1.4.2 The doctor–patient relationship However, some care relationships are more tightly defined and more hierarchical, for example a doctor’s relationship with a patient. Within the biomedical model, the doctor’s role is to focus on the patient’s body and its functioning. The patient’s role is to report clearly and accurately on the body’s functions and the feelings it transmits. There is relatively little scope for the patient to influence the definition of this scene. The doctor generally makes the opening moves, whil
1.2.1 A different definition Click on the 'view document' link to read the interview excerpt with Reg Martin 1.2.1 Positive and negative meanings Many people spend a lot of time at home, they invest part of themselves within it, both materially and emotionally. So what does it mean? The good news 2.4.4 Networks The fourth complication of my definition of a carer was networks. The drive to recognise someone as an informal carer or main carer risks leaving out of the picture other people who play an important part in sustaining someone, but who are not the main carer. In Lynne's case, for example, we heard that her boyfriend, Eddie, was an important figure. If her needs for care were under the spotlight, would Eddie figure? He probably does not count as a main carer, but without him her quality of lif Introduction Care is needed at all stages of life. This unit makes care in the family its focus because the overwhelming majority of care, including health care, is supplied in families, much of it in private, much of it unnoticed and unremarked upon. The meaning of the term (informal carer) and the word (care) itself are explored. This material is from our archive and is an adapted extract from Understanding Health and Social Care (K100) which is no longer taught by The Open University. If y 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 material acknowledged below contains Proprietary content which is used under licence (not subject to C References 8.2 Summary Enid and Sarah mentioned relatives and friends, but the others sounded as if they were managing on their own, or within their immediate family unit. Care work can be an isolating experience. The hours are long. Sometimes they are unpredictable, and being cared for doesn't always mean that you're necessarily going to be able to have the time or energy to develop other relationships. You might like to consider whether demographic changes are likely to have an effect on who is available for care 8.1 Feelings about care relationships Diane couldn't imagine being paid for what she did. She thought that, if she was paid, she would, ‘have felt obligated to do it’. This way it felt like her choice. ‘I wanted to make those choices freely.’ John described the basis of his caring for Mr Asghar as, ‘a mutually beneficial friendship … always has been’. Enid emphasised that she looked on her caring as a parental responsibility. ‘They're my children and it's my duty to look after them … they weren't ask 7.3 Other kinds of help Diane said that Paul and Stanley helped her with dog minding, gardening, shopping and other jobs around the house. Sometimes they bought her presents. John said that what he got from Mr Asghar was the reliability of long-term friendship, advice and support through his various recent problems. Enid mentioned help from relatives and friends, whom she had come to rely on. At home, Sarah got help from her mother, who was also disabled. She also got help from other students in he 7.2 What people do with the money? Diane and John didn't get any money. Enid saved her ‘lads’ money for them, and bought them clothes and other things from what she saved. She spent her ICA on herself, though it didn't sound as if she treated herself to many luxuries. Sarah's payments went towards the allowances for her volunteer helpers at university. They helped her with making meals, mobility around the campus and getting into town. Sometimes she needed help with personal care, such as washing her hair. 7.1 Payments received Diane Mallett said she didn't get any payment, though she used to get Invalid Care Allowance (ICA) when her mother-in-law was alive. Her brother-in-law, Paul, only got the lower level of Disablility Living Allowance. Diane pointed out that, if he'd been assessed before she intervened, he might have got a higher amount. John Avery said that Mr Asghar got Attendance Allowance. He thought he wouldn't be able to get Invalid Care Allowance, as this would affect his benefits. Enid Francis' so 6 Audio clip 5: Alex Zinga At the time of the interview, Alex Zinga had recently turned 60. She lived on her own in a small terraced house in Sheffield. 4 Audio clip 3: Enid Francis Enid Francis lived in a modern residential area on the outskirts of Derby. She shared a house with her husband, Wally, and two grown-up sons, Mark and John. Her husband had had to give up work eighteen months before his retirement, because of a heart complaint. Their two sons, aged 35 and 32, were both autistic. Enid's day was organised around meeting their needs for care and support. On weekdays, they attended a day centre, which she would have to get them ready for. When they came home in t 3 Audio clip 2: John Avery John Avery, a single parent of a teenage son and a daughter, lived on a council estate on the outskirts 2 Audio clip 1: Diane Mallett About seven or eight years before the interview, Diane and her husband Roger a 1 Arrangements for care and support In this audio unit, Helen Robinson interviews five different, but not untypical, people who have set up arrangements for care and support, which suit themselves and others. All the arrangements involve cash payments, or have done so at some point in time. However, they all also include transactions which, though they aren't made in cash, involve other forms of exchange – goods, emotions, knowledge, and/or help. Before you listen to each of the clips, take time to read through the note Learning outcomes On completion of this unit, you should be able to: understand that people who give and receive help and support depend on a mix of paid and unpaid sources. 6.4 Athletes and oxygen intake In Section 4.4, we ranked a group of athletes in terms of heart rate. Now let us consider the same athletes in the same sports, but from the point of view of how efficient their respiratory system needs to be to perform in their chosen sports. 6.1 Introduction We have learnt that part of the reason the heart pumps blood around is to make sure that the body gets a fresh supply of oxygen. So in the same way that our hearts need to keep beating, we need to keep breathing oxygen into our lungs to survive. But what is the function of oxygen? Why does our body need oxygen, and what does it do with it once we have breathed it in? These are some of the questions that we will examine in first part of this section. In the second part of this section, w
Activity 1: What does home mean?
