skit demonstrating these components and steps in making a health career plan.
DEMONSTRATION TEACHING IN HEALTH 10.pptxRonaPacibe
The document discusses creating a personal health career plan. It identifies four key components: 1) self-assessment to identify strengths, 2) career exploration of different health careers and work environments, 3) decision-making by evaluating options based on strengths and interests, and 4) creating a plan of action with goals and steps. The learner is asked to prepare a skit demonstrating these components and steps in making a health career plan.
A guide to workforce development to support social care and health workers to apply the common core principles and competences for end of life care
23 February 2012 - National End of Life Care Programme / Skills for Care / Skills for Health
The National End of Life Care Programme has worked alongside Skills for Health and Skills for Care to ensure that workers involved in supporting someone who is at the end of their life are properly trained to be able to undertake their work effectively and appropriately.
Each section gives an explanation of the area of work and includes important links to further information and resources. There is also a 'practice scenario' to show how the competences are connected and how they can be used to help in developing services and ensuring that workers are appropriately trained and skilled.
This guide completely replaces the 2010 A framework of National Occupational Standards to support common core principles for health and social care workers working with adults at the end of life and should be read alongside the Common Core Competences and Principles: A guide for health and social care workers working with adults at the end of life.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
This document provides guidelines for Malay massage treatment in post-stroke and chronic pain management. It outlines four phases of treatment: assessment, treatment planning, treatment, and discharge. The guidelines describe standardized procedures for documentation, patient evaluation, developing individualized treatment plans, monitoring patient progress, and conducting discharge assessments. Adherence to ethical standards, sanitation, and informed consent are emphasized. Appendices provide examples forms for patient clerking, treatment techniques, and a case study.
Compilation of Curriculum Guides in Technology and Livelihood Education (TLE)...R Borres
This is a compilation of Curriculum Guides in Technology and Livelihood Education (TLE) for K to 12 Education System in the Philippines.
The source is from DepEd. This is for single reference and easy download.
EMPLOYEE COUNSELLING,WELLNESS AND HEALTH PROGRAM.pdfAKarthikeyan8
Employee Counselling is an integral part of HR managers work. Employee health and wellness programs are defining the work culture and improving employees morale and satisfaction
The document describes a 3-month spa therapist trainee internship in Phuket, Thailand. Interns will learn treatments and skills like aromatherapy, Thai massage, and facials using Institut Esthederm protocols and products. They will provide services at Sun Spa Esthederm, including treatments, retail, reception, and customer service. The goal is for interns to gain experience and skills to work in hotel spas, resorts, beauty counters, and other spa-related jobs globally.
1. Ecological models of case management (e.g., socioecological mod.docxjackiewalcutt
1. Ecological models of case management (e.g., socioecological model) help the
case management professional to (Points : 2)
assess the client for specific substance use and mental health needs to make
an immediate referral for emergency treatment
evaluate the people involved in the client's life to ensure that they are
supportive for the client during treatment
influence the client's motivation for accepting treatment and auxiliary services
create a balanced perspective of the client according to the context of
the client's life
Question 2. 2. What are the characteristics of the micro level of assessment? (Points : 2)
medical needs such as medicine for chronic conditions (e.g., asthma)
ability to access services such as job training and treatment
personality traits and level of motivation to make changes
addictions and/or mental health needs
Question 3. 3. The Clinical/Rehabilitation model is used to (Points : 2)
create a comprehensive case management package of services
responds to crises particularly when a client is need of immediate
mental health of addiction treatment
provides ongoing support for clients who are in a residential treatment
program
assesses client risk for relapse once released from treatment
Question 4. 4. Why do case management professionals assess clients using a three level intervention model? (Points : 2)
the model helps the professional create a holistic perspective of the
client's needs according to their biological/psychological, personal, and
social context
the model helps the professional assess which social services will be easiest
for the client to access for treatment and/or intervention
the model helps the professional evaluate the client's basic needs according
to primary, secondary, and tertiary goals
the model helps the professional to evaluate all of the client's support
systems, disorders, and medical disorders using one model
Question 5. 5. Why is culture important to consider when assessing client's needs? (Points : 2)
the service plan goals should consider the clients' personal belief
system to ensure that the client is comfortable with making the proposed
changes
if the client's culture differs from that of the local area, the client will need to be
trained to develop new ideals and beliefs so that he/she can fit in better
if the case manager holds different beliefs than the client, the case manager
should find another professional to work with the client
the client should understand his own culture to determine which beliefs are
useful and which are no longer valid to his/her situation
Question 6. 6. What are the characteristics of the mezzo level of assessment? (Points : 2)
professionals explore the client's family history including religious
affiliation and values
professionals explore the needs of the client's sp ...
