Category: Free Essays

Cocker, C. Allain, L. (2008) Social Work and Looked After Children. Exeter: Learning Matters Ltd.

(This is number 8 on the list)

The area of looked after children have received considerable attention within the social work and policy discourse over recent years. The book Social Work and Looked After Children by Christine Cocker and Lucille Allain was chosen for this review because it is not just another addition to the discourse, it represents a comprehensive and definitive submission which navigates the system of state care for children from the moment they enter the system until the moments they leave. The area of looked after children is an important aspect of social work, entailing the care of extremely vulnerable young people usually suffering from trauma. Social work students usually approach the area with some level of fear and trepidation and there was a definite absence within the discipline of a comprehensive simple to use guidebook. This book is simple, but not simplistic and addresses the core concepts within the area of looked after children robustly. It addresses complex issues from legislation and policy to minority issues, disability, and theoretical debates deftly. While the book was seemingly created for the student practitioner, comprehensive span, research summary tables, bullet point tips and summaries of key frameworks and policies within each areas makes it a must have for any serious student and social work practitioner committed to working with vulnerable children and young people.

The book starts by outlining the relevant policies that direct work with looked after children. It offers a comprehensive summary of the history and ethics of working with looked after children and the values which underline the policies. In tandem, it presents a statistical trajectory mapping the number of looked after children in the care system in recent years to set the foundation for the discussions within the book. The second chapter is an excellent accompanying foundation chapter which identifies the main legal frameworks guiding work with looked children e.g. The Children’s Act of 1989 and the Every Child Matters policy document of 2003. Central to the thesis in this chapter, was the emphasis that work with looked after children should attempt to remove labels of exclusion and reinforce the entitlements of the child, according to the United Nations Convention’s Rights of the Child document.

The various pathways by which children entered the system was examined and these were considered in relation the existing legal frameworks and how the conditions surrounding their entry into care, should be of vital importance to social workers whose main aim to support the child by understanding the entirety of their cases. The navigation from entry to exit of the care system, highlighted its strengths and weaknesses and in so doing zoomed in on areas where social workers need to be especially alert, for example, in their support and assessments of foster parents and the conditions of residential care homes for vulnerable children. The examination of the child assessment process, presented a chronological and in-depth look at one of the core tools of the social worker. Cocker and Allain focused on the important skills such as observation, reflection and empathy needed by the social worker to deliver best practice meeting the needs of the child and also to build the future client practitioner relationship. The authors emphasized the importance of planning the assessment by studying the child’s files and reflecting on your own judgments regarding the issues emerging before beginning the assessment in order to avoid projecting your own values and stymie the future client relationship or create barriers to getting information which may best support the client.

The book considered the importance of communication skills to the social work practitioner and in work with looked after children. It examined the impact of language on culture, the various types of communication patterns both verbal and non-verbal and highlighted how being able to engage the looked after child to participate in their own recovery through expression was central to successful practice. It also highlighted the need for practitioners to recognize that their language is inclusive and does not make the looked after child feel as if they are being controlled. It implores the practitioner to be aware of the power in language and to ensure that the way they communicate does not impart discriminatory undertones about the looked after child’s vulnerable position.

While the issue of ethnicity and disability is often examined on the fringes of the mainstream work, this book dedicates two rigorous chapters to both areas. The chapter identified the importance of cultural awareness in working with looked after children especially considering the high numbers of minority children in looked after facilities. Cocker and Allain underline the need for practitioners to be vigilant in ensuring their practice is anti-discriminatory and impressively, they also link communication with ethnic minority looked after children as one are which is usually affected by cultural ignorance. They argue that looked after children from ethnic minorities are usually very aware that are sometimes treated differently because of not only being in care but because of their ethnicity and are therefore very attuned to individuals who are culturally ignorant of their needs. They highlight the dangers this can pose to developing trust within the client practitioner relationship and encourage vigilance in this area.

Also considered was how attachment issues must be interrogated within social work assessments and interventions with look after children. The authors acknowledged the debates about using attachment framework with looked after children and acknowledged that while there is a risk of using attachment theory in a deterministic manner with looked after children who are constantly in transition between carers, it can also be useful to build problem solving skills, coping strategies and to build self reliance and resilience.

Also addressed were the mental health needs of looked after children and implored social work practitioners to seek out inter-agency collaboration with other specialist for such children. They also address the importance of education in the lives of looked after children and explore the disjointed and inconsistent educational experiences they usually experience. Social work practitioners are encouraged to support the educational experience of looked after children as this can help to improve their self esteem and outlook. Finally, the book looked at the issue of adoption and permanence and discussed how this process can be emotional and confusing for the looked after child. It provides great advice on how to support both adoption parents and the looked after child through the process of change for example in working with them on how to display empathy and how to communicate with the child.

In conclusion, there was a need for a comprehensive text on looked after children and as is demonstrated in this review, the areas interrogated by Cocker and Allain in this text, provides a first-rate resource with which to study, debate and get guidelines on current issues within the subject.

1

Introduction

The law and organization context of social work is extremely important when looking at specific cases and scenarios. The aim of this essay is to examine two specific cases, one involving children and families and the other involving community care issues. In these cases the relevant issues regarding social work and law will be identified, and recommendations will be made regarding the assessment criteria that need to be met and what the likely outcome of the cases might be. This will be done by looking at relevant government legislation and case examples, as well as general social work and law practice.

The first section will look at a case of Children and families, and examine the issues of significant harm and children in need in relation to the scenario. There will be a definition of these two concepts as they are laid out in the Children Act and Every Child Matters document, as well as recommendations on how best to assess and determine the outcome of this case.

The second case will look at community care issues involving a disabled parent and elderly carer. The assessments regarding the welfare of the child and parent as well as any potential care issues will be looked at. This will involve consultation with the Children Act, the Human Rights Act, the Community Care Act and the Carer’s Act. Recommendations will be given regarding how to properly assess this situation and what benefits may be offered to the parties involved.

Scenario 1 Children and Families

Scenario: Working in Children’s social services, you receive a referral from a church worker about the Jones family. She says that the parents (18 and 19) are often under the influence of drink or drugs, that the children (2 and 4) are dirty and smelly and not being fed properly. You are asked to carry out an initial assessment. What is the role of the local authority when children are in need and if they are facing significant harm? What options does the law offer to ensure that these children are safe?

In this situation, the first thing that needs to be referred to is the Children’s Acts of 1989, and of 2004 (OPSI, 1989 and 2004). These acts are the basis by which social workers determine how at risk children are in particular environments, and what the assessment criteria should be used when looking at such a case. In this case, the main issues are the definitions of ‘significant harm’ and ‘children in need’.

Looking at the 1989 Children Act, we will start with the concept of significant harm.

The concept of significant harm and its definition is referred to in section 47 of the 1989 Children Act. This says that the local authority is under a duty to investigate or create inquiries into the suffering of a child where there is cause to suspect that significant harm is being done to the child or significant harm is likely to befall the child (OPSI, 1989, s. 47). From this, a court can only make a supervision order or care order if the child is suffering or likely suffer significant harm, and this harm is caused by the lack of adequate parental care or control (OPSI, 1989, s. 31).

In this case, ‘harm’ refers to ill-treatment such as physical and sexual abuse, as well as mental abuse, poor physical or mental health cause by the parent’s lack of care and impairment of health or development. These factors are compared to what a ‘normal’ child would be expected to have at a particular age (OPSI, 1989, S. 31(9-10)).

However, there are no precise guidelines on what would constitute significant harm in each case. Despite this, it is fairly clear in this scenario that where alcohol and drugs are involved and the children are dirty, smelly and potentially malnourished, a duty to investigate is there. The children are being physically impaired at the very least with regards to their health, and the involvement of alcohol and drugs means that this is potentially being caused by the lack of parental care. In such a case, the family context would need to be looked at, as would the child’s development, any special needs the child has, and the exact nature of the harm and the adequacy of parental care.

In this case the parents are both very young, but this alone is of course of no particular issue as discrimination laws prevent such discrimination of parental rights based on age. The most important things in this case would be to investigate and prove or disprove the claims about the parent’s alcohol and drug abuse, and also look at the exact state of health of the children.

However, there is another concept to look at as well, regarding the nature of children in need. This definition is located in section 17 of the 1989 Children Act. This part of the Children Act shows where legal work and social work combine to form the assessment criteria for families (Tunstill, in Parton, 1997, pp. 40-43). The legal definition ‘Children in Need’ is that the child is unlikely to achieve or maintain or have the opportunity for a reasonable standard of health or development without provision of services from the local authority, and that the child’s health is likely to be impaired or further impaired without such services (Surrey County Council., 2008). In this case, it is not yet determined whether the children are suffering because of the parents, or whether there is some medical reason why the children are in a poor condition. However, if it is proven that the parents are abusing alcohol and drugs; this would most likely constitute a case of children in need or children with the likelihood of suffering significant harm.

However, in such a case it is unlikely that a permanent care order would be given, and more likely that a temporary care order or supervision order would be put in place, giving the parents the chance to deal with their problems and raise their children properly. If the parents failed in this, then a permanent care order may be issued. There may also be police investigations in light of the allegations regarding illegal drug abuse.

If when the children are initially assessed they appear to be in poor physical health, then it is likely that an emergency protection order will be put in place in order to protect the children from further harm in the short-term, whilst the parental and family situation is better assessed and looked at. This way the children will not be placed in further danger, and a more measured approach can take place with regards to the ability of the parents to look after the children (RPsych, 2008).

If the children are taken away, then the first option for many Councils currently is to place the children with suitable relatives or friends. It is often found that children are happier and less distressed in such situations, particularly in the short-term. However, this is not always possible and if not a foster home will be assigned for the children should an emergency care order be put in place.

The use of drugs and alcohol by the parents, if proven, is a strong indicating factor of danger to the child. In a study in the London area of 290 cases it has been found that nearly 1 third of cases involved substance misuse, and that these children were even more vulnerable than many of the others because of this. The children were generally very young, as in this case, and the parents had a variety of problems in addition to the substance misuse, either directly or indirectly linked to this problem. Therefore, this case must be looked at extremely carefully and all efforts made to safeguard the children (Department for Education and Skills (DfES), 2002, s. 2.16).

