Working together for children: Stirling
The care of children, especially those with disabilities, is surrounded by complex issues. Learning to navigate these difficulties while helping children to lead a happy and fulfilling life is the focus of this unit. Video footage from the Plus organisation in Stirling, Scotland, will help you develop a skilled, dynamic and ethical approach to working with children.Author(s): Creator not set

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What's in a title: Understanding meanings in community care
What do we mean by ‘community’, ‘care’ and ‘welfare’? In this unit you will explore the meanings of these words in their historical and cultural settings. The unit does not discuss these terms exclusively in terms of social work practice so service users, carers or anyone interested in community care and the ways in which welfare services are provided would find this unit useful.Author(s): Creator not set

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References

Ahmad, W. and Atkin, K. (1996) ‘Race’ and Community Care, Milton Keynes, Open University Press.
Booth, T. and Booth, W. (1994) Parenting under Pressure: Mothers and fathers with learning difficulties, Buckingham, Open University Press.
Butt, J. and Mirza, K. (1996) Social Care and Black Communities: A review of recent research studies, London, HMSO.<
Author(s): The Open University

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Learning outcomes

After studying this unit you should be able to:

  • Demonstrate an awareness that the words ‘care’, ‘welfare’ and ‘community’ have a wide range of social, cultural and historical meanings.


Author(s): The Open University

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2.2.10 Civil liberties campaigns

Another source of change came from changing attitudes in the area of civil liberties. The Mental Deficiency Act of 1913 had defined categories of mental deficiency on social grounds with the result that many men, women and children had been locked up for years without any diagnosis relating to mental deficiency. The pressure group, the National Council for Civil Liberties (now known as Liberty) began campaigning in 1947 for a change in the Act. The NCCL's campaign included the identification
Author(s): The Open University

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1.4 On being an insider and a researcher

The two roles of practitioner and researcher are not always easy to combine. Sometimes it's difficult to detach yourself from situations and stand back when you know you've been a part of practice which you've begun to see differently. On the other hand, being an insider can bring some advantages. How did Howard Mitchell deal with these two roles?

Click on 'View document' below to read Howard Mitchell's piece on 'The inside researcher'

1.2 Explaining what we find out

How do we make sense of what we saw? The video tells the story of the hospital in dramatic tones: we hear about a riot, escapes, punishment and drug treatment regimes. But we also hear about football matches, dances and friendships. Even so, they are only part of the story of 60 years and many hundreds of people's lives. We saw several volumes of detailed records. What can be learnt from so much information? How can Howard Mitchell begin to organise all these facts and accounts?

One way
Author(s): The Open University

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References

Brown, H. and Smith, H. (1989) ‘Whose “ordinary life” is it anyway?’, Disability, Handicap and Society, Vol. 4, No. 2, pp.105–19.
Craft, A. and Brown, H. (1994) ‘Personal relationships and sexuality: the staff role’, in Craft, A. (ed.) Practical Issues in Sexuality and Learning Disabilities, Routledge, London, pp. 10–22.
Enfield Social Services (1
Author(s): The Open University

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1.7 Establishing boundaries

Activity 6 Managing the hidden culture

0 hours 15 minutes

Imagine now that you are Marie's manager and you decide to call in at the unit on your way back from a day out. You ofte
Author(s): The Open University

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Acknowledgements

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

Text
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1.2.1 The Beveridge report

The architect of much of this reform in the field of social welfare was William Beveridge. His report entitled ‘Social Insurance and Allied Services’ was compiled as the war was at its height (Beveridge, 1942). In it Beveridge set out a plan to put an end to what he called the ‘five giants’ – Want (today we would call it poverty), Disease, Ignorance, Squalor and Idleness (unemployment). The centrepiece was a state-run system of compulsory insurance. Every worker, by contribut
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1.6 All together now? Discussion

Views – whether from citizens or consumers – are diverse, although there are similarities within and between groups: for instance, on the need for respect. Diversity of opinion as well as diversity of need must be addressed by frontline managers. A few of the individuals and groups noted by our testers include: users of services for mental health, physical disability, older people, children and families; carers; workers; union representatives; managers; the general public; local and natio
Author(s): The Open University

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Acknowledgements

Acknowlegements

The material acknowledged below is Proprietary and used under licence (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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References

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
Author(s): The Open University

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3.2 Clips 4 to 5

Clip 4

In this clip, we hear about the problems faced by those in the private rented sector, and find out about EAGA.


Author(s): The Open University

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1 The Swansea Cyrenians

In this unit, you will hear from four people who have been helped by a secular voluntary organisation offering support and assistance to the homeless.

The Swansea Cyrenians is one of several organisations that are in touch with homeless people in Swansea. Since 1973, it has been helping some of the most vulnerable people in society, including those who have suffered from homelessness. At the time of the recordings, in 1999, the organisation was running a number of schemes to help
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2.6 Component 4: the social work process

The social work process comprises a sequence of actions or tasks which draw upon all of the components of practice discussed so far. The social work process rarely follows a clear linear route and is more often a fluid circular process whereby workers may move from assessment through to implementation and evaluation and back to assessment again. Despite this fluidity, some parts of the process, such as assessment, have clearly defined procedures guided by local or national policy. Some tasks
Author(s): The Open University

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2.5 Component 3: Skills

We all have considerable skills that we develop as we go through life. Many of them are so familiar to us that we probably don't think about them. For example, the reading skill which you are using right now is a highly complex and sophisticated one which took years to develop to this level. Our approach to skills is again to provide you with a framework to help with your learning and understanding.

We use four categories of skill in our framework:


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4.4 Observing play

Observing children's play offers an important way in which adults can monitor and assess children's progress.

Logging children's use of a particular activity or play scenario helps practitioners monitor how children use their time, their particular interests and any gaps in their experiences, so that practitioners can plan a balanced curriculum that takes note of children's strengths, interests and needs.

(QC
Author(s): The Open University

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Letter S Song
The letter S is sung about by Have Fun Teaching to a hip hop tune. (3:35)
Author(s): No creator set

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