This document outlines a daily lesson plan for a wellness massage program that focuses on identifying a client's vital information. The objectives are to define and explain a client's vital information. The lesson content discusses vital client details like personal details, massage history, and other relevant medical information. Students participate in activities like defining key terms and conducting mock client interviews to practice obtaining a client's vital information. The lesson aims to help students understand the importance of gathering a client's vital signs and details in order to plan a safe and effective wellness program.
This document provides an exploratory course curriculum for Grade 7/8 students covering key concepts and skills in household services. The curriculum covers six common competencies including using tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. Specific topics covered include personal entrepreneurial skills, analyzing the service environment and market, using and maintaining cleaning tools, performing measurements and calculations for tasks, interpreting diagrams and plans, safety procedures, obtaining and conveying workplace information, participating in meetings, and completing relevant documents. The goal is for students to gain foundational knowledge and skills in preparation for further certification in household services.
This document outlines a curriculum for a Grade 7/8 exploratory course in Household Services. It covers six common competencies: using and maintaining tools/equipment; performing mensuration and calculation; interpreting diagrams/layouts/plans; practicing occupational health and safety; participating in workplace communication; and working in a team environment. The course introduces concepts like personal entrepreneurial competencies, environment and market factors, and safe use of cleaning tools and equipment. It provides learning objectives and competencies for each topic.
Unlocking the Secrets to Safe Patient Handling.pdfLift Ability
Furthermore, the time constraints and workload in healthcare settings can make it challenging for caregivers to prioritise safe patient handling Australia practices, leading to shortcuts and increased risks.
This document provides guidelines for reflexologists practicing in Malaysia. It covers general considerations like record keeping, ethics, cleanliness and practice facilities. It outlines a 4 phase client care model: evaluation, treatment planning, treatment and discharge. The evaluation phase involves history taking, examination and determining suitability for treatment. Indications and contraindications for reflexology are provided. Treatment planning decides the appropriate technique and obtains client consent. The guidelines aim to assist practitioners in safely prescribing reflexology.
This document provides a curriculum guide for a Grade 7/8 exploratory course and Grade 9 specialization course in Caregiving. The Grade 7/8 course introduces key concepts and career opportunities in caregiving and covers common competencies like using tools/equipment, maintenance, calculations, and safety procedures. The Grade 9 course focuses on developing caregiving skills like infection control, responding to difficult behaviors, basic first aid, and maintaining a safe environment. It also covers personal entrepreneurship competencies and understanding the business environment as related to caregiving careers.
This document provides a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
Effective to provide training program (training for trainer)Management_Team
At every human resource development program, the participants look forward to receiving the strategy of implementation of the topic of discussion in the working environment, while the theories that serve as the basic topic of discussion, it is still difficult to implement.
Topic in human resource development program, is expected to serve as a guide to build strategy implementation in the work environment, so that theory is just as insightful thinking which can be obtained from various sources.
Strategy implementation topic of discussion, not a theory but a technique to determine the stage of carrying out the work, planned and systematically arranged, but in tune with the culture of the organization, so as not to clash both vertical and horizontal.