This is particularly crucial because many studies have also shown that in many cases, the children were not fully safeguarded and not enough was done to protect the children from harm. Although this must not mean looking at the parents immediately as if they were guilty, it is important to fully and thoroughly assess the situation so that the children remain safe, as this is the number one priority (DfES, 2002, s. 2.11).

It is clear in this case that investigation is warranted; as one such allegations are made there is a duty on the part of the local authority to investigate. However, in order for any action to be taken, the threshold for significant harm needs to be met. As mentioned before in this case it seems likely that significant harm might be occurring or likely to occur, but the threshold needs to be met, and this can only be determined by a detailed investigation of the family. This can prove difficult, as a study of 105 cases found that there were varying interpretations of significant harm, even with the guidelines set out in the Children Act. This can make it very difficult to determine what exactly constitutes significant harm, and whether or not action should be taken. However, it seems that being more cautious and putting the rights of the children first, without immediately determining the parents as guilty, is the most appropriate way to act in light of the guidelines (Brandon, Lewis, and Thoburn, 2007, pp. 15-19).

Giving parents ‘the benefit of the doubt’ or not looking deeply into the situation can prove extremely harmful, as was shown in the Victoria Climbie case. In light of this, the government has made sure that organizations are now much more integrated, and that the principle responsibility in such cases is the welfare of the children and making sure the children are safe. This means that staff can now more accurately and easily determine cases of abuse or ill-treatment, and they have the necessary support to follow through such investigations. This is certainly important in this case, as the abuse may be hard to determine, especially if the children are merely dirty or have hygiene issues rather than noticeable wounds or damage (Department of Health., 2003)

One of the most difficult factors to decide is if the child is suffering significant harm from seeing violence committed by their parents, perhaps on each other rather than the child. Whilst this cannot yet be determined in this case, if the children themselves are unharmed then the harm caused by witnessing violence cannot be underestimated. In another study by Brandon and Lewis (2007), it was discovered that 49 of the 105 cases reviewed included children who witnessed violence, and in many cases the harm caused to the child was often overlooked or downgraded by the social work professional. Although in this case the circumstances may be different, because the children are already being reported as in poor physical health. However, this issue of witnessing violence must be considered an issue in light of the claims regarding alcohol and drug misuse.

In this case, the allegations would require a full investigation of the family, to see whether the thresholds for significant harm and children in need have been reached. If this is the case, then the children will be fully examined, and should be put on a program of health improvement. This may involve removing the children from the parents for a period of time if their health is a real issue or the parents have alcohol and drug misuse problems. However, if this is not the case then a supervision order may be enough to improve the health of the children. If this does not look like improving matters, then more drastic care measures may be taken so as to make sure the children are safe.

Whilst this is occurring, it needs to be made sure that all issues of discrimination are dealt with, particularly in the form of racial or age discrimination as these issues are often a problem in child safety assessments such as this. It must also be remembered that whilst the parents may be having problems at this time, if the parents can get support as well then any care placement or supervision order may be short-term, as the aim wherever possible is to keep children with their parents if they can remain safe and healthy in that environment (Bretherton, Huzzard, and Little, 2006).

It must also be remembered that whilst the care and safety of the child is important, the parents have needs and rights too and traumatizing them unduly when a more appropriate measure might be an initial talk rather than a full investigation. The children should always come first, but if their parents are accused wrongly then the child’s needs are not being met (Spratt, 2000, pp. 611-615)

Scenario 2 Community Care

Scenario: Julia, 45 contacted her local disability action group to find out what support might be available to her. Her husband left the family home six months ago, shortly after Julie had given birth to a baby girl and received a diagnosis of multiple sclerosis. Julia’s sight has recently deteriorated and her mother, Anna who is 75, has been commuting thirty miles per day to provide general help around the home and support with the care of the baby. As the social worker/advocate taking Julia’s call how would you advise her? What is she entitled to from social services? What support might be available to the family?

In this case, there is a delicate balancing act to be had between giving the disabled parent the right amount of support, making sure the child is adequately cared for, and providing support for the elderly carer. This involves looking at the legislation and guidelines laid out in the Community Care Act, and the Carer’s Act.

Firstly, it must be decided whether or not the disability or health issue of the parent is separate from them being a parent, and does not impact on the quality of the life of the child. If this is the case, then the assessment for support is based on an adult assessment framework. However, if it is judged that the child is in need and the disability or health issue of the parent impacts on the well-being of the child, then an assessment must be made under the Children Act with regards to the child’s welfare.

Firstly, the parent would be advised that they can be assessed by the NHS and Community Care Act framework to determine the level of support they require. This assessment will not only look at the needs of the disabled parent, but also the ability of the parent to take care of the child. This is included in section 47 of the Community Care Act, which states that a person will be assessed who has a disability, and their needs will be determined with regards to welfare and accommodation. This may involve an inspection of the home to see how it could be improved to meet the needs of the disabled parent, and also in this case the child (North Somerset Council., 2003).

This assessment would also determine how much support the parent needs, and therefore how capable they are of looking after the child (OPSI, 1990, S. 47). In this case, it must be pointed out that the parent already requires care in order to look after the child, which at the moment is provided from her elderly mother.

However, needing support in order to take better care of the child does not mean that the parent is incapable of looking after the child. However, because of the nature of the disability as something which is only like to get worse from a degenerative illness, an ongoing monitoring of the child’s well-being may well take place. This is so that the child can remain with the parent, but also remains safe should the condition of the parent deteriorate to a point where they can no longer provide adequate care for the child.

The parent should be advised that as well as having their own situation looked at with regards to support, an assessment of the child’s care will also be done. It should be pointed out to the parent that this is in no way indicative that their child will be removed into care, but it helps the local authority to make sure the needs of the disabled parent and the child are looked after.

The process will eventually lead to a care strategy being created that should allow for services that will help the parent to look after their child and also meet the needs of the adult. It is crucial that the adult is not discriminated against because they are disabled, and that it is not immediately assumed that they are incapable of looking after the child. Whilst the potential for degenerative blindness in the parent is worrying, with adequate support they should still be able to look after their child effectively. This is important because a number of studies have shown that disabled parents are often treated poorly, with their rights as parents looked down upon and their needs not met.

A disabled person has the right to have a family and get support for this family, within reasonable limits, and as long as the child can be taken care of so that they are not in need. This is covered by the Human Rights Act of 1998, and means that discrimination against disabled parents is prohibited. In these cases, the children protection agencies and adult care agencies should work together to provide support for the adult so that they can best look after themselves and their child (DirectGov, 2008). The Joseph Rowntree Foundation (2003) found that disabled parents often face the assumption that their disability is placing the child at risk. It should be made clear to parents that they are entitled to assistance with parenting tasks from adult community care services. It is important that the rights and needs of the parents are looked after, because by doing this they will be able to look after their child.

One other problem is that much of the emphasis is put on ‘Young Carer’s whereby children who are capable will help to care for their parents when they can. They of course receive support, but the overemphasis on this side means that the needs of the parents are overlooked and perhaps too much responsibility is placed on the children. In this case such a young carer is not possible as the child is still only a baby (Wates, 2007).

Another issue here is the care being given by the elderly mother of the disabled parent. At 75 years old it is certainly not ideal that she be in charge of caring for the baby and the parent, not because she is incapable but because it is a lot of strain for someone elderly to have to go through. However, if this is only to be a short-term measure or partial relief along with other support services, then the elderly mother can claim support and benefits as a carer under the Carers and Disabled Children Act (OPSI, 2000) and the Carers Act (OPSI, 1995). The carer will be assessed to see if they are qualified or capable of being a care giver, and support will be given to them in order to help carry out this duty. Although in this case it is more likely that this would only be as a short-term or emergency measure, given the age of the potential carer and the fact a young baby and a disabled parent need care.

The most important factor here is to make sure that both the adult assessment and child assessment are carried out with the desire to make sure the adult gets the support they need to look after themselves and their child adequately (Solihull NHS., 2006). In this case, one of the best ways to gain support might be through the use of direct payments to the disabled parent, thereby allowing them the chance to arrange support that suits them and their child. The assessment will give the parent a chance to understand the ways in which support can help them, and the direct payment scheme can help them to remain independent (Bytheway et al, 2002, pp. 341-343).

Conclusion

In both cases, the most important factors are to make sure that the assessment criteria are fulfilled, and that adequate support is given so that both parents and children can remain together in a safe and stable environment. In the first case, the welfare of the child must be of paramount importance, and any risk to the child should be put first. However, it must also be made sure that every effort is made for the parents and children to remain together if the parents can receive support to improve their care giving abilities (Whitney, 2004, pp. 52-55). In the second case, the most important factor is to make sure that the disabled parent gets the support they need and, if possible, continue to look after their child effectively with this support. If these procedures are implemented then both parents and children will be able to remain safe and receive the support they need.

Bibliography
General:

Butler, I., Butler, I.G., and Roberts, G., 2003. Social Work with Children and Families: Getting Into Practice. Jessica Kingsley Publishers.

Millam, R., 2002. Anti-Discriminatory Practice: a guide for workers in childcare and education. Continuum International Publishing Group.

Parton, N., 1997. Child Protection and Family Support: Tensions, Contradictions and Possibilities. Routledge.

Whitney, B., 2004. Protecting Children: A Handbook for Teachers and School Managers. London: RoutledgeFalmer.

Scenario 1:

Brandon, M.B., and Lewis, A., 2007. Significant harm and children’s experiences of domestic violence. Child and Family Social Work, 1(1), pp. 33-42.

Brandon, M.B., Lewis, A., and Thoburn, J., 2007. The Children Act definition of ‘significant harm’—interpretations in practice. Health and Social Care in the Community, 4(1), pp. 11-20.

