References 1 LETS: A community development You will shortly be listening to a sequence of audio clips, which focus on the use of LETS as a community development tool. Should LETS come ‘from above’ or ‘from the grassroots’? Principles of self-help and co-operation work well in neighbourhoods and communities where there are resources and supportive networks. However, even in strongly cohesive communities, some people may find it difficult to join in, for reasons of disability, age or marginal status. In communities that ar References 5 Summary From the point of view of the contributors in the audio clips, the work individuals have done to promote change is the most obvious source of pressure. Working together, they see that parents have had a major impact over the past 50 years. However, you can also discern the impact of ideas here, the idea that parents were ‘no longer primarily working-class objects of suspicion, but respectable, often middle-class people “burdened with care”, deserving of more public sympathy and su Learning outcomes By the end of this unit you should be able to: understand that individuals can promote change; give examples of how the establishment of Bedfordshire Mencap has offered support to parents of children with learning difficulties. 5 Audio clip 2: Danny Danny is 49 and sleeps rough in the city, as he has done for very many years. He was born and bred in Northern Ireland, and recounted some happy childhood memories. He became a civil servant in London, working for the Department of Health and Social Security, as a higher executive officer, but lost his job and his wife through drink. After sleeping rough on the streets of London for a while, he returned to Belfast. After robbing a chemist's shop, he was sent to prison for seven years, for rob 2 Accounting for health Until relatively recently most of the information available to us about how people think about health and illness was concerned with non-Western societies. There was a time when a search in a good anthropological library in Britain would reveal more about the everyday health beliefs of the peoples of, say, African, Asian or South American countries than could be discovered about the everyday health beliefs of the people of the British Isles. Good (1994), in his book Medicine, Rationality a 1.2.1 Physical disturbances Dehydration How can drinking alcohol result in dehydration? Ethanol 1.2 Hangovers ‘Beer is the reason I get up every afternoon.’ In certain cultures, an evening of heavy drinking is a regular social activity and the ill-effects suffered the following morning are accepted as an inevitable part of life. The economic cost of alcohol-related absence is frequently caused by workers experiencing symptoms of ‘hangover’. This is the term used to describe the collection Learning outcomes By the end of this unit you should be able to: describe the effects that ethanol in the blood has on the body – specifically the effect on drivers’ judgement at blood-alcohol concentrations near the legal limit for driving and the serious effects of blood-alcohol concentrations in excess of 200 mg/100 ml; describe the short-term effects experienced following excessive alcohol consumption. Comment on the relationship between these complex effects and ethanol m 4.3 What about communities? The last activity looked at the key roles from the perspective of Lynne and Arthur as individuals, but in fact it also says that working with ‘families, carers, groups and communities’ is necessary. Do you think that Dev should also be taking account of the Durrants as a family, as carers and as members of a community? Dev's role in assessing Arthur's needs means that he should also take account of his family circumstances, in other words, Lynne and perhaps her sister. Lynne also has a ca 2.7 Summary of Extract 1 This first extract has raised some complex and important issues, such as questions about what we mean by professional social work practice and values, which will be explored further. You have also been introduced to the four components of good practice which will provide a framework as you develop your professional competence through practice learning. The authors of these extracts use these components so that you will get some experience of applying them to the ‘case’ material over the n 2.2 What is risk? ‘Risk’ is a word which is used frequently and in many different contexts. On the face of it, it can seem as though the word has a clear meaning, but when you start to examine the different ways it is used it seems less straightforward. This is because ‘risk’ is not a real thing in the world, it is a concept, which simply means it is an idea expressed in words. In fact, the more you explore it, the more you realise risk is a problematic concept: it has been defined in a number o 1.1 Introduction This extract looks at what we are calling ‘boundaries of explanation’. It tackles key issues such as: What are mental health and distress – and who decides? What are the views of people who have acquired a label of ‘mental illness’? What are the views of those who determine – and patrol – the boundary between mental distress and ‘normality’? The extract looks at language and terminol 1.8 Models of health care delivery: the salutogenic model Whereas pathogenesis (the way disease processes develop) underpins the biomedical model, the concept of positive health, or salutogenesis, focuses on how and why people stay well. Salutogenesis can be seen either as a model in its own right or as an example of the biopsychosocial approach (Antonovsky, 1979, 1987). Antonovsky's salutogenic model was designed to advance understanding of the relationship between stressors, coping and health, with the aim of explaining how some indi 1.4.1 PROMPT There is so much information available on the internet on every topic imaginable. But how do you know if it is any good? And if you find a lot more information than you really need, how do you decide what to keep and who to discard? In this section we are going to introduce a simple checklist to help you to judge the quality of the information you find. Before we do this, spend a few minutes thinking about what is meant by information quality. 2.1 The nature of the social work task Social work is a responsible and demanding job. Practitioners work in social settings characterised by enormous diversity, and they perform a range of roles, requiring different skills. Public expectations, agency requirements and resources and the needs of service users all create pressures for social workers. The public receives only a snapshot of a social worker's responsibilities and, against a background of media concentration on the sensational, the thousands of successful outcomes and 2.1 Introduction Before making judgements about the value of play, it is important to be clear about how we define ‘play’. Is play unstructured exploration of the immediate environment? Does participating in a board game count as play? Does a baby's exploration of a treasure basket count as play? Are children playing when they share rude jokes in the playground? Are children playing when they act out a scene from Roman life in assembly? In the next activity you have the opportunity to identify those activ Learning outcomes By the end of this unit you should be able to answer the following questions: What can very young babies do? How can adults and older children involve babies fully in everyday life and help them feel valued? 4.1 Introduction In the previous section we examined some of the factors that affect young people's chances of experiencing mental health problems. This section continues the focus on mental health but takes a more positive stance, exploring the factors that promote young people's mental health and that might enable them to cope with threats to their emotional wellbeing. However, it will be important to carry forward the conclusions reached in previous sections, about diversity and inequality in young people'
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Aldgate, J. and Bradley, M. (1999) Supporting Families through Short Term Fostering, London, The Stationery Office.
Audit Commission/NHS (2000–1) ‘Joint Reviews of Social Services’, www.audit-commission.gov.uk [accessed February 2009]
Bowes, A. M. and Dar, N. S. (2000) ‘Researching social care for minority ethnic older people: implications of some Scottish res
Mencap (2001) Choice, Opportunity and Respect: Mencap's plan for the next five years, 2001–2006, London, Mencap.
Shennan, V. (1980) Our Concern: The Story of the National Society for Mentally Handicapped Children and Adults 1946–1980, London, National Society for Mentally Handicapped Children and Adults.
Walmsley, J. (2000) ‘Straddling boundaries: the cha
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