A guide for health and social care workers working with adults at the end of life
25 June 2009 - Department of Health / National End of Life Care Programme / Skills for Care / Skills for Health
The purpose of this guide is to support workforce development, training and education and the development of new and enhanced roles. The principles and competences it outlines form a common foundation for all staff whose work includes care and support for people approaching - and at - the end of their lives.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
Health and social care values specificationbutcher665
This document provides an overview of the BTEC Level 1/Level 2 First Certificate and Extended Certificate in Health and Social Care unit titled "Unit 2: Health and Social Care Values".
The unit introduces students to the care values that underpin good practice in health and social care such as confidentiality, dignity, respect for individuals, safeguarding, and taking a person-centred approach. Students will explore how these values are applied in practice and investigate ways to empower individuals using health and social care services.
The unit content outlines the key topics to be covered including defining the care values, demonstrating their application, and methods to empower individuals by adapting activities to meet needs and promote choice. Assessment criteria are provided to evaluate
This course presents the students to the basics of the ethical practice of healthcare provision by the physician, and the professional standards that the students should meet in any of students’ future roles as a doctor. These roles include students’ duties as team-member, practitioner/clinician, researcher, manager/planner, educator, and patient advocate. The ethical issues surrounding these main domains are presented and discussed. The course also aims to enhance the ability of the students to develop and defend an ethical argument.
This document provides guidelines for spa services in Malaysia. It discusses definitions of spa services, types of spa treatments both therapeutic and wellness-focused. It outlines qualifications for spa supervisors and therapists. The document provides standards for spa facilities regarding name, services, safety and ethics. Appendices provide examples of traditional postpartum Malay treatments, panchakarma therapy treatments, and a sample spa client record form.
The route to success in end of life care - achieving quality for occupational therapy
28 June 2011 - National End of Life Care Programme
The guide supports proactive intervention for those reaching the end of life as well as the support required by carers. It provides advice on what interventions may be appropriate at each step of the pathway and identifies the areas of knowledge with which occupational therapists should be familiar when working with people reaching the end of life.
It combines both health and social care, in particular recognising the valuable contribution made by the social care workforce and supports occupational therapy values of delivering holistic, person centred care.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
DEMONSTRATION TEACHING IN HEALTH 10.pptxronapacibe55
The document discusses creating a personal health career plan. It identifies four key components: 1) self-assessment to identify strengths, 2) career exploration of different health careers and work environments, 3) decision-making by evaluating options based on strengths and interests, and 4) creating a plan of action with goals and strategies. The learner is asked to prepare a skit demonstrating these components and steps in making a health career plan.
DEMONSTRATION TEACHING IN HEALTH 10.pptxRonaPacibe
The document discusses creating a personal health career plan. It identifies four key components: 1) self-assessment to identify strengths, 2) career exploration of different health careers and work environments, 3) decision-making by evaluating options based on strengths and interests, and 4) creating a plan of action with goals and steps. The learner is asked to prepare a skit demonstrating these components and steps in making a health career plan.
A guide to workforce development to support social care and health workers to apply the common core principles and competences for end of life care
23 February 2012 - National End of Life Care Programme / Skills for Care / Skills for Health
The National End of Life Care Programme has worked alongside Skills for Health and Skills for Care to ensure that workers involved in supporting someone who is at the end of their life are properly trained to be able to undertake their work effectively and appropriately.
Each section gives an explanation of the area of work and includes important links to further information and resources. There is also a 'practice scenario' to show how the competences are connected and how they can be used to help in developing services and ensuring that workers are appropriately trained and skilled.
