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2.1 Case study: Redcar & Cleveland Mind

This case study introduces you to Jane Reast, manager of Redcar & Cleveland Mind, the organisation' members, and the works of its various projects. You will shortly be watching three videos, which will give you an opportunity to see consultation in action.

The mental health case study is based at Redcar & Cleveland Mind, a voluntary sector, community-based mental health organisation in north-east England. It provides a range of services and activities, working with several organisations
Author(s): The Open University

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1.2 Hearing about critical practice

Activity 2

1 hour 0 minutes

Listen to the following audio clips, ‘Panel discussion on critical practice’, Part 1: Critical practice.


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2.2.2 Florence Foster

In 2000, Florence Foster was in her sixties. For a number of years, she had lived in a tenement in Dundee owned by a private landlord. As she describes in the programme, her accommodation was extremely damp and difficult to heat. There was green mould growing in the wardrobe in her bedroom, and all the window frames were rotten. She was dependent on electric fires for heating, which she had to pay for through a card meter. Her weekly income did not enable her to put sufficient cards in the me
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Learning outcomes

On completion of this unit, you should be able to:

  • understand how minority communities require different types of support from caring agencies.


Author(s): The Open University

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Introduction

This unit will help you understand how it is possible to meet the needs of a particular minority community – the Chinese who live in Northern Ireland. The audio clips will give you an opportunity to listen to some first hand experiences and discover some of the problems that this community are facing. You will also hear about the needs of the community in terms of care and support, particularly in terms of meeting the needs of older Chinese inhabitants.

The audio file was recorded in
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Acknowledgements

Acknowlegements

The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and conditions.

Grateful acknowledgement is made to the following sources for permission to use material in this unit:

Author(s): The Open University

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4.1 Mental health specialists

Social workers are often regarded as the chief proponents of the social model of mental health. Because of the value-base of social work, they are also often seen as being in a strong position to challenge inequality and address the consequences of stigma and discrimination in mental health. In this section you will see how other professionals are increasingly expected to emphasise similar goals in The Ten Essential Shared Capabilities for mental health professionals.

As well as
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1.3 Models of understanding in mental health

Because mental health is such a complex area, it is important that the models of understanding which are applied to it are broader than the ‘biomedical’ one alone, which focuses simply on professional activity and on diagnoses and treatment. The box below provides a quick summary of the biomedical model.

The biomedical model


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3.3 Case study 1

For much of the last century, many children who would today be regarded as being in need were caught up in the long-running child migration scheme. This scheme had been running throughout the 19th century and into the 20th century and its role was to export children to the outposts of the Empire. In all, it is estimated that 150,000 children were exported in this way (Bean and Melville, 1989). The scheme continued to run throughout the post-war years, which saw a rapid expansion of children's
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2.4.1 Social work values

You will have come across the Code of Practice for Social Care Workers when you looked at the Framework documents for your country. These Codes are the main documents relating to values in the framework documents. Before looking in detail at the different aspects of the code, it is helpful to look at what ‘values’ are, where they come from, and the context in which social work values have arisen and are being put into practice.


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2.3.1 Aspects of knowledge in social work

In the Aids to Practice cards you will see that there are 18 Knowledge cards presented in alphabetical order. Most of the cards relate to a specific approach to social work or theory about how to practise. While these cards are very useful prompts and reminders, they are not intended to provide a template of what you need to know without additional reading and support. For example, some of the information is extremely broad, such as the cards on Social Policy, Sociology and Psychology; these
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2.1.1 Case studies

All the characters in the case studies are fictional but based on real life scenarios. The identities of the contributors have been anonymised and all participants gave their permission for their voices to be used.


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References

American College of Sports Medicine (2006) ACSM's Guidelines for Exercise Testing and Prescription (7th edn), London, Lippincott, Williams & Wilkins.
Pollock, M.L., Gaesser, G.A., Butcher, J.D., Després, J.P., Dishman, R.K., Franklin, B.A. and Ewing Garber, C. (1998) ‘ACSM position stand: The recommended quantity and quality of exercise for developing and maintaining cardiorespiratory and muscular fitness,
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1.1.3 Time

The recommended duration of an aerobic exercise session is dependent on several factors, such as the participant’s goals and fitness levels, and the intensity of exercise. Obviously, the higher the intensity of the exercise, the shorter will be its duration. As a general guide the ACSM recommends between twenty and sixty minutes of aerobic exercise, which can be undertaken either continuously – i.e. all at once – or intermittently – i.e. in shorter bouts accumulated during the day (AC
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2.2 Users' experiences of the therapeutic relationship

CAM users may seek a very different type of therapeutic relationship from those they experience with orthodox practitioners. Some people may want to spend more time with a CAM practitioner than they do with their GP, to have more say in determining the frequency of access to practitioners, to have more control over what happens in the consultation room, and to have more choice about the treatments they are given.

In any therapeutic encounter, people want to be treated with respect, to b
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1.5.9 Plagiarism

Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other people’s work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone else’s work, you should acknowledge the source by giving a correct reference.

Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringemen
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Understanding society: Families
Here you will explore how different families have different ideas about how work in the home should be divided. You will also investigate the diversity of families. We will see how any discussion of the division of labour has to recognise that families differ in terms of shape and size. First published on Fri, 06 Jan 2012 as Author(s): Creator not set

Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and used under licence (not subject to Creative Commons licence). See Terms and Conditions.

Figures

Figure 3: Clarissa Leahy/Photofusion;

Figure 4: Bubbles.

Unit image

Copyright © John Burningham
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3 Watching babies

In the next activity you will be introduced to some other babies, all about six months old or younger, who with their mothers are demonstrating some of the things you have read about in the previous section.

Watching babies is a way of getting to know them and what they can do. You can learn a great deal about them by ‘standing back’ and looking. You can do this with babies you know, but here you will be able to watch a video recording. Baby watching – or observation – can help
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2.2 What are babies able to do?

Activity 2

0 hours 30 minutes

The extract below is from a book written by UK child development teachers Carolyn Meggitt and Gerald Sunderland. It summarises what the majority of babies less than a week
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