Bretherton, H., Huzzard, S., and Little, P., 2006. Family Justice Research Digest, Issue 1. Available at: http://www.family-justice-council.org.uk/docs/rd_06_issue1.pdf

Department for Education and Skills (DfES)., 2002. Children Act Report 2002. Available at: http://www.dcsf.gov.uk/publications/childrenactreport/docs/DfES-Childrens%20Act.pdf

Department of Health., 2003. Keeping Children Safe: The Government’s Response to the Victoria Climbie Inquiry Report and Joint Chief Inspectors’ Report Safeguarding Children. Available at: http://www.everychildmatters.gov.uk/_files/684162953674A15196BB5221973959E3.pdf

Department of Health., 2008. Department of Health Website. (Online). Available at: http://www.dh.gov.uk/en/index.htm (Accessed 17th August 2008).

Office of Public Sector Information (OPSI)., 1989. Children Act 1989. http://www.opsi.gov.uk/acts/acts1989/ukpga_19890041_en_1

Office of Public Sector Information (OPSI)., 2004. Children Act 2004. Available at: http://www.opsi.gov.uk/ACTS/acts2004/ukpga_20040031_en_1.htm

RPsych., 2008. Overview of the Children Act 1989. (Online). http://www.rcpsych.ac.uk/files/samplechapter/102_0.pdf (Accessed 18th August 2008).

Spratt, T., 2000. Decision making by senior social workers at point of first referral. British Journal of Social Work, 30, pp. 597-618.

Surrey County Council., 2008. What does the term children in need mean? (Online). Available at: http://www.surreycc.gov.uk/sccwebsite/sccwspages.nsf/LookupWebPagesByTITLE_RTF/What+does+the+term+Children+in+Need+meanQ?opendocument. (Accessed 16^th August 2008).

Scenario 2:

Bytheway, B., et al. 2002. Understanding Care, Welfare and Community: A Reader. London: Routledge.

DirectGov., 2008. Rights, legislation and disabled parents. (Online). Available at: http://www.direct.gov.uk/en/DisabledPeople/Disabledparents/DG_10037905 (Accessed 17th August 2008).

Joseph Rowntree Foundation., 2003. Disabled parents are undermined by poor support and negative attitudes, says task force. Available at: http://www.jrf.org.uk/pressroom/releases/240903.asp

North Somerset Council., 2003. Parents with Care Needs. Available at: http://www.n-somerset.gov.uk/NR/rdonlyres/611F9138-4C4F-4762-9ECB-5AC16C94622D/0/document_20030701_Protocol19ParentsWithCareNeeds.pdf

Office of Public Sector Information (OPSI)., 1990. National Health Service and Community Care Act 1990 (c. 19). Available at: http://www.opsi.gov.uk/ACTS/acts1990/ukpga_19900019_en_1

Available at: http://www.opsi.gov.uk/ACTS/acts2000/ukpga_20000016_en_1

Solihull NHS., 2006. Supporting disabled parents – Solihull MBC inter-directorate protocol and staff guidance. Available at: http://www.solihull.nhs.uk/foi/policies/social_care/D%20-%20Disabled%20Parents%20Protocol.pdf

Primary socialization could be more important than secondary socialization as the primary socialization phase is the basic step that an individual takes to enter into society. Socialization has been described as to render social or make someone able to live in society and learn the social norms and customs. Socialization is central to the functioning of any society and is also central to the emergence of modernity.

Socialization tends to serve two major functions of preparing an individual to play and develop roles, habits, beliefs and values and evoke appropriate patterns of emotional, social and physical responses helping to communicate contents of culture and its persistence and continuity (Chinoy, 1961). However social rules and social systems should be integrated with the individual’s own social experiences. However individual social experiences have become much less important in the study of socialization as the focus is now on identifying functions of institutions and systems in socialization and cultural changes.

Socialization is especially true in family and education and has been seen in many family forms and differences in gender roles, in cultural diversity and in occupational standards. However it is important to note the relationship between ethics, norms, values, roles in socialization. Socialization is the means through which social and cultural continuity is attained however socialization itself may not lead to desirable consequences although it is a process and meant to have an impact on all aspects of society and the individual (Chinoy, 1961). Socialization provides partial explanation for the human condition as also the beliefs and behaviour of society although the role of environment may also be significant in any process of socialization (Johnson, 1961).

Both socialization and biology could have an impact on how people are shaped by the environment and their genes and behavioural outcomes are also significantly different as the capacity for learning changes throughout a lifetime.

Socialization could have many agents such as the family, friends and school, religious institutions and peer groups as also the mass media and work place colleagues. The family establishes basic attitudes whereas schools build ethics and values, religious institutions affect our belief systems and peer groups help in sharing social traits. Socialization is usually seen as a life process and a continued interaction will all agents of society in a manner that is most beneficial to individuals.

Socialization could be primary which occurs in a child as the child learns attitudes, values, actions as members of particular societies and cultures. If a child experiences racist attitudes in the family, this could have an effect on the child’s attitudes towards minorities and other races. Primary socialization is the first and basic step towards interactions with the outside world and the family is the first agent in primary socialization as the family introduces a child to the world outside, to its beliefs, customs, norms and helps the child in adapting to the new environment (Clausen, 1968). Secondary socialization happens when a child moves out of family and learn how to behave within a small community or social group and teenagers or adolescents are largely influenced by secondary socialization as they may enter a new school. Entering a new profession is also secondary socialization of adults and whereas primary socialization is more generalized, secondary socialization is adapting to specific environments. Primary socialization happens early in life and is the first socialization in children and adolescents when new attitudes and ideas develop for social interaction. Secondary socialization refers to socialization that takes place through one’s life and can occur in children as well as in older adults as it means adapting to new situations and dealing with new encounters (White, 1977).

There are other types of socialization such as developmental socialization and anticipatory socialization. Developmental socialization is about developing social skills and learning behaviour within a social institution and anticipatory socialization is about understanding and predicting future situations and relationships and developing social responses or skills to these situations. Re-socialization is another process of socialization in which former behavioural patterns are discarded to learn new values and norms. This could be a new gender role if there is a condition of sex change.

Socialization is a fundamental sociological concept and the elements of socialization are generally agreed upon as having specific goals such as impulse control and cultivating new roles, cultivation of meaning sources. Socialization is the process that helps in social functioning and is often considered as culturally relative as people from different cultures socialize differently (White, 1977). Since socialization is an adoption of culture, the process of socialization is different for every culture. Socialization has been described as both a process and an outcome. It has been argued that the core identity of an individual and the basic life beliefs and attitudes develop during primary socialization and the more specific changes through secondary socialization occurs in different structured social situations. Life socialization, especially through social situations as in secondary socialization, the need for later life situations highlights the complexity of society and increase in varied roles and responsibilities.

However there could be several differences between primary and secondary socialization as Mortimer and Simmons (1978) showed how these two types of socialization differ. Content, context and response are the three ways in which the differences between primary and secondary socialization could be explained. In childhood socialization involves regulation of biological drives and impulse control which is later replaced by self image and values in adolescence. In adulthood socialization is more about specific norms and behaviors and relates to work roles and personality traits development.

Context or the environment in socialization is also important as the person who is socialized seeks to learn within the context of family and school or peer groups. Relationships are also emotional and socialization also takes place as an individual takes the adult role. Formal and informal relationships tend to differ according to situational context and in some cases contexts tend to affect the emotional nature of relationships. As far as responding to situations is concerned, children and adolescents could be more easily moulded than adults as adult socialization is more voluntary and adults could manipulate their own responses considerably.

Socialization involves contacts with multiple groups in different contexts and interactions at various levels. Socialization is a social process and in the process of socialization, parents, friends, schools, co workers, family members tend to play a major role (Chinoy, 1961).

However socialization could have its positive or negative impact as seen in broad and narrow socialization process as in broad socialization, individualism, and self expression are important whereas in case of narrow socialization conformity is more important. This differentiation was provided by Arnett (1995) who suggested that socialization could result in both broad and narrow social interaction process as broad socialization helps in expansion and narrow socialization is more about conformity and according to Arnett, socialization could be broad or narrow within the socialization forces of friends, family, school, peer group, co workers etc. Socialization type could vary across cultures as in America for instance there is an increased emphasis on individualism whereas in many Asian countries as in India or Japan socialization could be about conformity to religious or social norms (Arnett, 1995).

However primary socialization could be more significant than secondary socialization as primary socialization is about forming a basic attitude towards people and society and this in turn helps in shaping the identity of individuals as a child. Primary socialization is social learning process in childhood whereas secondary socialization is social learning in adulthood or social learning added to already existing basic learning process so secondary socialization is about added learning and in some cases substitute learning where changes in the socialization process takes place due to new environments such as change of workplace or entering new work environments or new schools (Johnson, 1961).

Primary socialization is more basic as in primary socialization the child learns the very first social responses and develops the first social beliefs and attitudes. Based on primary socialization process, secondary socialization is about using the primary socially learned responses to adapt them to new environments through secondary socialization. Since primary socialization occurs in childhood and in the child’s immediate environment as through home or family, it is more significant and has a greater impact on the child’s attitudes and beliefs as well as social and emotional development. Primary socialization could be said to have a direct impact on the child and shapes the future of the child and how he grows up with certain beliefs as in case of children who see racial hatred in the family is more prone to develop their own hatred towards other races as a result of direct conditioning in the family environment. In fact the young people in later years are peculiarly shaped by what they learnt and experienced in childhood and how they were conditioned to react to situations and people and thus primary socialization is of greater significance in later years than secondary socialization (Clausen, 1968).

Within this context, families and schools are of prime importance and are considered as the first agents that implement the processes of social control. Youth crime and anti social behavior could be explained with the aid of direct primary socialization as what the individual learns at home is of major importance and shapes his later life and could also explain any kind of deviance (Pitts, 2001). Young people enter crime possibly through racial hatred or lack of social inclusion and these attitudes such as against other races are formed in childhood or adolescence and the child usually learns from the family members, school peers and direct social environment (Muncie, 2004).

