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Exploring anxiety
This free advanced level course, Exploring anxiety, serves as an introduction to masters level study in neurosciences and mental health. Focusing on anxiety, you will consider key issues concerning diagnosis, causes and interventions. You will also learn how to evaluate news items, and to go behind the headlines and begin to explore some of the more contemporary and controversial findings within the field.Author(s): Creator not set

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Acknowledgements

This free course is an adapted extract from the course DSE212 Exploring psychology, which is currently out of presentation.

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommer
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3.5.3 Single participant interventions

A single participant intervention study, studies the effects of an intervention in the case of one person, with the aim of establishing those elements of the intervention which would work with the majority of people. This is because the method assumes that in all important respects, all human beings are the same, and the effects of the intervention in one case should be the same in all cases. It is a method that belongs to objectivity.

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Conclusion

I hope you now have a better idea of what it means to visualise a piece of mathematics.

Visualising is a critically important process when mathematicians and others actually do mathematics. Unfortunately, the process of visualising does not appear in publications, which all tend to be displayed very formally and are mostly restricted to the final results.

As teachers we need to ensure that we are very aware of all the processes of mathematics and so we must always attempt to know
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References

Department for Education and Skills (DfES) (2003a) Every Child Matters: Next Steps, London, DfES.
Department for Education and Skills (DfES) (2003b) Together from the Start: Practical Guidance for Professionals Working with Disabled Children, London, DfES.
Jeffs, T. and Smith, M. K. (1999) Informal Education, 2nd edn, Nottingham, Education Now.

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4.11 Critiquing gender essentialism

Activity 19

0 hours 30 minutes

Look again at what Tannen and Gray say about men's and women's communicative behaviour. Then review the description of essentialism
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4.9 The revival of gender essentialism

After falling out of fashion in the wake of feminist influence in the 1970s and 1980s, there are signs that the notion of ‘essential’ gender differences is undergoing a revival. At an academic level, this has been stimulated by work within genetics, evolutionary psychology and neurology (see Baron-Cohen, 2003). At a more popular level, self-help manuals which apparently ‘explain’ the differences between men's and women's behaviours, and offer advice on coping with them, have become hu
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4.7 Gender and power in helping relationships

Activity 17

0 hours 30 minutes

Think about the following two scenarios.

  1. A female worker (e.g. social worker, nurse, reside
    Author(s): The Open University

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3.6 ‘Racialisation’ and racism

Section 1 made the point that attributing fixed ‘differences’ to particular groups can be seen as an exercise of power, by which certain people are defined as ‘other’, and usually as inferior. ‘Racialisation’ can be described as the process by which people are defined according to apparent differences of skin colour, national origin or other attributes, and positioned as different from the (usually white) majority.

The following series of linked activities gives you an oppor
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2.7.4 Identities are contextual and interactional

Different identities assume greater or less importance, and play different roles, in different contexts and settings, and in interactions with different people. Different aspects of people’s identity may come to the fore in the workplace and in the home, for example, while people might emphasise different aspects of themselves to different people (and different people may see different identities when they meet them).


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Learning outcomes

After studying this course, you should be able to:

  • demonstrate an understanding of the difficult decisions that need to be taken to improve the quality of interpersonal relationships in health and social care contexts

  • appreciate key moral dilemmas in the provision, delivery and management of health and social care services

  • identify ways in which boundaries can be respected in situations where intimate care is being given.


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1.3 The five giants

At this point let us examine the idea of the ‘five giants’ (Want, Ignorance, Disease, Squalor and Idleness). Beveridge, remember, was not just writing about income protection; he had a vision of social reconstruction and social progress. The five giants represented the key areas of need for all of us – the areas where we should pool resources to tackle our needs collectively (see the box below).

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1.3.3 Change on a daily basis: shared care for the elderly

In the case of Mr Bright care is shared between his wife and formal carers and changes in the place of care are primarily to give Mrs Bright a break and Mr Bright a change of scene.

Click below to hear an audio clip describing a day in the life of Mr and Mrs Bright.

1.3.1 The impact of surroundings

Thinking about attachment to places leads us to think about just the opposite: how do people feel when they have to change places and move from one situation to another? Some people are always on the move while others seem to stay put for long periods of their lives. For children and adults receiving care services moving between places may be a common occurrence.

These moves may be:

  • daily, part of a shared pattern of care where a person
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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 course:

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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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1.1 Introduction

Like many subjects, mental health is complex. This is partly because the language used in discussions about mental health is diverse, can mean different things to different people, and can sometimes be misleading. For example, the term ‘mental health’ is usually used in discussions about just the opposite: ‘mental illness’! There are, however, good reasons for the confusion surrounding its language. One reason is that decisions about what constitutes ‘mental health’, ‘men
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The Energy of Light
In this introduction to light energy, students learn about reflection and refraction as they learn that light travels in wave form. Through hands-on activities, they see how prisms, magnifying glasses and polarized lenses work. They also gain an understanding of the colors of the rainbow as the visible spectrum, each color corresponding to a different wavelength.
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Graduate interview - Zoe Paisley
An account of what the motivating factors were which inspired this student to engage in the study of the environment at RMIT and how it led to her decision to pursue further studies in environmental education teaching.
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Graduate interview - Dearne O'Halloran
An account of what the motivating factors were which inspired this student to engage in the study of the environment at RMIT and how it led to her current employment.
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