This guide completely replaces the 2010 A framework of National Occupational Standards to support common core principles for health and social care workers working with adults at the end of life and should be read alongside the Common Core Competences and Principles: A guide for health and social care workers working with adults at the end of life.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
This document provides guidelines for Malay massage treatment in post-stroke and chronic pain management. It outlines four phases of treatment: assessment, treatment planning, treatment, and discharge. The guidelines describe standardized procedures for documentation, patient evaluation, developing individualized treatment plans, monitoring patient progress, and conducting discharge assessments. Adherence to ethical standards, sanitation, and informed consent are emphasized. Appendices provide examples forms for patient clerking, treatment techniques, and a case study.
Compilation of Curriculum Guides in Technology and Livelihood Education (TLE)...R Borres
This is a compilation of Curriculum Guides in Technology and Livelihood Education (TLE) for K to 12 Education System in the Philippines.
The source is from DepEd. This is for single reference and easy download.
EMPLOYEE COUNSELLING,WELLNESS AND HEALTH PROGRAM.pdfAKarthikeyan8
Employee Counselling is an integral part of HR managers work. Employee health and wellness programs are defining the work culture and improving employees morale and satisfaction
The document describes a 3-month spa therapist trainee internship in Phuket, Thailand. Interns will learn treatments and skills like aromatherapy, Thai massage, and facials using Institut Esthederm protocols and products. They will provide services at Sun Spa Esthederm, including treatments, retail, reception, and customer service. The goal is for interns to gain experience and skills to work in hotel spas, resorts, beauty counters, and other spa-related jobs globally.
1. Ecological models of case management (e.g., socioecological mod.docxjackiewalcutt
1. Ecological models of case management (e.g., socioecological model) help the
case management professional to (Points : 2)
assess the client for specific substance use and mental health needs to make
an immediate referral for emergency treatment
evaluate the people involved in the client's life to ensure that they are
supportive for the client during treatment
influence the client's motivation for accepting treatment and auxiliary services
create a balanced perspective of the client according to the context of
the client's life
Question 2. 2. What are the characteristics of the micro level of assessment? (Points : 2)
medical needs such as medicine for chronic conditions (e.g., asthma)
ability to access services such as job training and treatment
personality traits and level of motivation to make changes
addictions and/or mental health needs
Question 3. 3. The Clinical/Rehabilitation model is used to (Points : 2)
create a comprehensive case management package of services
responds to crises particularly when a client is need of immediate
mental health of addiction treatment
provides ongoing support for clients who are in a residential treatment
program
assesses client risk for relapse once released from treatment
Question 4. 4. Why do case management professionals assess clients using a three level intervention model? (Points : 2)
the model helps the professional create a holistic perspective of the
client's needs according to their biological/psychological, personal, and
social context
the model helps the professional assess which social services will be easiest
for the client to access for treatment and/or intervention
the model helps the professional evaluate the client's basic needs according
to primary, secondary, and tertiary goals
the model helps the professional to evaluate all of the client's support
systems, disorders, and medical disorders using one model
Question 5. 5. Why is culture important to consider when assessing client's needs? (Points : 2)
the service plan goals should consider the clients' personal belief
system to ensure that the client is comfortable with making the proposed
changes
if the client's culture differs from that of the local area, the client will need to be
trained to develop new ideals and beliefs so that he/she can fit in better
if the case manager holds different beliefs than the client, the case manager
should find another professional to work with the client
the client should understand his own culture to determine which beliefs are
useful and which are no longer valid to his/her situation
Question 6. 6. What are the characteristics of the mezzo level of assessment? (Points : 2)
professionals explore the client's family history including religious
affiliation and values
professionals explore the needs of the client's sp ...
This document outlines a daily lesson plan for a wellness massage program that focuses on identifying a client's vital information. The objectives are to define and explain a client's vital information. The lesson content discusses vital client details like personal details, massage history, and other relevant medical information. Students participate in activities like defining key terms and conducting mock client interviews to practice obtaining a client's vital information. The lesson aims to help students understand the importance of gathering a client's vital signs and details in order to plan a safe and effective wellness program.