Social inclusion is one of the major issues of socialization as emphasized by the government as minority communities and individuals from different races and religions may feel excluded and this exclusion leads to a sense of frustration and crime among the youth of the excluded groups (McAuley, 2007). In order to overcome this sense of exclusion, minority groups and especially the young people of minority groups have been given special support through various social services of inclusion and inclusion is also part of the socialization process and could be considered as secondary as individuals go through social inclusion adaptive processes and behavior after they have been already brought up and undergone primary socialization in their family homes or schools that were not too conducive to inclusion.

In fact the making of responsible citizens include adaptive processes at home, family and school, work or general community and the young people develop knowledge of cultures at home and in the community and also endorse their own subcultures of social attitudes and behavior that are influenced by primary rather than secondary socialization (Hall and Jefferson, 1976). Considering that primary socialization and what we learn from the immediate environment in childhood is more important than secondary socialization and what we learn at the workplace or in new environments, primary socialization still remains the basic socialization process and secondary socialization only implies a change or an addition to what has been already learnt in childhood.

Section: 1Social Integration Essay

The process of social integration of a complex consisting of several dimensions involving the participation in work and production, and real consumption, is looking forward to the many, and to participate in caring for the public and social practice, and much of the social interactions. On this basis, the individual is socially integrated if he takes part in the core activities of the society in which they live. The core activities are intended to be able to purchase goods and services, to participate in activities of economic and social value, to participate in decision-making process at the local level or national origin, and integration with family, friends and communities. Social integration concept created by each society and every group for the purposes of individuals and groups from the situation of disagreement and conflict to the situation of living together. It also reflects the social integration of the form of access to political and legal systems necessary to make these rights a reality.

There is a deep awareness in the UAE that the only guarantee of sustained development is continuous investment in education, health and social services, with the provision of meaningful employment for all.[1] (Social development, 2009), but as everybody knows that money doesn’t last forever and they should think of looking for something else that they can use from their children or their boys and girls that they spent a huge amount on giving them the best life they ever thought of it or dreamt of in order to pay them some of what they have done to them.

The UAE population increased by a staggering 74.8 per cent between 1995 and 2005, the date of the last census. This is one of the highest population growth rates in the world. Estimated by the Ministry of the Economy (MoE) at 4.488 million in 2007, the population is expected to increase by 6.12 per cent to reach 4.76 million at the end of 2008 and by 6.31 per cent to 5.06 million at the end of 2009. [2](Population, 2009), with that increase people will have communities of their own whether they were expats or locals that will discriminate their own people, so the UAE should unit them and don’t discriminate them in order to raise their way of life.

It is generally accepted that there is a need for additional policies to guarantee a more significant representation of UAE nationals in the labor force.[3] (Labor, 2009) these guarantees will protect the UAE nationals in the labor force because of the increase of the expatriates labor force and to protect UAE nationals because they have a right to be prior than the other nationalities.

There always should be awareness about driving in the country because for the last decades there are so many casualties whether they were men, women or even kids and if it is remained without waking the people up then even statistics won’t be able to calculate them 2009) these guarantees will protect the UAE nationals in the labor force because of the increase of the expatriates labor force and to protect UAE nationals because they have a right to be prior than the other nationalities.

There always should be awareness about driving in the country because for the last decades there are so many casualties whether they were men, women or even kids and if it is remained without waking the people up then even statistics won’t be able to calculate them.

Reference Page

How can a knowledge of social inequalities and social exclusion assist social workers in their practice?

In some respects the topic of this essay reflects both the heart and core of the philosophy behind social work. There are some who would argue that it is the recognition and appreciation of the inequalities of society that are the driving force behind most of the social legislation in this country today. (Powell, J et al 1996).

The definition of social inequality can be made on many different levels – philosophical, intellectual, socio-economic, cultural and health related, to cite but a few and a complete discussion is clearly beyond the scope of an essay such as this. In the same way social exclusion can be due to a myriad of causes – cultural, religious, behavioural, criminal, socio-economic, age, immobility and illness are a few of the more common factors. The fact of the matter is that in practical terms, both social inequality and social exclusion tend to overlap a great deal and in many cases, one is the cause of the other. (Lovelock, R et al 2004)

Because it is completely impractical to consider all of the possible causes of both social inequality and social exclusion we shall approach the issue by considering a number of different examples and discuss them in the context of the question.

In general terms, disability (both physical and mental) is a major cause of both these phenomena. We shall begin by considering the impact that disability has on both social inequality and social exclusion.

To it’s credit, the Government has recently taken a number of steps to try to combat the inequality and the exclusion elements that are inextricably linked with disability.

In order to be technically correct on the matter, we should note that the World Health Organisation actually subdivides the term “disability” into three different elements

Problems in bodily function or structure, which they used to call ‘impairment’; problems relating to activities, or ‘disability’; and problems related to social participation, which they called ‘handicap’. (Ramcharan P et al 1997)

For our purposes however, such a definition is hardly helpful in terms of examining the problems of the disabled. We would suggest that a definition in social terms is probably far more practical. Some commentators (Clasen J 1999), have observed that:

The treatment of disability as if it was a single problem may mean that disabled people receive insufficient or inappropriate assistance. The problems that disabled people have in common are not so much their physical capacities, which are often very different, but limitations on their life style.

In the context of this essay Goodin (et al 2000) adds the observation that:

Their income tends to be low, while disabled people may have special needs to be met which require increased expenditure. Socially, disabled people may well become isolated, particularly as their health declines and they struggle progressively to manage on the resources they have, and they may be socially excluded.

For our purposes in this essay we shall use the word “disability” in its English grammatical sense (a la Clasen and Goodin) rather than in the narrower WHO definition above.

Perhaps the first observation that we should make, is that disability, or the perception of disability, is very culturally dependent and to some extent is culturally determined. The cynic might suggest that the stereotype caucasian British white male might consider that a disabled person is the responsibility of the social services and the state, who can look after him, provide him with carers and organise a regular income in the form of some type of protected benefit. Equally, the stereotypical Asian family might consider the disabled family member to be the responsibility of the family itself and would only look to the state for advice and resources.

Clearly both of these stereotypes are cartoon exaggerations of the reality of the situation, but we use this to illustrate the cultural elements of the expectations of both the disabled person and their families or carers.

In the context of our considerations here, we need to consider how a knowledge of the social inequalities and social exclusion can assist the social worker in their practice. In order to do this in the specific area of disability, we should examine The Disability and Discrimination Act (1995). Many would argue that this has been a piece of legislation that was long overdue as it addressed a need that has been demonstrably present from time immemorial (Baldock J et al 1999). The fact of the matter is that the ability to discriminate on the sole grounds of race has been illegal in the UK for a considerable time.

As Spicker (P 1995) has observed:

The ability to discriminate on other, arguably more fundamental features of existence, still remained an option that did not have the sanction of the law.

In this respect, the Act has proved to be a valuable piece of legislation as it has helped to directly tackle many of the areas of social inequality and social exclusion. Many consider the Act to be simply aimed at the discrimination practices that were rife in the workplace, but the reality of the situation is that it is, in real terms, a far reaching piece of legislation which has implications for most areas of society and social interaction (Alcock P, 2003). The social worker will clearly need to have a working knowledge of the provisions of this Act if they are to be able to function effectively in this particular area.

The social worker, in their daily practice, may very well come across clients with disabilities of various types, and these clients may look to them for help, support and guidance if they have an appreciable element of social exclusion in their lives.

We can point to research which shows that the disabled have a substantial burden of discrimination when it comes to employment. (Chapman P et al 2004).

Jowell (R et al 1998) demonstrated a 7 fold increased incidence of unemployment when compared to their able bodied counterparts. It generally follows that greater levels of unemployment are associated with lower levels of income and this, in turn, is associated with greater levels of social exclusion (McKernan SM et al 2005),

The professional approach of the social worker will be to assess all of the possible factors that may contribute to their isolation and consider practical ways of breaking down the barriers to inclusion, whether they may be in the workplace, on the social front or even in terms of simple physical mobility. (Haralambos M et al 2000)

Another major area of social inequality, which again has repercussions on social exclusion, is the area of health in general. In this context the (then) Health Secretary, Frank Dobson, made the very pertinent comment :

Inequality in health is the worst inequality of all. There is no more serious inequality than knowing that you’ll die sooner because you’re badly off (Dobson 1997)

There is a direct and demonstrable link between social depravation and ill health. It follows from this that social inequalities have a direct effect on both morbidity and mortality. This is most marked in the children from deprived backgrounds. (Black 1980)

The Black report (cited above) was largely adopted and expanded in the publication of “The Health Divide” (Townsend & Davidson 1988), which further quantified the areas of social inequalities as manifested in morbidity rates in the population and correlated them to social stratification. The Report came to the conclusion that these social inequalities were not being adequately addressed either by the Health Authorities or the Social Services. These identified inequalities later emerged, further modified, in a document “Independent Inquiry into Inequalities in Health” ( IIIH 1998), and were associated with 39 separate recommendations. These were subsequently criticised for a lack of prioritisation, (McKernan SM et al 2005), where” the fundamental role of poverty was lost in a sea of (albeit worthy) recommendations ranging from traffic curbing to fluoridation of the water supply.”

Obviously, the findings of this succession of reports does not only impact upon the Social Services, it equally impacts upon other providers such as the Health Service and indeed the Government itself.

We have examined two specific areas of the whole picture of social inequality, and it is prudent to also consider an overview before leaving this area. The trend to socio-economic inequality can be considered to be either rising or falling depending on which criteria of assessment one takes. If we consider the number of people who are living in low income households, there has been a measurable downward trend in the last decade, this is partly due to the fact that there are progressively fewer people in workless households (Chapman P et al 2005)

Equally, if one considers the number of families on out-of-work benefits, this has risen by 30% in the last 6 years (JRF 2005)

If one considers the impact of the association of low income and increased morbidity, then we can cite studies that show that there has not been any significant reduction in these health related inequalities in the last 9 years.

(McKernan SM et al 2005).

