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Learning outcomes

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

  • conduct your own searches efficiently and effectively;

  • find references to material in bibliographic databases;

  • make efficient use of full text electronic journals services;

  • critically evaluate information from a variety of sources;

  • understand the importance of organising your own information;

  • identify some of the systems available;

  • describe ho
    Author(s): The Open University

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Introduction

This unit will help you to identify and use information in health and lifestyle, whether for your work, study or personal purposes. Experiment with some of the key resources in this subject area, and learn about the skills which will enable you to plan searches for information, so you can find what you are looking for more easily. Discover the meaning of information quality, and learn how to evaluate the information you come across. You will also be introduced to the many different ways of or
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References

Baker, C. (ed.) (1998) Human Rights Act 1998: A Practitioner's Guide, London, Sweet and Maxwell.
Bashir, A. (1999) ‘Working in racist Britain’, Community Care, 21–27 October, p. 26.
Biehal, N., Clayden, J., Stein, M. and Wade, J. (1992) Prepared for Living? A Survey of Young People Leaving the Care of Three Local Authorities, London, National Childre
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4.2 Conflict and partnership

Whatever the professional setting of their practice, social workers are likely to be working with service users from a diverse range of cultures and backgrounds. As noted above, it is part of their responsibility as practitioners to respect and value social diversity and to work with service users in a way that recognises and builds on their strengths. This can be difficult to do in the context of the legislation. At this point, however, we want you to start to think about how practitioners c
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2.1 The nature of the social work task

Social work is a responsible and demanding job. Practitioners work in social settings characterised by enormous diversity, and they perform a range of roles, requiring different skills. Public expectations, agency requirements and resources and the needs of service users all create pressures for social workers. The public receives only a snapshot of a social worker's responsibilities and, against a background of media concentration on the sensational, the thousands of successful outcomes and
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Learning outcomes

After studying this unit you should be able to:

  • Knowledge

  • explain the importance of knowing the law for social care and social work professionals;

  • demonstrate that you understand that social work decision-making must be set within a legal as well as an agency context;

  • outline how the law relates to social work issues;

  • demonstrate that you understand the centrality of the ideas of welfare and rights to social wo
    Author(s): The Open University

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Introduction

This unit is made up of four extracts related to social care, social work and the law. The extracts are stand-alone sections but follow on from each other to make up this unit. You will be introduced to five main themes that shape practice in the field of social care and social work. The aim of this unit is to enhance your understanding of the relationship between social work practice and the law.

This material is from our archive and is an adapted extract from Social care, social wo
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2.4 Opportunities for play within your setting

Activity 3

2 hours 0 minutes

Aim: to explore the opportunities for play within your setting.

  1. Look at your planning for one day this wee
    Author(s): The Open University

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3.1 Young people's mental health: diversity and inequality

We will now focus on young people's mental and emotional wellbeing, as a way of exploring how social divisions create diverse and unequal health experiences for young people.

Earlier in the unit we cited claims that young people today are experiencing an increase in mental health problems. What is certainly clear is that there has been an increasing concern in the media and elsewhere about young people's mental health, resulting in a range of reports and initiatives.

But ho
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2.4 Applying a critical approach

A critical approach to young people's health sounds fine in the abstract, but what might it mean in practice? How can such a framework help us to make sense of young people's actual experience of physical and mental distress?

To explore these questions, we will look at the apparent increase in the incidence of eating disorders, especially among young women. One of the advantages of this example is that it combines concerns about physical and mental health. This discussion will draw on a
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2.3 Towards a critical framework

Is it possible to construct an alternative framework for understanding young people's health, and if so, what resources might we need to draw on to do so?

A cultural perspective can help us to see constructions of adolescent mental health as interwoven with histories of ‘youth concern’. Recent debates about young people's wellbeing can be seen as an extension of more general anxieties about the state of contemporary childhood (James and Prout, 1997). A Foucauldian analysis wo
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2.2 Defining wellbeing

Wellbeing has become popular among policy makers as a generic term that embraces physical, mental and emotional health. Is this simply a matter of changing fashions in terminology or does it reflect particular assumptions about what it means to be healthy? Moreover, does the term have particular meanings when used in relation to young people? In this section we will analyse current ideas about what constitutes wellbeing for young people, and work towards producing a critical framework for und
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2.1 Introduction

In the unit overview we explored some of the images and discourses about young people's health currently in circulation. But what assumptions are being made in these stories about what it means for a young person to be healthy, whether physically or mentally? What kind of model of wellbeing is being used in these discourses, and are there alternative approaches?


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1 Unit overview

The focus of this unit is young people's health and wellbeing, a topic that has received much attention from commentators and policy makers in recent years.

Specifically, the unit will set out to answer the following core questions:

  • How has young people's health been constructed in public and policy discourse in recent years, and what are the implications for young people and those who work with them?

  • What might an alternative,
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1 Play, Learning and the Brain

‘Teaching and learning are an odyssey into the neural architecture of the human brain.’

‘A baby is born with over 100 billion brain cells. At birth only 25% of the brain is developed. By age three 90% of the brain is developed.’

(Catherwood, 2000)

‘Brain-based learning’ (BBL) is receiving increasing attention in the popular and professional fields. But what exactly is it? Befo
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5.2 Thought and language

For Piaget the development of thought and language was dependent on underlying ‘intelligence’. Language is therefore simply a reflection of mental ability: intelligence precedes language and is independent of it.

Vygotsky (1986) however, proposed that language has two functions: inner speech, used for mental reasoning, and external speech, used for communication with other people. He suggested that these two functions arise separately. That is, before the age of about 2 years, child
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Maths Lesson: A Job at LEGOLAND

Click here to download this lesson as a printable PDF worksheet

Learning Intention:  To calculate,
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Rights not set

1.3.3 Feeling safe and secure in school

As we noted above, children place importance on feeling safe and secure. This desire could be used as an argument both in favour of and against inclusive education. It is a fundamental characteristic of most conceptualizations of inclusive schools that they are places where all children can feel secure about being themselves. Opponents of inclusion might argue, though, that a fundamental problem in mixing children together is that they may be exposed to situations where they feel and experien
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Doors open (for green fingers) at the Centre for Plant Integrative Biology.
  Professor Charlie Hodgman

Monday 2nd July sees the official opening of the Centre for Plant Integrative Biology (CPIB) based at the University of Nottingham. In this podcast Professor Charlie Hodgman discusses the setting up and aims of CPIB.

CPIB is based at the University of Nottingham’s Sutton Bonnington campus and aims to create a virtual root which will serve as an exemplar for using Integrative Systems Biology. Systems
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Egypt's political crisis


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Rights not set

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