4 Audio activity Now listen to the audio clips. As you listen, make notes on: what you think are the benefits and disadvantages of LETS schemes for their members; to what extent these schemes fit with a community development approach; what might be some longer-term outcomes for the schemes and their members. 3 Peter, Roger, Rachel, Jenny and Veera 2 Liz Shepherd and Jan Hurst Liz Shepherd At the time of recording, Liz Shepherd was the national co-ordinator of Author(s): 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 Learning outcomes By the end of this unit you should be able to: give examples of how LETS work as a community development. 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 4.2 What pressures for change were exerted? The emphasis is very much on the impetus individuals gave to change. Jim Nickson in particular seems to have been a man with energy and vision. The parents set up their own services where they were missing – a holiday chalet, swimming sessions, a club where young people could meet, above all the long-established Welfare Visitor Scheme. They campaigned for services in the community as an alternative to hospital admission. A strong theme is that work they started was often taken up by the loc 4.1 Why was change needed? Brenda Nickson highlights the absence of any support when her son was young; ignorance in the medical profession; the need for respite care, leisure provision, and some contact with other parents with similar problems. Ann and Michael Tombs also mention the need for more services; the importance of a pressure group demanding changes; the need for a campaign to ensure that people with learning difficulties got treatment in hospital for things like cataract operations; alternatives to hos 3 Audio activity The three clips included in this section are taken from interviews with parents who contributed to the development of the Bedfordshire branch of Mencap. As you listen to the clips, make notes on why change was needed, and on what pressures for change the speakers mention. 2 Pressure for change Bedford Mencap was founded in 1955, as a branch of the National Association for Parents of Backward Children. It provides services for its members, such as the Welfare Visitors Scheme, and also campaigns for change at national and local levels. When the branch was founded there was no provision for families other than the advice to put their child into a mental handicap hospital. Now, partly due to the efforts of Mencap, there is far more on offer. However, you'll shortly be hearing that whil 1 A history of Bedforshire Mencap Mencap (ENABLE in Scotland) is one of the UK's largest and best-known voluntary organisations. It was founded in 1946, when Judy Fryd, the mother of a daughter with learning difficulties, wrote to the magazine Nursery World, asking other parents of children with learning difficulties to write to her (Shennan, 1980). They did, in large numbers. One parent, Rene Harris, recalled the impact Judy Fryd had on her: Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content acknowledged below is Proprietary and is used under licence. 5 General points on assessment Look at the notes you have made on the four clips, and decide what general points about assessment have been made. 4 Gaynor and Liz comment on Anne's situation In this final clip, you will Gayor and Liz talk about their views on Anne's situation. Listen to their comments and add any additional points to the notes you began in the previous section. 2 Gaynor and Liz comment on Brian and Sylvia's situation At the time of the recording, Gaynor was a social worker employed by social services. She specialised in working with older people. Liz was an occupational therapist also employed by social services. Both had extensive experience of carrying out assessments under the NHS and Community Care Act 1990. Learning outcomes By the end of this unit you should be able to: give examples of assessment by health or social care workers. 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 2.1.3 Angela Yih Angela Yih was working for Age Concern Scotland, based in Edinburgh. She had been heavily involved in a campaign, with other vol 2.1.1 Ian Traenor Ian Traenor used to be a former employee of Scottish Hydroelectric. At the time of the recording, he had ‘crossed over to the Activity 5 This activity is an opportunity to reflect on how you might adapt and use the ideas introduced in Activity 4. Imagine you are running a summer holiday
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Liz Shephard
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Angela Yih
Ian Traenor
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