There is also the geographical factor. We can show that virtually all the indicators of both social socio-economic inequality and social exclusion are more prevalent in the north-east of the UK and they tend to progressively reduce as one moves towards the south-west. The only notable geographical anomaly in this respect is London which has a peak of low income and unemployment problems and Scotland which has a peak in health-related issues. (JRF 2005)

In conclusion, although it is accepted that we have only examined a few small facets of the whole potential area related to both social inequalities and social exclusion, we would suggest that we have presented sufficient evidence to be able to suggest that the social worker cannot reasonably be expected to practice in the modern environment without a thorough knowledge and appreciation of these factors. It is not so much a case of “Does this knowledge assist the social worker in their practice?” but “This knowledge is essential to be able to practice effectively.”

References

Alcock P, 2003, Social policy in Britain, Macmillan 2003.

Baldock J et al 1999, Social Policy, Oxford University Press 1999

Black report (The) 1980, DHSS, HMSO: London 1980

Chapman P, Euan Phimister, Mark Shucksmith, Richard Upward and Esperanza Vera-Toscano, 2004, Poverty and exclusion in rural Britain: The dynamics of low income and employment, Joseph Rowntree Foundation, Prentice Hall : ISBN1 899987 67 3,

Clasen J (ed) 1999, Comparative social policy: concepts, theories and methods, Blackwell 1999

Dobson F 1997, Department of Health: The NHS Plan. A Plan for Investment. A Plan for Reform. Cm 4818. London: The Stationery Office 1997

Goodin R, B Headey, R Muffels, H-J Dirven, 2000, The real worlds of welfare capitalism, Cambridge University Press 2000.

Haralambos M, M Holborn 2000, Sociology: themes and perspectives, Harper Collins 2000.

IIIH 1998, Independent Inquiry into Inequalities in Health (1998), Department of Health, HMSO: London 1998

Jowell R, J. Curtice, A. Park, L. Brook, K. Thomson & C. Bryson (eds.) 1998, British and European Social Attitudes: how Britain differs. The 15th BSA Report, Ashgate Publishing, Aldershot. (1998)

JRF 2005, Low pay, and poverty, Joseph Rowntree Foundation, Prentice Hall: 2005

McKernan SM, Ratcliffe, C 2005, Events that trigger poverty, Social Sceince Quarterly Vol. 86, Number 5, December 2005, pp. 1146-1169 (24), JRF 2005

Millar J and Karen Gardiner 2005, Low pay, household resources and poverty, Joseph Rowntree Foundation, Prentice Hall: ISBN 1 85935 257 X

Townsend & Davidson 1988, The Health Divide, London: Penguin Books 1988

Ramcharan P et al 1997, In: Empowerment in Everyday Life: learning disability, Jessica Kingsley (EDS), Oxford University Press 1997

Lovelock, R. and Powell, J. (forthcoming, April 2004), ‘Habermas/Foucault for social work: practices of critical reflection’, in Lovelock, R., Lyons, K. and Powell, J. (eds), Reflecting on Social Work – Discipline and Profession, Aldershot, Ashgate, pp. 183–225.

Powell, J. and Lovelock, R. (1996), ‘Reason and commitment: is communication possible in contested areas of social work theory and practice?’, in Ford, P. and Hayes, P. (eds), Educating for Social Work: Arguments for Optimism, Aldershot, Avebury, pp. 76–94.

JRF 2005, Joseph Rowntree Foundation 2005

April 1998 – Ref 418 Poverty and exclusion in rural Britain: the dynamics of low income and employment

To what extent are EITHER children OR people with disabilities OR older people OR people with illnesses socially excluded?’ Social exclusion is a blend of multi-dimensional and mutually reinforcing processes of deprivation associated with a progressive dissociation from social milieus, resulting in the isolation of individuals and groups from the main-stream of opportunities society has to offer” (Vleminckx and Berghman, 2001, p6)

In this piece of work I am going to discuss the notion of social exclusion using the service user group of people with learning disabilities to give examples of social exclusion and to show what the Government is doing to tackle social exclusion.

The quote above is a complex description of the term ‘social exclusion’, and perhaps a simpler explanation would be the definition given by BMJ Journals (2001) which defines social exclusion as ‘the inability of our society to keep all groups and individuals within reach of what we expect as a society and the tendency to push vulnerable and difficult individuals into the least popular places’ (p1).

Exclusion is linked to a person’s identity, and the identity of a person that has been excluded becomes oppressed, which in turn leads to the person finding it difficult to control their own life, and which inevitably leads to further exclusion from society (Dominelli, 2002).

It is also important to realise that when discussing exclusion you must also need to take into account the Government initiatives on inclusion, as these initiatives are proactive rather than reactive, which means they react to the problem instead of trying to prevent the problem before it arises (Thompson, 2001). The report, Inclusion through Innovation: Tackling Social Exclusion Through New Technologies is a good example of how exclusion and inclusion are linked together (www.socialexclusionunit.gov.uk, 2006). This report explores the improvement of the quality of life for the most excluded groups in society by using Information and Communication Technologies (ICT) to meet their complex needs (www.socialexclusionunit.gov.uk, 2006).

The Joint Report on Social Protection and Social Inclusion, that was published by the EU in 2005, tells us how a well designed social protection system not only leads to good economic development but helps to combat the problem of social exclusion (www.europa.eu.int, 2006).

A significant piece of legislation that affects the whole population is the Human Rights Act 1998, and Mind (2006) makes us aware that there are articles within this Act that are specific to people with learning disabilities; these articles include the right to life, prohibition of inhumane or degrading treatment, prohibition of discrimination and the right to education. Whilst this piece of legislation is in place, our society should not be facing the problem of social exclusion, let alone having to produce and implement more initiatives in a bid to control the problem (Mind, 2006).

“People with learning disabilities are one of the most vulnerable groups in society, and the Government is committed to improving their life chances”

(www.dh.gov.uk, 2006)

The Government in various ways is dealing with social exclusion, although this is difficult because social exclusion comes in many different forms. Despite this, the Government is dedicated to tackling these problems, although ‘many initiatives come late in the process, addressing consequences rather than causes’ (www.mind.org.uk, 2006, p1). Mind (2006) also informs us that in our society it is the learning disabled that are amongst the most isolated groups.

Thompson (2001) tells us that disabled people have never had priority status in social work, and this particular area has often been given very little attention on training courses for this profession. This in itself can be seen as discriminatory and leads to what is now known as disablism (Thompson, 2001). Thompson (2001) describes disablism as ‘referring to the combination of social forces, cultural values and personal prejudices which marginalizes disabled people, portrays them in as negative light and thus oppresses them. This combination encapsulates a powerful ideology which has the effect of denying disabled people full participation in mainstream social life’ (p112).

When discussing the exclusion of learning disabled people from society it is important to take into account the medical model of the disability and the social model of the disability; the medical model of disability looks at the person and their difficulties in terms of their condition and looks to ‘repair’ the person, whereas in contrast the social model of the disability looks towards the society being disabling as society is not making enough provisions to enabled the disabled person to lead what we consider to be a normal life (Thompson, 2001).

There is an important link between social exclusion and poverty; because of benefit rules people with learning disabilities are effectively unable to gain employment which means that they have to rely on benefits to survive, which rules out the chance of them ever owning their own home which is a common goal for much of the nation (Davies, 2002). Although education is becoming increasingly available for people with learning disabilities, especially opportunities for further education, the reality is that there are still no jobs available for people that are learning disabled, and inevitably this group of people end up re-entering education again as there are no other opportunities for them (Davies, 2002).

People with learning disabilities often struggle to find relationships; if they are still living with their parents they very rarely spend time with other people of the same age, and those who have left their parents home tend to have only a small social group of people with similar disabilities to their own (Davies, 2002). Because of the protectiveness of parents of children with learning disabilities their children become very dependant on them so when they get older they find it difficult to cope on their own which in turn leads to further segregation for society (Davies, 2002).

Another aspect that excludes people with learning disabilities is that they have a lack of information of the range of services that they are entitled to, from health to housing, although Mencap has produced a picture bank of information to help resolve this problem. The picture bank is a range of visual explanations that can be accessed by people with learning disabilities (www.mencap.org.uk/html/accessibility/accessibility.asp, 2006), and has also helped the Guardian newspaper to publish a news stories with easy to read words and pictures.

Watt (2001) tells us that it is in the past 20 years that society has become immensely unequal in the UK, where some people have done extremely well and others have not. It appears that the Government has recognized the issues surrounding social exclusion for many years, but their proposed solutions are small for the problems that apply to the whole of society (Watt, 2001).

The Office of the Deputy Prime Minister (2006) emphasizes the fact that people who have become socially excluded often become part of a vicious cycle of related problems which include unemployment, low incomes, poor housing, bad health and family breakdown, and its focus is to prevent this from happening in the future by fighting the problem now. The Social Exclusion Unit repeatedly tells us that it is critical to implement early preventative action, and children and young people are ‘especially vulnerable to the effects of social exclusion’ (www.socialexclusionunit.gov.uk, 2006, p1).

“Valuing People” (Department of Health, 2001)

The white paper called ‘Valuing People: a new strategy for Learning Disability for the 21st Century’ was published by the Government on 20th March 2001, and was a key turning point for people with learning disabilities, and not only addressed their needs, but proposed a way of trying to make their lives better (www.mind.org.uk, 2006). Four of the key principles in this white paper were civil rights, independence, choice and inclusion – things that people born without disabilities take for granted (www.mind.org.uk, 2006). The main aim of ‘Valuing People’ was to give people with learning disabilities a chance to have ‘a real say in where they live, what work they should do and who looks after them’ (Department of Health, 2001a). Valuing People sets out proposals from the Government to improve the life chances and opportunities for people with learning disabilities and their families, and looks towards collaboration between different agencies in order to achieve this (Niace, 2003).

“Nothing about us without us” (Department of Health, 2001b)

This report was published by the Department of Health regarding the rights of people who have learning disabilities, and the report says that a person with learning difficulties cannot have their lives discussed without them being present so that they are involved in making the decisions about their life (Department of Health, 2001). The report also says that if decisions are being made that could affect people with learning disabilities then there must be people present that have learning disabilities (Department of Health, 2001).

A report called Hidden Lives was published by the charity Turning Point, in which they examined how effective legislation had been in tackling social exclusion (Batty, 2004). The results of the report were quite alarming, with many service users claiming that improvement had been very slow, and the charity fear that people with learning disabilities are facing social exclusion forever (Batty, 2004).

