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3 Audio clip 2: John Avery

Figure 2: John Avery (right) with Mr Asghor

John Avery, a single parent of a teenage son and a daughter, lived on a council estate on the outskirts
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Introduction

Arrangements for care and support which people manage for themselves or have organised for them privately or informally tell us something about the shifting borders between funded and non-funded care, between health and social care, and between paid and unpaid care work. They also demonstrate how the reality of the mixed economy of care is played out in the arrangements which people make for care and suipport in their own households.

This unit focuses on the care arrangments people make
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Acknowledgements

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and.is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence  See Terms and Conditions.


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3 When grief goes wrong

Most people experiencing a grief reaction do not need specific professional help, although everyone could probably do with as much support as they can get from friends and family. Indeed, labelling someone as ‘bereaved’ and therefore by definition different, and possibly in need of some form of intervention, may in itself be harmful. But sometimes the usual sequence of events does not go to plan; people may develop an excessively severe or extremely long-term reaction to their bereavement
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3.2 Feelings about being a ‘carer’

Carol, who looks after her mother and her aunt, feels the need to distinguish between being ‘a relative’ and ‘a carer’. She feels that health and social care practitioners don't always recognise who the carer is.

Julie, caring for her 11-year-old son who has severe learning and physical disabilities, complains about ‘the disbelief’ about the extent of help she provides.

Les and his wife, whose son has severe mental health problems, noticed that they tended to be ignore
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2.2 What is constructive social work?

Activity 3

1 hour 20 minutes

Read the following article: ‘What do we mean by “Constructive social work”?’

While you're reading, make notes on the theoretical and philosophica
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5 Comment on the audio clips

The benefits mentioned in the clips included a skills outlet, developing organising and networking skills, improvements to the members' self-esteem, and better social contact than before. There were also practical benefits in terms of getting help with household, gardening and computing problems. Any disadvantages were hard to identify. People were enthusiastic about their experiences. Through involving someone like Jan Hurst, the disadvantages of self-help with its tendency towards rather cl
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1 Fuel poverty

The audio clips in this unit feature interviews about fuel poverty in Scotland.

Activity

Read through the information about each of the participants, and then listen to the clips in Section 3. As you read, and while you listen, m
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Introduction

In this first unit, you will be hearing and reading about the issues faced by people living in poverty in Britain in 2000. This is intended to give you an understanding of what poverty is like from the perspective of the people themselves, both in terms of the experience of living on a very low income, and some of the effects this has had on their lives. One of the biggest problems facing people living on a very low income is how to afford adequate heating.

A particular aspect of povert
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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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3 Audio and activity

Activity 1

In these audio clips, you will hear about the Chinese Welfare Association. At the time of recording, Anna Manway-Watson was its Director, and Lily Sau Han Braid, the Community Development Worker for older people
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8 Summary and key themes

In this unit you have been introduced to a diverse range of ideas about health. To recap, the themes and ideas you have met in this unit are:

  • The diversity of accounts of health. An important theme of this unit is that there is a great diversity in what people mean when they talk of health; sometimes these meanings conflict and sometimes they can coexist but health is a creative and multifaceted concept.

  • The importance of
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7 Moving to a positive paradigm

Aaron Antonovsky (1984) has called the emphasis on illness and disease the pathogenic paradigm and has stated that this disease-focused paradigm has dominated our healthcare system. He claims that there are five important consequences of this domination:

  1. ‘We have come to think dichotomously about people, classifying them as either healthy or diseased’ (p. 115). Those categorised as ‘healthy’ are normal, those categorised as non-healthy or ‘d
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6.3 Responsibility for health and illness

In Activity 6 you explored factors which influence people's experience of health and we noted that inequalities in health are clearly related to the conditions of people's lives, such as their housing, income and education. On the other hand, health education messages have tended to focus on behaviour – what we
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3.5 People's views on health

Health accounts, as well as being based in the experience of health, also relate to health behaviour. People's accounts of health are likely to be different at different stages in their lives. Two health promotion researchers, Backett and Davison (1992), have investigated the perceptions of health at different stages of life. Their work is based on two qualitative studies conducted in Edinburgh and South Wales. In these studies, health was also linked to health behaviours. The stage of life w
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3.2 Health and the middle class

In contrast, a study which focused on white, middle-class men and women between the ages of 35 and 55 (Saltonstall, 1993) found that respondents' views of health were closely connected to wellbeing, and this condition of being was related to ‘capacity, performance and function’ (p. 8). Saltonstall reports that the respondents, both male and female, catalogued what he called a ‘health inventory’ which included things they felt they had and things they thought they were expected to do t
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1.1 Introduction

Like many subjects, mental health is complex. This is partly because the language used in discussions about mental health is diverse, can mean different things to different people, and can sometimes be misleading. For example, the term ‘mental health’ is usually used in discussions about just the opposite: ‘mental illness’! There are, however, good reasons for the confusion surrounding its language. One reason is that decisions about what constitutes ‘mental health’, ‘men
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7.7 References for Extract 6

Barclay, R. (1982) Social Workers: Their Role and Tasks, London, NISW, Bedford Square Press.

De Long, P. and Berg, I.K. (2001) ‘Co-constructing Cooperation with Mandated Clients’, Social Work, 46(4), pp. 361–74.

Department of Health (DoH) (1998) Modernising Social Services, London, HMSO.

Harris, R. (1997) ‘Power’ in Davies, M. (ed.) The Blackwell Companion to Social Work, Oxford, Blackwell.

Hugman, R. (1991) Power in the Caring
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7.2 The key purpose of social work

The starting point for the development of these standards is the identification of the key purpose of social work, for which the international definition of social work has been adopted:

a profession which promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at t
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5.2 The developmental needs of the child

The Framework for the Assessment of Children in Need and their Families (DH, 2000) emphasises the need for a thorough understanding of child development. There has been extensive and sometimes contradictory research into how children develop and the factors that influence their development. Aldgate (2004) outlines the development-ecological model for understanding child development, which recognises the importance of comprehending both the genetic and the ecological factors that influence dev
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