This document provides an exploratory course curriculum for Grade 7/8 students covering key concepts and skills in household services. The curriculum covers six common competencies including using tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. Specific topics covered include personal entrepreneurial skills, analyzing the service environment and market, using and maintaining cleaning tools, performing measurements and calculations for tasks, interpreting diagrams and plans, safety procedures, obtaining and conveying workplace information, participating in meetings, and completing relevant documents. The goal is for students to gain foundational knowledge and skills in preparation for further certification in household services.
This document outlines a curriculum for a Grade 7/8 exploratory course in Household Services. It covers six common competencies: using and maintaining tools/equipment; performing mensuration and calculation; interpreting diagrams/layouts/plans; practicing occupational health and safety; participating in workplace communication; and working in a team environment. The course introduces concepts like personal entrepreneurial competencies, environment and market factors, and safe use of cleaning tools and equipment. It provides learning objectives and competencies for each topic.
Unlocking the Secrets to Safe Patient Handling.pdfLift Ability
Furthermore, the time constraints and workload in healthcare settings can make it challenging for caregivers to prioritise safe patient handling Australia practices, leading to shortcuts and increased risks.
Letter to MREC - application to conduct studyAzreen Aj
Application to conduct study on research title 'Awareness and knowledge of oral cancer and precancer among dental outpatient in Klinik Pergigian Merlimau, Melaka'
Gemma Wean- Nutritional solution for Artemiasmuskaan0008
GEMMA Wean is a high end larval co-feeding and weaning diet aimed at Artemia optimisation and is fortified with a high level of proteins and phospholipids. GEMMA Wean provides the early weaned juveniles with dedicated fish nutrition and is an ideal follow on from GEMMA Micro or Artemia.
GEMMA Wean has an optimised nutritional balance and physical quality so that it flows more freely and spreads readily on the water surface. The balance of phospholipid classes to- gether with the production technology based on a low temperature extrusion process improve the physical aspect of the pellets while still retaining the high phospholipid content.
GEMMA Wean is available in 0.1mm, 0.2mm and 0.3mm. There is also a 0.5mm micro-pellet, GEMMA Wean Diamond, which covers the early nursery stage from post-weaning to pre-growing.
2024 HIPAA Compliance Training Guide to the Compliance OfficersConference Panel
Join us for a comprehensive 90-minute lesson designed specifically for Compliance Officers and Practice/Business Managers. This 2024 HIPAA Training session will guide you through the critical steps needed to ensure your practice is fully prepared for upcoming audits. Key updates and significant changes under the Omnibus Rule will be covered, along with the latest applicable updates for 2024.
Key Areas Covered:
Texting and Email Communication: Understand the compliance requirements for electronic communication.
Encryption Standards: Learn what is necessary and what is overhyped.
Medical Messaging and Voice Data: Ensure secure handling of sensitive information.
IT Risk Factors: Identify and mitigate risks related to your IT infrastructure.
Why Attend:
Expert Instructor: Brian Tuttle, with over 20 years in Health IT and Compliance Consulting, brings invaluable experience and knowledge, including insights from over 1000 risk assessments and direct dealings with Office of Civil Rights HIPAA auditors.
Actionable Insights: Receive practical advice on preparing for audits and avoiding common mistakes.
Clarity on Compliance: Clear up misconceptions and understand the reality of HIPAA regulations.
Ensure your compliance strategy is up-to-date and effective. Enroll now and be prepared for the 2024 HIPAA audits.
Enroll Now to secure your spot in this crucial training session and ensure your HIPAA compliance is robust and audit-ready.
https://conferencepanel.com/conference/hipaa-training-for-the-compliance-officer-2024-updates
Can Allopathy and Homeopathy Be Used Together in India.pdfDharma Homoeopathy
This article explores the potential for combining allopathy and homeopathy in India, examining the benefits, challenges, and the emerging field of integrative medicine.
