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2.3 Making choices and developing a personal care plan

The social work task of supporting a person's admission to care involves many skills. Social workers must be able to assess the person's needs and coping mechanisms, and the quality of provision to meet needs. They must be familiar with the National Care Standards for their nation. To liaise effectively with service users, families, home providers and other professionals involved in assessment, good communication and negotiating skills are essential.

If there is a need for residential c
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References

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 resea
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1.4 Service users' views: What services?

When people are consulted about the services they have received they express strong views not only about access to services but also about what those services are. For example, the shift from a home help service to a personal care service has raised many concerns. The consultations for the book this unit was based on and other research (see, for instance, Sinclair et al., 2000) both indicate that (unknown to managers) workers sometimes go beyond their allotted tasks in order to meet service u
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Learning outcomes

By the end of this unit you should be able to:

  • show knowledge and understanding of the critical importance of service users' views in all aspects of health and social care management.


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3.4 Sarah and John talking under a streetlight

Activity 7

1 hour 30 minutes

Read the Case Study ‘Sarah's story: Under the streetlight’

3.2 Analysing practice

Activity 5

1 hour 30 minutes

Read ‘Constructive first engagement: best practice in social work interviewing – keeping the child in mind’ (Cooper, 2008).

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Acknowledgements

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1. Join over 200,000 students, currently studying with The Open University [http://www.open.ac.uk/ choose/ ou/ open-content]

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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
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Introduction

In this unit you will be listening to the audio files: ‘Experiences of assessment’, where three people talk about assessment, with comments from a social worker and an occupational therapist.

The audio clip was recorded in 2000.

Participants in the audio clips:

  • Helen Robinson is the presenter;

  • Brian and Sylvia are a married couple who have experience of being assessed;

  • Anne
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3 Biographical perspective: using pathways

You will shortly be hearing excerpts from interviews with four men, who were contacted through the Swansea Cyrenians. They are all from very different backgrounds, and talk about their own experiences of homelessness.

The clips are only brief insights into life without a home, but they do demonstrate the importance of a biographical perspective in understanding the unique and diverse needs of individual homeless people.

Looking at situations from a biological perspective is
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Acknowledgements

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1. Join over 200,000 students, currently studying with The Open University [http://www.open.ac.uk/ choose/ ou/ open-content]

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8 Summary and key themes

In this unit you have been introduced to a diverse range of ideas about health. To recap, the themes and ideas you have met in this unit are:

  • The diversity of accounts of health. An important theme of this unit is that there is a great diversity in what people mean when they talk of health; sometimes these meanings conflict and sometimes they can coexist but health is a creative and multifaceted concept.

  • The importance of
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6.2 Concepts of Illness

Sontag (1979) wrote about the metaphors we use to describe illness. Metaphors are ways of speaking about something as if it were something else which is imaginatively but not literally applicable, for instance calling a new moon a sickle. Sontag was mainly concerned with life-threatening illnesses such as cancer and AIDS, and how the metaphors we use can serve to stigmatise the sufferers, for instance referring to AIDS as a gay plague. But people use metaphors to explain illness to themselves
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3.5 People's views on health

Health accounts, as well as being based in the experience of health, also relate to health behaviour. People's accounts of health are likely to be different at different stages in their lives. Two health promotion researchers, Backett and Davison (1992), have investigated the perceptions of health at different stages of life. Their work is based on two qualitative studies conducted in Edinburgh and South Wales. In these studies, health was also linked to health behaviours. The stage of life w
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3.3 Health and ethnicity

Clearly ethnicity, religion and culture have a great deal of influence on the way people view health. It was noted in the introduction to Section 2 that most of the early work was on health beliefs and that it was anthropological, focusing on ‘other’ cultures. Britain is a multicultural, multiracial society
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1.4 A community resource centre in action

It is clear that the well-being of communities and the well-being of the individuals within them are intrinsically linked. The Orchard Centre is a community resource centre for people with mental health problems in Bonnyrigg in Midlothian, Scotland.

Figure 1

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References

Argent, H. (1996) ‘Children in need: unaccompanied refugees’, in Adoption and Fostering, vol. 20, no. 1, pp. 24-9.
Banks, S. (2001) ‘Ethics and Values in Social Work’, 2nd edn, London, British Association of Social W
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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, a
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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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References

BWRA (2008) ‘Profile: Shelly Woods’ accessed 27 February 2008.

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