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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
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1 Caring: a family affair

Dream parents

Mummy would love me, daddy would too,

We'd go out on picnics or off to the zoo,

We would play in the park and feed the birds,

Listen to their songs and imagine their words.

My life would be full of joy and laughter,

All because they cared, my mother and father,

Never would I feel all cold and alone,

Knowing that I could always go home.

They wo
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8.2 Summary

Enid and Sarah mentioned relatives and friends, but the others sounded as if they were managing on their own, or within their immediate family unit. Care work can be an isolating experience. The hours are long. Sometimes they are unpredictable, and being cared for doesn't always mean that you're necessarily going to be able to have the time or energy to develop other relationships. You might like to consider whether demographic changes are likely to have an effect on who is available for care
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8.1 Feelings about care relationships

Diane couldn't imagine being paid for what she did. She thought that, if she was paid, she would, ‘have felt obligated to do it’. This way it felt like her choice. ‘I wanted to make those choices freely.’

John described the basis of his caring for Mr Asghar as, ‘a mutually beneficial friendship … always has been’.

Enid emphasised that she looked on her caring as a parental responsibility. ‘They're my children and it's my duty to look after them … they weren't ask
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7.3 Other kinds of help

Diane said that Paul and Stanley helped her with dog minding, gardening, shopping and other jobs around the house. Sometimes they bought her presents.

John said that what he got from Mr Asghar was the reliability of long-term friendship, advice and support through his various recent problems.

Enid mentioned help from relatives and friends, whom she had come to rely on.

At home, Sarah got help from her mother, who was also disabled. She also got help from other students in he
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7.2 What people do with the money?

Diane and John didn't get any money.

Enid saved her ‘lads’ money for them, and bought them clothes and other things from what she saved. She spent her ICA on herself, though it didn't sound as if she treated herself to many luxuries.

Sarah's payments went towards the allowances for her volunteer helpers at university. They helped her with making meals, mobility around the campus and getting into town. Sometimes she needed help with personal care, such as washing her hair.

<
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7.1 Payments received

Diane Mallett said she didn't get any payment, though she used to get Invalid Care Allowance (ICA) when her mother-in-law was alive. Her brother-in-law, Paul, only got the lower level of Disablility Living Allowance. Diane pointed out that, if he'd been assessed before she intervened, he might have got a higher amount. John Avery said that Mr Asghar got Attendance Allowance. He thought he wouldn't be able to get Invalid Care Allowance, as this would affect his benefits.

Enid Francis' so
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Learning outcomes

On completion of this unit, you should be able to:

  • understand that people who give and receive help and support depend on a mix of paid and unpaid sources.


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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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2.4 The body's different components

Looking at the body this way means thinking about things as small as atoms and molecules, and as large as whole body parts. This allows us to think about how everything works at an appropriate level. If we want to understand breathing, for example, we need to think about tiny things such as the oxygen molecules that are absorbed in the body. Similarly, if we want to understand eating, we have to think of complicated internal structures such as the stomach. If we want to understand how the bod
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References

Glaser, B. G. and Strauss, A. L. (1965) Awareness of Dying, Chicago, Aldine.
Foucault, M. (1977) Discipline and Punish: The Birth of the Prison (trans. Sheridan, A.), Harmondsworth, Penguin.
Hochschild, A. (1983) The Managed Heart: The Commercialisation of Human Feeling, Berkeley, University of California Press.

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2.2 Neuronal changes during grief

Recently medical researchers have been joined by neuroscientists determined to pin down precisely those parts of the brain that are activated by the experience of grief. Although this approach might be considered to be reductionist, it demonstrates the way in which some scientists are attempting to explain complex behaviour in neuroscientific terms.

Eight volunteers who had experienced the death of someone close in the previous year agreed to be studied as part of a research project con
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Learning outcomes

On completion of this unit, you should be able to:

  • understand how carers can sometimes perceive their role.


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Introduction

The caring people do for family members or close friends is often difficult to define, as you're probably aware. Sometimes people are reluctant to be described as being a ‘carer’ because it signals a change in a relationship, or a change in someone's lifestyle.

How people talk about care, and the meanings that they give to what they do, can influence many aspects of caring relationships. It may determine whether help is provided in the first place, and also what kind of help is giv
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2.3 Making choices and developing a personal care plan

The social work task of supporting a person's admission to care involves many skills. Social workers must be able to assess the person's needs and coping mechanisms, and the quality of provision to meet needs. They must be familiar with the National Care Standards for their nation. To liaise effectively with service users, families, home providers and other professionals involved in assessment, good communication and negotiating skills are essential.

If there is a need for residential c
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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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2.3 Video activity: Discussion

A key aspect of this work is ‘partnership’. Service users are called ‘members’ at Redcar & Cleveland Mind and Jane spoke about their involvement as being integral to the service. Members may also be volunteers and have roles on the executive committee. For example, the co-chairs of the executive committee are also members of Redcar & Cleveland Mind. The service has evolved as a response to members and Jane likes to hear their views directly, as well as through colleagues. Jane conside
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1.4 Service users' views: What services?

When people are consulted about the services they have received they express strong views not only about access to services but also about what those services are. For example, the shift from a home help service to a personal care service has raised many concerns. The consultations for the book this unit was based on and other research (see, for instance, Sinclair et al., 2000) both indicate that (unknown to managers) workers sometimes go beyond their allotted tasks in order to meet service u
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1.3 Service users' views: What views?

Some views from our consultations are shown in Example 1, which has comments from people who have used mental health, physical disability, older people's and learning difficulty services, and Example 2, which has comments from the users of services for children, young people and families.

Example 1: Some views from users of adults' servi
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1.2 Service users' views: Whose views?

Several questions arise about the kind of feedback from users that is most relevant for social care organisations to seek and respond to. What about people who are unwilling users of social care services? How important is it that their voices be heard? For example, people may come into contact with services as a result of formal detention in hospital against their wishes, under the Mental Health Act 1983. The views of children, adults and professionals have to be balanced. There are dilemmas
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