MBC Support Group for Black Women – Insights in Genetic Testing.pdfbkling
Christina Spears, breast cancer genetic counselor at the Ohio State University Comprehensive Cancer Center, joined us for the MBC Support Group for Black Women to discuss the importance of genetic testing in communities of color and answer pressing questions.
Comprehensive Rainy Season Advisory: Safety and Preparedness Tips.pdfDr Rachana Gujar
The "Comprehensive Rainy Season Advisory: Safety and Preparedness Tips" offers essential guidance for navigating rainy weather conditions. It covers strategies for staying safe during storms, flood prevention measures, and advice on preparing for inclement weather. This advisory aims to ensure individuals are equipped with the knowledge and resources to handle the challenges of the rainy season effectively, emphasizing safety, preparedness, and resilience.
The facial nerve, also known as cranial nerve VII, is one of the 12 cranial nerves originating from the brain. It's a mixed nerve, meaning it contains both sensory and motor fibres, and it plays a crucial role in controlling various facial muscles, as well as conveying sensory information from the taste buds on the anterior two-thirds of the tongue.
This particular slides consist of- what is hypotension,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is the summary of hypotension:
Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
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This particular slides consist of- what is Pneumothorax,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is a summary of Pneumothorax:
Pneumothorax, also known as a collapsed lung, is a condition that occurs when air leaks into the space between the lung and chest wall. This air buildup puts pressure on the lung, preventing it from expanding fully when you breathe. A pneumothorax can cause a complete or partial collapse of the lung.
1. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 8
Grade 10 (Specialization)
Course Description:
This curriculum guide on Wellness Massage leads to National Certificate Level II (NCII). This course is designed for a Grade 10 student ought to develop knowledge,
skills, and attitude to perform the tasks on Wellness Massage service. It covers core competencies namely: (1) plan the wellness massage program of client/s; (2) provide
preliminary services to client/s; (3) apply wellness massage techniques; and (4) provide advice on post-wellness massage services.
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
Introduction
1. Core concepts in Wellness Massage
2. Relevance of the course
3. Career opportunities
The learner demonstrates
understanding of concepts and
underlying principles in
WELLNESS MASSAGE
The learner independently
demonstrates
competencies in
WELLNESS MASSAGE as
prescribed in the TESDA
Training Regulation.
1. Explain basic concepts in
wellness massage
2. Discuss the relevance of the
course
3. Explore on opportunities for
wellness massage as a career
PERSONAL ENTREPRENEURIAL COMPETENCIES - PECs (PC)
1. Assessment of Personal
Competencies and Skills (PECs) visà-
visa practicing
entrepreneur/employee in a
province.
1.1. Characteristics
1.2. Lifestyle
1.3. Skills
1.4. Traits
2. Analysis of PECs in relation to a
practitioner
3. Application of PECs to the chosen
business/career
The learner demonstrates
understanding of one’s PECs in
Wellness Massage.
The learner independently
creates a plan of action
that strengthens/ further
develops one’s PECs in
Wellness Massage.
LO 1. Develop and strengthen PECs
needed in Wellness Massage
1.1 Identify areas for improvement,
development and growth
1.2 Align one’s PECs according to
his/her business/career choice
1.3 Create a plan of action that
ensures success of his/her
business/career choice
TLE_PECS10-Ik-1
ENVIRONMENT AND MARKET (EM)
1. Product Development
2. Key concepts of developing a
product
3. Finding Value
4. Innovation
The learner demonstrates
understanding of environment
and market in Wellness
Massage in one’s
town/municipality.
The learner independently
creates a business vicinity
map reflective of potential
Wellness Massage market
within the locality/town.
