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1.4.9 Professional help

Vic’s last few weeks were spent in a state of increasing distrust of the ward staff, since there was never any attempt to open a dialogue from either side. The staff appeared to misinterpret Vic’s silence, and without giving Vic the opportunity to talk, were left having to guess at his wishes.

Li seemed to be able to manage her own treatment in her own way, choosing to combine two systems of medicine. She did, however, have to be assertive with the nursing home staff who were reluct
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1.3.7 Emotional feelings

In Sabom’s study all who reported a near-death experience were asked to describe their emotions during the experience. The predominant picture was one of calm, peace and tranquillity, in marked contrast to the physical pain and suffering felt before or after the event. Some spoke of sadness at seeing the efforts and distress of others trying to bring them back to life, and one woman spoke of being very happy until she remembered she was leaving her children behind. A few referred to a sense
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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 source for permission to reproduce material in this course:

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2 Working with memories – life storybooks

Life story books are used more and more by social workers, residential care staff and some foster parents with young people who, for various reasons, need to find ways to remember and talk about earlier parts of their lives. The books may take a variety of forms: photograph albums, scrapbooks, written accounts and audio and video recordings. They may include drawings, poems, family trees, letters, bus and train tickets, photographs, writing and all sorts of ephemera that evoke the past, or pr
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1.2.3 Place and identity

Home, then, can support your ‘identity’ through the way you ‘personalise’ the space in it with your own belongings – making a statement about who you are. However, if you look back to Activity 1, you can also see other ways identity is supported: ‘I can be myself’. If you say this, it suggests that you don't have to put on an act. You fit ‘naturally’. Home is part of your identity because you are the person who ‘fits’ in that place.

But it is not usually jus
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1.2.2 A place for possessions

Figure 1.1
Home decorating!

One of the w
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Learning outcomes

After completing this course, you should be able to:

  • demonstrate sound knowledge and critical understanding of multifaceted and diverse approaches to death, dying and bereavement

  • explore multiple contexts of bereavement

  • integrate different experiences of death, dying and bereavement with theoretical knowledge

  • critically reflect on policy and practice in order to promote the interests of dying and bereaved people.


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Conclusion

This free course provided an introduction to studying Health and Social Care. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.


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3 Conclusion

This course argued that managers should seek out and listen to service users' views, and considered some of the problems in doing this as well as models that are effective. It is not always straightforward or easy to engage service users in consultation but, like Jane Reast, the practice-led manager will think it is important to hear directly from service users, rather than always having knowledge and information mediated through the accounts of frontline workers.


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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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2.3 Objective conditions and subjective definitions

Activity 4

2 hours 0 minutes

2.2 What is constructive social work?

Activity 3

1 hour 20 minutes

1.2 Hearing about critical practice

Activity 2

1 hour 0 minutes

Listen to the following audio clips, ‘Panel discussion on critical practice’, Part 1: Critical practice.

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Learning outcomes

After studying this course, you should be able to:

  • demonstrate a critical understanding of the nature and boundaries of personal and professional discretion and judgement in the delivery of social work services; recognising the complex tensions between personal and social processes in people's lives

  • demonstrate an understanding of the complex relationship between justice, care and control and the practical and ethical effects of this relationship.


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3 Peter, Roger, Rachel, Jenny and Veera

Figure 2
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Keep on learning

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This course teaches the dental student basic medicine skills, from History Taking to the Physical Examination. It provides concise practical information about patient assessment, symptoms and signs of common diseases, laboratory tests, and pharmacology and prescription writing.
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Problem Solving for Immunization Programs
Countries around the world - even those at war - are collaborating to ensure that children under the age of five don't die from diseases for which vaccines are available. In the past twenty years, global vaccine coverage has surpassed eighty percent, and a second disease, polio, is nearly eradicated. In the United States, coverage rates are even higher, and vaccine-preventable diseases are now rare. Never have so many resources been focused on immunization - yet problems remain. Additional, high
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Fun Food Stuff
The University of Wisconsin Biotechnology Center provides this Web site to help teachers introduce their students to the principles of biotechnology. Many of the activities use food as the experimental medium, and are easy to carry out either in the classroom or at home. By choosing the Every Demo an Experiment link, a number of other applicable biotechnology outreach materials can be found, including additional resources for teachers.
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