1.7 ‘Care values’ in relationships In his dealings with Lynne and Arthur, Dev is expected to speak and act in accordance with the basic values of the social work profession. CCETSW guidelines include the requirement that he should: Identify, analyse and take action to counter discrimination, racism, disadvantage, inequality, and injustice, using strategies appropriate to role and context; and Practise in a manner that does not stigmatise or di Planning an evaluation The evaluation should have clear aims and objectives. It is also helpful to decide where its boundaries should lie – how much or how little is to be evaluated? 1.5.3 The doctor-nurse relationship In reality, however, the nurse spends much more time with patients and often knows a lot that the doctor does not. Somehow the nurse needs to be able to communicate essential knowledge to the doctor, in the patient’s presence, without appearing to undermine the doctor’s ‘omniscient’ status. According to Leonard Stein’s research in America, they achieve this through playing ‘the doctor–nurse game’. T 1.5.2 Playing doctors, nurses and patients It is easy to see how junior doctors can see 1.2.1 A different definition Click to read the interview excerpt with Reg Martin. 1.2 Defining the scene Let us first consider what kind of ‘scene’ the home help was proposing that she and Reg should play out together. 1.7 Key points In the key points box below we sum up the main ideas introduced so far. You can use it now to check that you have grasped the main ideas, and later the key points will remind you of the content. An informal carer is defined as a pe 1.6 Informal carers: summing up Section 1 has explored what is meant by the term ‘informal carer’. I have developed a definition of an informal carer and examined it in the context of two rather unusual family situations, the Durrants’ and Katrina's. I have also noted some of the complications that trying to define and identify informal carers gives rise to. I have not yet begun to address the difficult question of what label to give the people on the receiving end of care, people like Arthur or Katrina's mother 2.3 What is an informal carer? Lynne is a daughter and a sister. Is she also an informal carer? Audio: click below to listen to the case study on 'Caring in Familes' Learning outcomes After studying this course, you should be able to: Appreciate the demands that care relationships place on people Describe how individuals might experience care Demonstrate an understanding of the difficulty of identifying carers when there is interdependence in the relationship. References 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 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. 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 5 Audio clip 4: Sarah Fletcher At the time of the int Acknowledgements Course image: David Goehring in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this course: The content acknowl 4.2 A resting heart rate We can understand the role of the athlete's heart in sport a little more clearly by looking at typical heart rates for trained athletes compared with heart rates for non-athletes. A commonly used measure of heart efficiency is called the resting heart rate. This is the number of times per minute that the heart beats when a person is relaxed and resting. The heart rate for a reasonably healthy adult when they are relaxed and resting is in the range of 55–65 beats per minute. This means that 4.1 Introduction The heart is the engine of the human body – but what about it's specific function in athletes participating in sport? We have seen that athletes need to get oxygen and nutrients to different parts of their body quickly – this means they need an efficient cardiovascular system, this means having an efficient heart. What do we mean by an efficient heart? We mean one that pumps a lot of blood with every beat and that can beat quickly for a long period of time. An athlete's heart differ 2.2 The body as a machine This is a useful way of thinking if we want to understand some basic aspects of how the body works in its relation to sport. We can think of the body as a device that operates on simple mechanical principles, that needs to be fuelled and that uses up this fuel as it is driven harder. Learning outcomes After studying this course, you should be able to: understand how the body works in a scientific sense, and that a scientific view is necessary for us to study how performance in sport is linked to performance of the body explain the function of the heart briefly and looks at the importance of healthy hearts in sport, by looking at athletes and efficient hearts understand the topics of blood and blood flow understand the role of oxyge
Activity 4
Activity 7: The doctor role
Activity 2: A different definition
Activity 1: Defining the scene
Key points
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West, S. (2000) Your Rights: A guide to money benefits for older people, London, Age Concern England.
Figure 3: Sarah Fletcher
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