LO 1. Develop a product/ service in
Wellness Massage
1.1 Identify what is of “Value” to
the customer
1.2 Identify potential customer
TLE_EM10-Ik-2
2. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 2 of 8
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
4.1.Unique Selling
4.2.Proposition (USP)
1.3 Explain what makes a product
unique and competitive
1.4 Apply creativity and Innovative
techniques to develop
marketable product
1.5 Employ a Unique Selling
Proposition (USP) to the
product/service
5. Selecting Business Idea
6. Key concepts of Selecting a Business
Idea
6.1.Criteria
6.2.Techniques
LO 2. Select a business idea based
on the criteria and techniques set
2.1.Enumerate various criteria and
steps in selecting a business
idea
2.2.Apply the criteria/steps in
selecting a viable business idea
2.3.Determine a business idea
based on the criteria/techniques
set
TLE_EM10-Ik-3
7. Branding LO 3. Develop a brand for the
product
3.1.Identify the benefits of having a
good brand
3.2.Enumerate recognizable brands
in the town/province
3.3.Enumerate the criteria in
developing a brand
3.4.Generate unique product brand
TLE_EM10-Ik-4
3. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 3 of 8
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
QUARTER I
Lesson 1- PLAN THE WELLNESS PROGRAM OF CLIENT/S (WP)
1. Identify vital information of the
client
2. Relevant information of the Client/s
2.1.Health History
2.2.Contra-indications
2.3.Inter/Intra Personal
Relationship
2.4.Information Gathering
2.5.Standard Operating Procedures
(SOP)
3. Explain wellness massage
3.1.History and development
3.2.Massage Framework
(Philosophy and Science)
3.3.Philosophy of wellness
massage
3.4.Universal Laws and Natural
Laws
4. Health concepts
4.1.Harmony of the three faculties
(mind, body, emotion)
4.2.Balance of Four Elements (fire,
water, air, earth)
5. Healing concepts
5.1.valuing process
“pagpapahalaga”
5.2.balancing of the four elements
thru the following healing
modalities
a. Herbal Massage
b. Traditional Massage
6. Wellness massage techniques
7. Explain the wellness massage
services and products
The learner demonstrates
understanding the skills and
knowledge required to consult
with client/s and select and
sequence a range of wellness
massage techniques as a
program.
The learner independently
recognizes core
competencies.
LO1. Assess/Interview client
1.1 Identify vital information of the
client
1.2 Explain wellness massage
services and products
1.3 Explain the philosophy and
science of wellness massage
1.4 Discuss the health and healing
concept of wellness massage
1.5 Discuss the concept of
wellness
1.6 Confirm wellness massage
program
1.7 Update the clients records and
documents
1.8 Evaluate the client satisfaction
1.9 Check workplace qualities and
procedure
1.10 Confirm wellness massage
program
1.11 Update the clients records and
documents
1.12 Evaluate the clients satisfaction
1.13 Check workplace policies and
procedures
TLE_HEWM10WP-
Ia-j-1
4. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 4 of 8
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
7.1.Wellness massage services and
products
7.2.Pre-wellness massage and
post- wellness massage
services and products
8. Confirm wellness program
8.1.Wellness massage programs
variations
8.2.Client’s need assessment
8.3.Client’s records and documents
preparation
8.4.Workplace policies and
procedures
QUARTER II
Lesson 2 - PROVIDE PRE-SERVICE TO WELLNESS MASSAGE CLIENT/S (WC)
1. Schedule clients
1.1.Communication Skill
1.2.Telephone etiquette
1.3.Listening Skills
1.4.Non-verbal communication
1.5.Preparation of Appointment
schedule
2. Conduct preliminary services to
clients
2.1.Effective Customer Service
2.2.Workplace policies and
procedures
2.3.Record Keeping
2.4.Preliminary Service Procedures
2.5.Wellness massage products,
services and programs
LO1. Provide pre-services to clients
1.1 Schedule clients
1.2 Conduct preliminary services to
clients
1.2.1 Scheduling
1.2.2 Communication
1.3 Observance of good
