Unit 9 Mental Capacity in Adult Care (D/652/0130) Assignment Brief 2026

Unit 9 Mental Capacity in Adult Care (D/652/0130) Assignment Brief 2026

Unit 9 Mental Capacity in Adult Care Assignment Brief

Learning outcomes and Assessment Criteria

The learner can:

1. Understand mental capacity and consent

1.1 Describe links between consent, risk management and safeguarding
1.2 Explain key provisions of legislation, codes of practice and policy regarding mental capacity and how these relate to the service

1.3 Describe own role in applying and upholding the key principles of the mental capacity legislation and code of practice

1.4 Evaluate the support available when mental capacity needs to be assessed, and how to access this support

1.5 Discuss own role in the assessment of risk in situations where an individual’s capacity is a concern

1.6 Describe practices that support individuals’ ability to provide valid consent

1.7 Clarify own and team members’ development needs relating to mental capacity and their practice

2. Understand the use and impact of restrictive practices

2.1 Explain the following terms and the application of each to practices within own work setting:

• restrictive practices
• restraint
• ‘deprivation of liberty’

2.2 Describe the legal and ethical considerations of restricting an individual’s rights and freedoms
2.3 Describe own responsibilities in relation to restrictive practices and deprivations of liberty

2.4 Explain appropriate and proportionate responses to restrictions on an individual’s rights and freedoms

2.5 Analyse the potential impacts of restrictive practices on individuals and others

2.6 Discuss how person-centred, outcome-based practices can mitigate the use of restrictive practices

2.7 Discuss own and team members’ development needs relating to the use of restrictive practices

Range

1. Understand mental capacity and consent

1.1 Consent:

Informed agreement to an action or decision; the process of establishing consent will vary according to an individual’s assessed capacity to consent.

Links between consent, risk management and safeguarding could include:

principles of mental capacity, consent and decision-making

balance between duty of care and individual rights

1.2 Legislation, codes of practice and policy:

Could include, but is not limited to:

Mental Capacity Act 2005

Human Rights Act 1998

Safeguarding Adults

Dignity in Care

Deprivation of Liberty Safeguards 2009

Care Act 2014

Making Safeguarding Personal (MSP)

1.4 Support available:

For when mental capacity needs to be assessed, which could include, but is not limited to:

circumstances when an assessment of mental capacity is necessary

how mental capacity is assessed

the roles of different professionals that may be involved

the support available during the assessment of mental capacity

1.7 Development needs:

Could include, but are not limited to:

best-interest decisions

decision-maker responsibilities

maximising capacity and their role in assessment

2. Understand the use and impact of restrictive practices

2.1 Restrictive practices:

Includes any type of practice or intervention that limits the rights or freedoms of movement of an individual.

2.1 Restraint:

Could include, but is not limited to, covert medication (sometimes referred to as ‘hidden restraint’).

2.2 Legal and ethical:

Could include, but is not limited to:

statutory principles of the Mental Capacity Act 2005

Duty of Care

Deprivation of Liberty Safeguards

individuals’ wishes

advanced decisions

decision-making authorities (for example, lasting power of attorney (LPA), Court of Protection request)

best-interest decisions

2.3 Own responsibilities:

Must include how to apply for an authorisation.

2.4 Appropriate and proportionate:

Appropriate: necessary and justified.

Proportionate: the least restrictive option possible to meet the intended outcome.

May include key principles, but are not limited to:

rights-based approach

proportionality

justification and evidence

review and monitoring

leadership accountability

person-centred care

2.5 Impacts:

Could include, but are not limited to, individual impacts on safety, dignity, relationships and wellbeing of individuals. Learners could also consider the impact on team members responsible for implementing restrictions.

2.5 Individuals:

A person accessing care and support. The individual, or individuals, will normally refer to the person or people that the learner is providing care and support for.

2.5 Others:

In this context, ‘others’ refers to adult care workers who are required to restrict an individual’s rights or freedoms.

2.7 Development needs:

Must include, but are not limited to:

best-interest decisions

decision-maker responsibilities

maximizing capacity

their role in assessment.

Delivery and Assessment Guidance

This unit must be assessed in line with Skills for Care and Development assessment principles guidance.
This is a knowledge-based unit. Knowledge evidence may be generated outside of the work environment, but the final assessment and decision must show application of knowledge within the real work environment.

Examples of evidence for the learner portfolio:

• coaching and mentoring activity
• common assessment framework
• induction
• inspection and audit reports
• partnership activity
• performance management
• policy and procedural development
• quality improvement plans
• supervision and appraisal
• training materials
• workforce development plans

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