“The solution to social exclusion lies not in myriad attempts ro repair society at points of breakdown, but in persuading relatively affluent groups that social inclusion is worth paying for” (Watt, 2001)

Within this essay I will attempt to examine what is meant by the term social exclusion, its issues and causes and how it links with poverty. I will also identify groups that face social exclusion, their experiences, the affects it has on them and the role of the social worker in overcoming this. I will touch upon the media and legislation and the part they play in social exclusion. Finally I will endeavour to define anti-oppressive practice, the role of the social worker regarding it and how it can lead to social inclusion.

Social exclusion is defined by Pierson as the act by which certain people are excluded from partaking in activities within the society of which they should be part of. This includes individuals, families, groups and whole neighbourhoods. Predominantly, this is a result of poverty, however, other influences can consist of discrimination and lack of educational attainment. Those who are socially excluded are unable to participate in the activities, services and opportunities that most of a society are able to take advantage of (Pierson, 2010).

It has been recognised within this definition that poverty can be a factor within the causes of social exclusion and many writers on the subject of social exclusion and poverty, including government, will pair these two together. Other causes include unemployment, lack of social networks, geographical location and limited access to services. These are all interlinked, with poverty being a theme throughout. People who face social exclusion can be locked within this deprivation cycle making it difficult to escape (Pierson, 2010). However, Pierson notes that these causes of social exclusion are also the keys to overcoming it as he discusses the “five building blocks for tackling social exclusion” (2010, p.48). These building blocks which comprise of maximising income, strengthening social networks, building partnerships, creating effective participation and community-level practice, should be used by social workers who are working with those who are socially excluded to support them into becoming participative members of a society (Pierson, 2010).

It is worth noting that anyone could face social exclusion at some point of their life, although those who are most likely endure it consist of ethnic minorities; as they make up a small proportion of the population, people living in poverty; to illustrate this, in 2011/12 15% of the population of Wales were living in relative low income (ONS, 2014), the unemployed; although it has been highlighted in the press that many people are in poverty despite being in employment (Gander, 2013), those with a long-term illness, those in the lower social classes in accordance with The Registrar General’s Classification of Social Classes, the disabled, those with low educational attainment, the homeless and the elderly, to name but a few (Trevithick, 2005). These marginalised individuals or groups face discrimination and often have a stigma attached to them. If I concentrate on ethnic minorities, in particular immigrants, this group and the individuals within it face a stereotype which becomes a barrier that keeps them socially excluded. This stigma is based on ideas of racism. The media also play a part in this with headlines suggesting immigrants are taking away jobs from the British labour force, which in turn only fuels racist feelings and further stigmatises individuals (Paton, 2013).

One priority for the social worker when dealing with social exclusion would be to promote positive change for those they are working with, to do this it is important that they understand what is going on for individuals and appreciate why it is happening, this is essential if a difference is to be made (Trevithick, 2005). Change can be made at an individual level, in the work that social workers do directly with people, empowering these individuals to make a positive difference to their lives and therefore enabling them to become socially inclusive. Social workers may also tackle social exclusion at a higher level by promoting the rights of individuals on a wider societal platform, this could be, for example speaking with other agencies and local authorities to get changes made to public transport to enable individuals or groups with mobility issues to access this service where they had not previously been able to (Wilson et al, 2008). According to Pierson (2010) social workers are in the best position of all the health and care professionals to tackle social exclusion and achieve social justice due to the knowledge and skills they have, which have been gained not only from their education but also from their experiences in practice around dealing with the complex issues at all levels of society (Pierson, 2010). It states within the Code of Practice laid out by the Care Council for Wales, who oversee social work within Wales, that “as a social care worker, you must protect the rights and promote the interests of service users and carers” (CCW, 2011), it is therefore clear that overcoming social exclusion and challenging stigma is an expected aspect within the role of the social worker.

The British Association for Social Workers defines social work as a profession that is about people. It is about improving outcomes for individuals and families by working with them and supporting them, advocating for them and signposting them to services. They will work with other agencies including education and health to ensure that service users are offered the best service available (BASW, 2014).

It is the impression of Williams that in Wales, social workers can be the voice of the service users and their families, speaking up alongside them ensuring that their interests are heard. From reading the policy document Fulfilled Lives, Supportive Communities (WAG, 2007) she understands that social workers should be “actively involved” (p.191) in the influencing of policy making at both national and local levels (Williams, 2011). This power can be used by social workers to impact on discrimination, poverty and social exclusion.

Disability Wales states that people with a disability are often disadvantaged because of society’s perceptions. When a person with a disability does not access a service this may be seen by mainstream society as a result of their impairment rather than the need for environmental changes. However many people with disabilities feel that although their bodies have an impairment it is societal barriers that cause them problems. Examples of this include badly designed buildings with no ramps or lifts and lack of accessible parking which are the problem for a person in a wheelchair, rather than the wheelchair being the problem. This hypothetical badly designed building may not only be the place of potential employment but could also be the job centre that this individual needs to access to enquire about work or the benefits office where they can find out about financial entitlements. These examples can mean the difference between a person with a disability gaining employment, escaping poverty and becoming socially inclusive and a person continuing to be socially excluded (Disability Wales, 2014). Research produced by Class (Centre for Labour and Social Studies) in association with Red Pepper dispels the myth that many people would rather claim disability benefits than work. The reality is that employers are less willing to employ a disabled person in spite of anti-discrimination legislation put in place by government which expects employers to make reasonable adjustments to their premises to accommodate people with disabilities (Class, 2013). In 2013 the UK government fronted an initiative to get more disabled people into mainstream employment through the Access to Work scheme (GOV, 2013). This initiative saw the closure of the few remaining Remploy factories, who employed mainly disabled people, with the view of supporting them into mainstream jobs rather than segregate these individuals from society. Despite the intentions of this scheme to encourage disabled individuals to become socially inclusive, an article from BBC news suggests that there are currently 30% fewer people with disabilities in employment now compared with when the factories were still in use, further excluding them from society (Fox, 2013). However, government statistics show that there has been a recent increase in the number of people finding employment through the Access to Work scheme suggesting progress is being made (GOV, 2014). The role of the social worker within this example would be to challenge the barriers faced when getting people with disabilities into employment and working with individuals to overcome them. Often, this may include liaising with family members and other agencies to ensure the best outcomes possible. In tackling social exclusion, the social worker would also need to work at a wider level, challenging services and legislation that may be oppressing these individuals and groups (Horner, 2006).

Oppression occurs due to disproportions of power resulting in dominant groups within society holding control over others leading to the creation of institutions, parliament for example. Dominant groups typically consist of white, wealthy, able-bodied males. These institutions go on to promote the interests of the dominant group, providing them with power. Those who do not have control or power therefore find difficulty in making their opinions and values heard, this can lead to oppression (Pierson, 2010).

The purpose of the social worker when embracing anti-oppressive practice (AOP) is to work holistically with an individual, understanding their circumstances and values, the distinctiveness of their situation and their self-determination whilst also challenging the effects society has on this person. The effects of oppression de-value not only the individual but other individuals within the same marginalised group. Looking again at the example of people with disabilities, the social worker should recognise that all disabled people face oppression however each individual within that group will experience that oppression differently (Horner, 2006). This allows practitioners to embrace individualisation which not only sees the individual but also sees that person on a wider platform encompassing their socio-political situation (Thomson, 2005). Placing themselves in the position of the individual allows the social worker to empathise with them, from here social workers are able to understand their values and promote the rights of the individuals. Social workers should also be mindful of how they approach people, what level of understanding the service user has and adapt to this, being aware of the language they use for example (Horner, 2006)

AOP has no permanent definition, rather a fluid meaning that changes in reflection to social, political, historical and economic factors facing the reality of the service user (Dalrymple et al, 2006).

Pierson finds that although AOP is valuable within social work practice, it is also faced with boundaries. He believes that it fails to recognise the importance of poverty within the realms of social injustice for individuals and that AOP ignores the power that neighbourhood can hold in tackling social exclusion by encouraging community participation from individuals. It is seen however as an institution that has one voice speaking for a whole community (Pierson, 2010).

Using an ecological approach, looking holistically at an individual by mapping out their connections with their society, neighbourhood and family, it is possible for the practitioner to understand how they have reached social exclusion and potentially oppression. This approach will highlight areas that need addressing which may have been missed and can aid practitioners into supporting service users into social inclusion (Pierson, 2010).

This assignment has determined what is meant by social exclusion. It is evident that socially excluded individuals and groups face great difficulty in attempting to overcome it. Discrimination and social attitudes play a part in this although I have found poverty to be the main barrier. The role of the social worker is therefore a vital component, by empowering individuals and challenging legislation and services it can be possible to tackle social exclusion. This should be done at both individual and wider societal levels. What is also apparent is that although social exclusion and oppression are closely linked they may also undermine one another. I have also acknowledged that legislation that is put in place to overcome oppression can sometimes have the opposite effect, this was found when examining the governments initiative to get more disabled people into mainstream employment. As well as anti-oppressive practice, a multi-agency and ecological approach is needed for social workers to address and overcome social exclusion, which according to the Code of Conduct set out by Care Council for Wales is an expected role within social work practice.