interpersonal relationship
1.4 Emphasis on standards of
policies and procedure
1.5 Accuracy of keeping/updating
clients record
1.6 Appropriate use of wellness
massage products
1.7 Evaluate the clients satisfaction
TLE_HEWM10WC-
IIa-j -2
QUARTER III
Lesson 3 - APPLY WELLNESS MASSAGE TECHNIQUES (WT)
1. Prepare client self for wellness
massage
1.1. Relevant Laws and Workplace
policies and procedures
Prepare client for wellness
massage
LO1. Apply wellness massage
techniques
1.1 Observe health and safety
procedures in wellness massage
TLE_HEWM10WT-
IIIa-j -3
5. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 5 of 8
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
1.2. Application of Proper Draping
1.3. Preparation of wellness
massage products, furnishings
and paraphernalia
1.4. Preparing Client for the
wellness massage program
2. Prepare client for wellness massage
session
2.1.Personal hygiene practices
2.2.Pre-wellness massage procedure
2.3.Standard operating procedures
3. Perform wellness massage
techniques
3.1.Hygiene and Infection Control
Practices
3.2.Methods of Scanning
3.3.Wellness massage techniques
a. Methods in locating the
imbalances in the body
b. Massage Pressure Areas
c. Strokes
d. long deep stroke (Hagod)
e. short light stroke (Haplos)
f. one finger press (Pindot)
g. two or more finger press
(Pisil)
h. grasping (Piga) – optional
4. Customized Amount of Pressure
Applied
5. Duration of Application of Pressure
6. Direction of Massage
6.1. Generally towards the heart
6.2. hot part of the body to cold
(thermal flow)
1.2 Prepare hygiene practices pre-
wellness
1.3 Prepare clients for wellness
massage techniques, methods
,massage pressure areas
,duration ,directions and strokes
1.4 Perform wellness massage
technique
1.5 Perform self assessment for
wellness massage session
1.6 Perform the pre-massage
operation through hands and
fingers
1.7 Observe policies and standards
of the workplace
1.8 Assist the clients satisfactory
response
6. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 6 of 8
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCIES CODE
6.3. towards the lesser lumps
7. Pre-massage procedure
8. Use of hands and fingers as medium
based on massage area/body part,
duration, frequency, rhythm, and
amount of pressure
9. Workplace Standard Operating
Procedure
10. Client Responses
QUARTER IV
Lesson 4 - Post-advice and Post-services to Clients (AS)
1. Perform aftercare service
A. After Care Service Workplace
policies and procedures
B. Monitoring Clients
C. Aftercare products
D. Aftercare services
E. Rebooking Clients
2. Identify and explain the products
A. Wellness massage products
B. Workplace procedures
C. Recommending Products to
Client
3. Enumerate and explain other
services
A. Product Benefits
B. Other Product Comparisons
LO1. Provide advice on post
wellness massage services
1.1 Perform after care service
1.2 Identify and explain the
products
1.3 Enumerate and explain other
services
1.4 Suggest quality and acceptable
massage products
TLE_HEWM10AS-
IVa-j-4
7. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 7 of 8
GLOSSARY
8. K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS – WELLNESS MASSAGE
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 8 of 8
CODE BOOK LEGEND
Sample: TLE_HEWM10WP-Ia-j-1
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or
Specialization
Technology and Livelihood
Education_Home
Economics
Wellness Massage
TLE_HE
WM
10
Grade Level Grade 10
Uppercase Letter/s
Domain/Content/
Component/ Topic
Plan The Wellness
Program Of Client/s
WP
-
Roman Numeral
*Zero if no specific quarter
Quarter First Quarter I
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Week One to Ten a-j
-
Arabic Number Competency Assess/Interview client 1
DOMAIN/ COMPONENT CODE
Personal Entrepreneurial Competencies PECS
Environment and Market EM
Plan The Wellness Program Of Client/s WP
Provide Pre-Service To Wellness Massage
Client/S
WC
Apply Wellness Massage Techniques WT
Post-advice and Post-services to Clients AS