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3.3 Concerns about being a carer

Some of the things people mentioned were:

  • financial difficulties
  • loss of status
  • relationships if someone gives up paid work
  • physical and emotional demands
  • fears for the future
  • having to ‘fight red tape’
  • worry that they might seem to be overreacting.

Through their work, Jonathan and Jane identify other areas for concern. These include:

  • neglect of carers' o
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References

Bradley, J. and Specht, D. (1999) ‘Successful ageing and creativity in later life’, Journal of Ageing Studies, vol. 13, no. 4, pp. 457–472.
Boyle, G. (2005) ‘The role of autonomy in explaining mental ill-health and depression among older people in long-term care settings’, Ageing and Society, vol. 25, no. 5, pp. 731–748.
Gilligan, R. (2001) ‘Promo
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2.1 Case study: Redcar & Cleveland Mind

This case study introduces you to Jane Reast, manager of Redcar & Cleveland Mind, the organisation' members, and the works of its various projects. You will shortly be watching three videos, which will give you an opportunity to see consultation in action.

The mental health case study is based at Redcar & Cleveland Mind, a voluntary sector, community-based mental health organisation in north-east England. It provides a range of services and activities, working with several organisations
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Introduction

The current political agenda requires service users' views to be incorporated into the design of health and social care services (Department of Health, 2006). Services are assessed by the quality of the outcomes they provide for users. Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approac
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References

Cooper, B. (2008) ‘Constructive first engagement: best practice in social work interviewing – keeping the child in mind’ in Jones, K., Cooper, B. and Ferguson, H. (eds) Best Practice in Social Work: Critical Perspectives, London, Palgrave.
Glaister, A. (2008) ‘Introducing critical practice’ in Fraser, A.W. and Matthews, S. (eds) The Critical Practitioner in Social Work and Health Care, London,
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3.7 Perspectives on practice: building relationships

Activity 10

0 hours 30 minutes

Listen to the following audio file ‘Reflections: Anne Farmer’.

This is an excerpt from an interview with Anne Farmer, who acted as chair of the con
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3.3 What to do about Sarah?

Activity 6

1 hour 45 minutes

Read the Case Study ‘Sarah's story: What to do about Sarah’

Keep in mind the analyses used in the previous reading, pay careful attention to the lang
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3.1 Introduction

This section builds upon the previous two by encouraging you to critically examine the importance of language in constructing social work relationships. The activities highlight key messages about the power of talk in helping people to make sense of their experiences, take control and make changes to their lives. The ‘power of talk’ applies as much to social workers as to the service users with whom they work. However, the reality of social work practice suggests that ‘making sense, tak
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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 unit:

The content acknowledged below is Proprietary and is used under licence.

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References

Putnam, R.D. (2000) Bowling Alone: The collapse and revival of American community, New York, Simon Schuster.
Stott, M. and Hodges, J. (1996) ‘Local exchange and trading systems, never knowingly understood’, Local Economy, November, pp. 266–8.
Taylor, M. (2003) Public Policy in the Community, London, Palgrave Macmillan.
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6 Limitations of LETS

Figure 3

Acknowledgements

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2.2.3 Elizabeth Belk

Figure 4
Elizabeth Belk

Elizabeth Belk was living in Hamilton, South Lanarkshire. Unlike Florence Foster and Thomas Marnie, she owned her home, but
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Learning outcomes

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

  • give examples of poverty in terms of low income and the effects this has on the lives of those who are very poor.


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The material acknowledged below contains Proprietary content which is used under licence (not subject to C
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4 Audio clip 1: John

In this first clip, Julia Johnson, from the Open University, talks to John, who had been sleeping rough in the city and living in an abandoned van in a car park for three weeks.

At the time of the interview, John was 43. He was born in a town near Swansea, but had spent much of his life in institutions. His childhood was spent in a large ‘mental handicap’ hospital, which has now closed. Some years after his discharge, he and his brother were arrested, and subsequently imprisoned for
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Activity 4

Methods of participation

0 hours 45 minutes

We have considered the values and skills needed to undertake participation work. We will now consider some of the methods that can be used to facilitate chi
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Activity 2

Shared values for children’s participation

1 hour 0 minutes

In the extract you have read in Activity 1, Leverett identifies a set of shared values developed as part of the ‘Hear by Right’ standa
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4.1 Mental health specialists

Social workers are often regarded as the chief proponents of the social model of mental health. Because of the value-base of social work, they are also often seen as being in a strong position to challenge inequality and address the consequences of stigma and discrimination in mental health. In this section you will see how other professionals are increasingly expected to emphasise similar goals in The Ten Essential Shared Capabilities for mental health professionals.

As well as
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3.1 Understanding stigma

In the first half of Section 3, the focus is on the nature of the stigmatisation and discrimination which can be experienced by people with mental health problems. The section then turns to consider racism in mental health services and the impact this has on black service users.

The ‘stigma’ of mental illness and distress refers to the idea that such experiences are a disgrace or an embarrassment, not only to the person concerned, but also to those around them. To be mentally distre
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