References

BASW (2014) Social Work Careers [online]. Birmingham, The British Association of Social Workers. Available from: https://www.basw.co.uk/social-work-careers/ [accessed on: 30/10/2014]

Care Council for Wales (2011) Code of Practice for Social Care Workers. Cardiff, Care Council for Wales

Class (2013) Exposing the Myths of Welfare [online]. London, Centre for Labour and Social Studies. Available from: http://classonline.org.uk/docs/2013_Exposing_the_myths_of_welfare.pdf [accessed on: 31/10/2014]

Dalrymple, J and Burke, B (2006) Anti-Oppressive Practice, Social Care and the Law (2e) Berkshire: Open University Press

Disability Wales (2014) Social Model [online]. Caerphilly, Disability Wales. Available from: http://www.disabilitywales.org/social-model/ [accessed on: 30/10/2014]

Fox, N (2014) What are Remploy workers doing now? [online]. London, BBC News. Available from: http://www.bbc.co.uk/news/uk-29843567 [accessed on 31/10/2014]

Gander, K (2013) Millions of families living in poverty despite being in employment says new study [online] London, The Independent. Available from: http://www.independent.co.uk/news/uk/home-news/millions-of-families-living-in-poverty-despite-being-in-employment-says-new-study-8991403.html [accessed on: 30/10/2014]

GOV.UK (2014) Access to Work: Individuals helped to end of June 2014 [online]. London. Gov.uk. Available from: https://www.gov.uk/government/statistics/access-to-work-individuals-helped-to-end-of-jun-2014 [accessed on: 31/10/2014]

GOV.UK (2013) Drive to get more people into mainstream jobs [online] London, Gov.uk. Available from: https://www.gov.uk/government/news/drive-to-get-more-disabled-people-into-mainstream-jobs [accessed on: 31/10/2014]

Horner, N (2006) What is Social Work? Context and Perspectives (2e) Exeter, Learning Matters Ltd.

ONS (2014) Social Indicators [online]. Newport, Office for National Statistics. Available from: http://www.ons.gov.uk/ons/guide-method/compendiums/compendium-of-uk-statistics/social-indicators/index.html [accessed on: 30/10/2014]

Paton, G (2013) Immigrants fil one in five skilled jobs [online] London, The Telegraph. Available from: http://www.telegraph.co.uk/education/educationnews/10424148/Immigrants-fill-one-in-five-skilled-British-jobs.html [accessed on: 30/10/2014]

Pierson, J. (2010) Tackling Social Exclusion (2e). Oxon: Routledge

Thompson, N (2009) Understanding Social Work (3e). Hampshire: Palgrave Macmillan

Trevithick, P. (2005) Social Work Skills: a practice handbook (2e). Berkshire: Open University Press

WAG (2007) Fulfilled Lives, Supportive Communities. Cardiff: WAG

Williams, C (2011) Social Policy for Social Welfare Practice in a Devolved Wales (2e) Birmingham, Venture Press

Wilson, K., Ruch, G., Lymbery, M and Cooper, A (2008) Social Work: An introduction to contemporary practice. Essex, Pearson Education Ltd

1

Critically analyse the strengths and weaknesses of using an ‘evidence based’ approach to a specific area of social work practice, referring to recent research findings in this area. Specific area: Older adults and mental health

Outlined below is an analysis of the strengths and weaknesses of using an ‘evidence based’ approach to a specific area of social work practice, referring to recent findings with regards to older people and mental health in particular. Social work practice is split into various areas in order, to effectively assist with the problems of different individuals as well as social groups such as older adults with, or affected by mental health conditions and problems such as depression and dementia. Older adults with mental health conditions do and have benefited from well-focused social work practices. The use of the evidence based approach alone or alongside other factors has the capacity to shape social work practices designed to help and protect older adults with mental health conditions.

Of course to maintain relevance as well as professional effectiveness social work practices should reflect the needs of the people being cared for not to mention altering to better practices as empirically demonstrated by the most recent research findings.^[1] As mentioned below evidence based approaches to assisting older people with mental health conditions or issues have led to suggested methods to improve the social work practices that form the basis of the services provided for those vulnerable people that need to use them being made.^[2] Social workers that are tasked with assisting older people with, or affected by mental health problems ideally should use the social work practices that have been proven to assist vulnerable older people the most. Therefore evidence-based approaches can help social workers determine the best working practices to actually use.

To begin with it can be reasonably argued that using an evidence-based approach to the specific social work practices offers social workers working with older people linked with mental health issues strengths. The need for reliable and accurate research into older people and mental health for social work practices is undoubtedly becoming more important as the British population in common with many Western societies is ageing as people are generally living for longer. ^[3]

Past and recent medical research has frequently shown that there is a strong connection between an ageing population taken as a whole and mental health issues becoming more common for older people. An ageing population raises issues and concerns for the National Health Service (NHS), and the Department for Work and Pensions (DWP), which includes the Pension Service as much as it does for social work practices.^[4]

Limited parts of medical research points to some mental health issues or conditions in older people as being preventable, and even in certain circumstances reversible. Social work practices ideally should be altered if it is possible to assist older people that can recover from temporary or reversible mental health problems to do so.

However some mental health conditions and problems affecting older people such as vascular and senile dementia cannot be prevented and reversed, though medication can delay their full onset. In such circumstances NHS or private sector health care services not to mention social work practices have to be adjusted to cope with a higher demand for their use. When possible social work practices should be altered in order to prevent, tackle, or reverse the mental health conditions and that could possibly restore older people to full health. Social work practices should also help older people whose mental health conditions cannot be reversed.^[5]

When older adults are affected by mental health conditions whether upon a short – term basis or upon a long – term basis then social work practices arguably needs to be adaptable as well as practical enough to assist those older adults more effectively. Older adults with mental health conditions may previously have been active normal people used to doing everything for them that suddenly find things much more difficult once their condition or illness becomes well established.

Ongoing medical research is slowly finding new treatments that can in the right circumstances help older adults with mental health conditions and illnesses remain as healthy as possible for as long as possible. The basic assumption here is that when older adults with mental health conditions stay healthier for a longer period of time they could therefore be less reliant upon their carers, the NHS, social security benefits, as well as the social serves provided to them by social workers.^[6]

The reversing or the delaying of the worst or most debilitating of mental health conditions in older adults can help those people to lead normal and independent lives for as long as possible. Older adults that are able to resist or overcome the worst consequences of their mental health conditions will be more likely to retain their self-dignity as well as their independence.

It is the leading of independent lives by the older adults affected to varying degrees by mental health conditions that can potentially receive the most beneficial assistance from their social workers as well as all relevant medical staff. Social work practice that enables older adults to remain in their homes and were possible within their own families gives such vulnerable people a sense of stability as well as helping to keep them in familiar surroundings.

The strengths of using evidence based approach to guide and shape social work practices towards older adults with mental health conditions are therefore in many respects straightforward to understand. As in the majority of social work fields or areas, social workers make use of an evidence-based approach to increase the effectiveness of the social work services that they actually provide to the people who require their assistance the most. Using an evidence-based approach provides data or research that provided it is gathered efficiently and interpreted accurately provides information to social workers to point out the most effective social work practices.

Using an evidence based approach has the strength of allowing the social workers who form social work practices to alter those practices to help larger numbers of older adults with mental health conditions to receive the social work services that should benefit them the most. It should also follow on logically that using an evidence-based approach would allow the resources and also the social services by the social work providers to be used most effectively. Older adults with mental health conditions can influence the type of social work provided to them by highlighting the best as well as the less effective social work practices.^[7]

At the end of the day social work practices are only there to help the most vulnerable older adults amongst other social groups and isolated individuals even though these social work practices might not always be popular with social workers themselves. The strength as well as the point of using the evidence-based approach is therefore that the best interests of the most vulnerable older adults with mental health conditions should always is taken into account.^[8] Indeed the best interests of the most vulnerable older people as revealed via the use of the evidence-based approach are incorporated into both completely new as well as revised social work practices. In theory, and also to a very large extent in practice the use of the evidence based approach is that it has the strength of providing social workers with information and indications about, which older adults that need help due to their mental health conditions and issues.^[9] The evidence based approach means social workers know where to concentrate help as well as guidance as to what kind of social work service would be most useful for these older adults.^[10]

There are actually as well as potentially sources of weakness when using the evidence based approach in forming and subsequently amending when necessary social work practices in relation to older adults with mental health conditions or issues. The evidence based approach to providing information with regard to older adults with mental health conditions is only useful in many respects when combined with other information or procedures that form the basis of social work practices.^[11]

To begin with social workers might have to make decisions with regard to the help or social services that individual older adults with mental health conditions or problems and whether or not to offer them help before the evidence based approach has provided enough information about these specific older adults.^[12] It can and indeed does take time for the evidence based approach to be gathered and evaluated before it is strong enough to alter or perhaps even entirely replace all the relevant social work practices. Social workers need to have social work practices set in place all of the time in order for them to be always able to offer vulnerable older adults their help and advice with regard to mental health conditions. When or if existing social work practices are deemed to be highly effective in helping as well as protecting older adults with mental health conditions there would have to be convincing evidence. Without wide ranging proof that the findings and suggestions from the evidence-based approach could offer profound improvements to the social work services they need not take place. It could improve the social services available for older adults that need or could eventually need to use them in the future.^[13]

One of the weaknesses of using the evidence based approach to assist in the formation and the subsequent shape of social work practices for older adults with mental health conditions is that such an approach does not take other factors or organisations into account.^[14] An over reliance upon the use of the evidence based approach to drawing up social work practices to assist older adults with mental health conditions is that a narrowly focused concentration on such an approach could lead to an underestimation of other actors.^[15] Social workers could underestimate the importance of other private sector and public sector bodies, groups, and organisations that offer services to older adults. Other private sector and also public sector bodies, groups, and organisations offer services to older adults with mental health problems either because the government tasks them with doing so, or because they can make money from doing so.^[16]

In reality this weakness of using the evidence based approach when drawing up social work practices is not really a problem. This weakness is not a profound or serious problem because social work departments are used to working with private sector as well as public sector bodies, companies, groups, and organisations when they set out to deliver social services to the general public taken as a whole.^[17] Providing the appropriate services for older adults with mental health conditions really is an example of public services being delivered by a whole host of private sector as well as public services groups, organisations, and agencies.^[18] Alongside social work departments, the DWP, the NHS, private sector care homes, local authorities, as well as charities for older adults and people with mental conditions provide services.^[19]

The weaknesses of using the evidence based approach for developing social work practices for assisting older adults is that the evidence might not be as complete as would be helpful to social workers. Research into the affects and consequences of mental health issues or problems for older adults has arguably proved insufficient until recently given the ageing populations within the majority of Western societies.^[20] Older adults with dementia or similar mental health conditions frequently need a great deal of care and support as do their carers, and also their families in order to cope with the consequences of severe mental illnesses. Sometimes it is the spouses, the children, or indeed other relatives of the older adults with the more pronounced mental health conditions who can be most adversely affected by the worst consequences of their loved ones’ illness.^[21]

