References 2. Does art have a value? Art has been described as an open concept: a cumulative and developing category of objects and processes, which by its nature is not easily definable. Therefore it might be more relevant to consider how art based activities enhance human aptitudes, abilities and skills. Some of the skills and values gained from the study of art and art history are listed below. For present purposes these can be subdivided into those that are intrinsic (undertaken for their own sake) and those tha Introduction This unit introduces ideas which are likely to be of interest to a range of professionals interested in English language education, and is accessible to those who have not yet undertaken masters level study but might be interested in doing so in the future. It includes a variety of activities which help learners to relate theoretical discussion to professional practice. This material is from our archive and is an adapted extract from Language as a medium for teaching and learning 2.2 1 Social Darwinism and eugenics Nineteenth century reformers combined their new medical diagnoses with a concern to tackle what they saw as the social causes of cruelty and incapacity. Two theories dominated: social Darwinism and eugenics. Social Darwinism drew on Darwin's ideas of natural selection and emphasised the contribution of the fittest and most superior individuals to the survival of the human species. The social Darwinists, who included some of the most prominent thinkers of their time, believed that social 1.4 On being an insider and a researcher The two roles of practitioner and researcher are not always easy to combine. Sometimes it's difficult to detach yourself from situations and stand back when you know you've been a part of practice which you've begun to see differently. On the other hand, being an insider can bring some advantages. How did Howard Mitchell deal with these two roles? Click on 'View document' below to read Howard Mitchell's piece on 'The inside researcher' 1 Crossing boundaries: a case study A number of situations put a strain on the idea that caring is just an extension of 'being ordinary'. These include times when people are giving intimate care. Since the normal rules do not apply in these circumstances, we have to develop a set of special rules to guide practice, thinking very carefully about the core question: 'How can boundaries be respected in situations where intimate care is being given?’' This question will be explored through a fictional case study set in a res 1.3.5 Coping with relocation We have seen that attachment to place can be important in terms of developing and maintaining feelings of security and a sense of self-identity However, care for some people involves relocation. Changes of place often involve people in coping with other types of change such as: changes of role (for example from being a homeowner to being a resident of a home; or from being a hospital resident to being a resident in the community) 1 Attachment to place In this unit we are going to consider the way in which people identify and become attached to places, buildings, objects, and how this attachment can contribute to personal well-being or how we feel about ourselves (Low and Altman, 1992). Looking at why places become important provides a basis for asking questions about what happens when people have to move, a common occurrence for people in need of care services. The purpose of this unit is to focus on the psychological environment, ho Learning outcomes After studying this unit you should be able to: demonstrate an understanding of how shared histories of places and spaces could be an important resource to any caring relationship; identify ways in which the environment can become a resource for caring; appreciate the importance of personal control over changes of place in relation to how people cope and adjust. Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.
Text: 'Dream parents': courtesy of Anastasia Lee- 1.5 Young carers Who is left out of the definition of informal carer? At first sight, taking account of the four complications noted above means that no one is left out. The definition can embrace anyone who is taking unpaid responsibility for the welfare of another person. Where do children and young people come into this? Maybe in answering Activity 5 you considered whether parenting young children makes you a carer. Looking after young children is not usually seen as making someone a carer. It is seen as m 2.4.3 abelling The term ‘informal carer’ is a label. It was coined to describe people who take on unpaid responsibility for the welfare of another person. It is a term which has meaning only when the public world of care provision comes into contact with the private world of the family where caring is a day-to-day, unremarked-upon activity, like reminding a young child to clean her teeth. Labelling yourself as an informal carer requires a major shift in the way you see yourself, a shift neither Arthur n 2.4.2 Duration and frequency The second complication associated with identifying carers is related to how much caring they do and how often they do it. This aspect came to the fore when carers were first identified in the 1985 General Household Survey, an annual statistical survey carried out by the Office of Population, Censuses and Surveys in the UK (Green, 1988). From answers to a question in the survey which asked if respondents took on ‘extra responsibilities’ for someone who was ‘sick, handicapped or elderlyâ 2.2 Introducing the Durrants We will be focusing on a single case study, about Arthur and Lynne Durrant. This enables us to explore some broad questions about care, carers and caring which might be quite boring and divorced from real life if they were presented in the abstract – as official stat Acknowledgements The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: 3.1 Conclusion In this unit you have considered a range of responses and feelings that services users may experience during the transition into residential care, and have identified strategies that can be used to support them with this move. Passing on comprehensive information about the service user to care providers will help them to respond more effectively to the service user's needs. Being able to provide relatives and service users with information about possible placements and negotiating with provid 1.5 Fetal alcohol syndrome There are a range of disorders associated with maternal alcohol consumption during pregnancy which are collectively known as fetal alcohol spectrum disorders, FASDs. The best characterised is fetal alcohol syndrome, FAS. FAS is defined by four criteria, the first of which is excessive maternal alcohol intake during pregnancy, the other three being: a characteristic pattern of minor facial abnormalities and other malformations (in particu 2.5 The therapeutic relationship as a placebo Mitchell and Cormack propose that the relationship aspect of a therapeutic encounter can be as important as the technical dimensions of healing (Mitchell and Cormack, 1998). CAM practitioners argue that the therapeutic relationship itself may be an important tool in healing. Critics of CAM turn this argument on its head, suggesting that CAM is, in fact, no more than a powerful form of placebo. What they generally mean is that it is not the specific treatments used that evoke a healing respons 2.3 Mia's first birthday It is Mia's first birthday. After a birthday tea and before her bedtime the Family sit down with their photograph albums and watch a video made around the time of her birth. The Family look back to that time and share their experiences of birth and what they noticed she could do.
Grateful acknowledgement is made to the following sources:
The Arthur and Lynne case study
Author(s):
Activity 3: Mia's birth
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Baird C., Bostock J., Brunton P., Cousins L., Gann N., Hammerton R., Reeves G. and Shaw C., (2002) The Governor's Handbook, pfp publishing, London.
Creese M. & Earley P., (1999) Improving Schools and Governing Bodies, Routledge, London.
DfES (2003), National Training Programme for New Governors, Module 2.
Gann N.,
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