There are weaknesses that the evidence based approach towards setting social work practices for older adults with mental health conditions relating to the limited scope of that approach. Research into older adults with mental health problems and conditions has not always examined the ill affects that such conditions have upon the carers and the relatives of the people with the illnesses or health complaints. ^[22] On a practical level social work practices can be as much about supporting tired or distressed close relatives and carers as it is about assisting the older adults afflicted with or by poor and worsening mental health conditions.^[23] When mental health conditions, issues, or problems adversely affect older adults then it can strain their relationships with their close relatives, especially their spouses or children, which in turn causes stress to all of them. Strained relationships between older adults with mental health conditions and the close relatives caring for them can lead to those older adults moving into care homes and hospitals rather than been cared for at home. Helping older adults with mental health conditions get better can have the benefit of allowing some of them to continue working or indeed to start working again.^[24]

To conclude it has been argued that the use of the evidence based approach to draw up and shape social work practices in relation to older adults with mental health conditions can offer strengths as well as weaknesses to social workers. The evidence based approach to drawing up or shaping social work practices for older adults with mental health conditions offers the strengths of providing social workers with relevant information and data to draw effective policies. The information and data from the evidence based approach research allows social work departments to increase the effectiveness of their social work practices towards older adults with mental health problems. The main weaknesses of using the evidence based approach towards forming and amending social work practices is that it can cause a delay in relevant information being used by social workers, and that it can underestimate the part that other organisations play in providing services to older adults.

Bibliography

Audit Commission / Better Government for Older People – Older People, independence and well-being: The challenge for public services, Public Sector Briefing

Bowers H, Eastman M, Harris J, & Macadam A (2005) Moving out of the Shadows – A report on mental health and wellbeing in later life, Health & Care Development Ltd, London

Brooke L and Taylor P, Older workers and employment: managing age relations, Ageing society 25, 2005, 415-429, Cambridge University Press

Department of Health, A Sure Start to later life, Ending inequalities for older people, January 2006

Estes, C.L. Biggs, S. and Phillipson, C. (2003), Social Theory, Social Policy and Ageing – A critical introduction, Open University Press, Maidenhead

Maria Evandrou and Karen Glaser, Combining work and family life: the pension penalty of care, Ageing and Society 23, 2003, 583-601, Cambridge University Press

House of Commons Committee of Public Accounts, – Improving Public Service for Older People, Twenty- Ninth Report of Session 2003-04 (May 2004)

Riseborough M & Jenkins C (April 2004), Now you see me…now you don’t – How are older citizens being included in regeneration? Age Concern, London

Vincent, J., Phillipson, C. & Downs M., (eds) (2006) The Futures of Old Age, Sage

1

During the last two decades social care for older adults in England has witnessed many significant changes. Implementation of the community care reform, privatisation of the social care and Direct Payments have had an impact on the social work as a profession to date. In the first part of the literature review I would like to give an overview how all of these initiatives shaped present social work practice for older adults and then focus strictly on personal budgets and recent research of the practice.

‘Traditional’ social work characterises working closely with the service user, building very much needed relationship, assessing problems, making a judgment about coping abilities, looking on range of resources and at the end making an informed professional judgment about the best way to support service user (Lymbery, 1998). Dustin (2006) presents ‘traditional’ set of skills such as communication and interpersonal skills, use of self, negotiation and mediation skills as well as appreciation of organisations and procedures as a core of the practice. In the 1980s government’s concerns about increasing number of older people as well as running very expensive residential care have been a driver for transformation delivery of social care (McDonald, 2010). Furthermore, and most significantly, a new Conservative political view included:

“a belief in the greater economy, efficiency and effectiveness of private sector management; consumerism; the virtues of competition and the benefits of a social care market; and a deep mistrust of public service professions and their claims to special knowledge and expertise” (Lymbery, 1998, p. 870)

had its reflection in implemented legislations and community care reforms. The White Paper Caring for People: Community Care in the Next Decade and Beyond and The NHS and Community Care Act 1990, implemented in 1993, introduced care management and changed the role of the social worker in statutory sector. Hugman (1994, p.30) argues that “the care management is a move away from professionally defined responses to need to managerialist responses dominated by resource priorities”. McDonald (2010, p. 28) also states that “professional discretion has to a large extend been replaced by formulaic approaches to assessment and service eligibility”. Community care reform imposed on practitioners to focus more on the processes and on more complex bureaucracy what affected other aspects of care managers/social workers practice such as limited and formal contact with the service user and therefore difficulties in building up relationships with the client, reduced emotional support, counselling role, advocacy role, group work, less attention to monitoring and reviewing (Lymbery, 1998; Postle, 2002; Weinberg et al. 2003; Carey, 2008). Carey (2008, p. 930) states that:

“the quasi-market system has also helped to create a complex administrative system based around the management of contracts, assessments, care plans and a seemingly infinite variety of bureaucratic regulations and procedures. Most such tasks are relentlessly processed by often perplexed care/case managers, many of whom quickly begin to question any initial motivations to enter social work”.

Lymbery (1998) points out that more administrative system and budgetary constraints took away from practitioners a sense of traditional role and increased monitoring of social workers’ decisions. It has been argued, that key community care reform objectives such as a wider range of choice of services, reducing unnecessary paperwork, meeting individual needs in a more flexible and innovative way have not been achieved (Scourfield, 2006; Carey, 2008).

The next important step for the shape of present social care has been introduction of direct payment schemes. The British Council of Disabled People (BCODP) presented findings of their research in publication Cash in on independence with evidence that directly provided services were inflexible, unresponsive, unreliable and take away service users’ control over the support (Zarb and Nadash, 1994). The BCODP also proved that direct payments can be cheaper and at the same time can provide a higher quality of support (Glasby and Littlechild, 2009). Under the pressure of sustained and strong campaign for reform from the BCODP and other bodies, the government finally implemented The 1996 Community Care (Direct Payment) Act (Glasby and Littlechild, 2009). The Act allowed making cash payments by local authorities to individuals to arrange their own support (McDonald, 2010). In 2000, direct payments were extended to other service user groups and from now on older adults could also benefit from it (Glasby and Littlechild, 2009).

Following direct payments, in 2003, the charity organisation in Control, focused on people with learning disabilities, developed the new way of organising care called self-directed support (Glasby and Littlechild, 2009). Browning (2007, p. 3) states that “the introduction of self-directed support is potentially the biggest change to the provision of social care in England in 60 years”. The terminology has developed during the process of implementation of this concept. By 2004 in Control started using the term ‘individual budget’ which describes budget from several different streams such as the Access to Work; the Independent Living Fund; Supporting People and the Disabled Facilities Grant; local Integrated Community Equipment Services, adult social care and NHS resources. In the pilots where funding streams were not integrated and projects relied on social care funds the term personal budgets was being used (Glasby and Littlechild, 2009). The in Control Partnership desire was to have their concept to be fitted to the existing social care arrangements, to free up available resources, which were “tied up in existing buildings and pre-paid services” and to allow people to use them flexibly and creatively (Glasby and Littlechild, 2009, p. 77). The aim of personal budgets was to shift power to service users by adaptation to the way of allocating resources, controlling and using the support (Routledge and Porter, 2008).

At the same time the government was facing challenges such as aging population, care within the family becoming less an option, more diverse communities, higher expectation form the service as well as continuing desire to retain by people control over their lives as much as possible, including risk management (DH, 2005; HM Government, 2007). Older adults are the largest group of recipients of social care with more than a one million in 2006 (Leadbeater et al., 2008). The number of people of state pensionable age is gradually increasing with twelve million in mid-2009 (ONS, 2010). Some of the above factors have been a drive for government’s increasing interest in a personalised system as a way of saving cost in already constrained budget (Glasby and Littlechild, 2009). From 2005, numerous documents such as Independence, Well-Being and Choice, Our Health, Our Care, Our Say: A New Direction for Community Services, Opportunity Age and Improving the Life Chances of Disabled People, Transforming Social Care stated government’s support and shift towards personalisation (Routledge and Porter, 2008). In 2007, The Putting People First concordat informs about reforms to transform the system, based on ?522 million Social Care Reform Grant, to include service users and carers at every step of organising care (HM Government, 2007). Although the government states the way forward, it gives little explanation what it will mean for the front-line practitioners, for their roles and tasks required under new arrangements (Lymbery and Postle, 2010). It states

“the time has now come to build on best practice and replace paternalistic, reactive care of variable quality with a mainstream system focussed on prevention, early intervention, enablement, and high quality personally tailored services” (HM Government, 2007, p 2).

The Putting People First concordat (2007, p. 3) also says about more active role of agencies, emphasises greater role of self-assessment, therefore giving social workers more time for support, providing information, brokerage and advocacy. It also underlines importance of person centred planning, self directed support as well as personal budgets being for everyone. Glasby and Littlechild (2009, p. 75) define personal budget as:

“being clear with the person at the start how much money is available to meet their needs, then allowing them maximum choice over how this money is spent on their behalf and over how much control they want over the money itself”.

The recently published, in 2009, Working to Put People First: The Strategy for the Adult Social Care Workforce in England states a bit clearer roles and tasks of front-line staff under new arrangements and recognises social worker’s role as a central in delivering personalised service.

“Social workers play a key role in early intervention, promoting inclusion and developing social capital as well as safeguarding adults in vulnerable circumstances. They are skilled at identifying models of intervention, some therapeutic, some task centred and working through with people the outcomes to be achieved. They also undertake navigator and brokerage roles as well as supporting self-assessment” (DH, 2009, p. 34).

However, Lymbery and Postle (2010) points out that the strategy does not explain who will be undertaking specified roles and tasks, “we have the right people doing the right roles and not using highly skilled workers for lower skilled tasks” (DH, 2009, p. 33), and therefore the situation from community care reforms replicates where introduction of care manager denied the unique position of social worker. On the other hand, Glasby and Littlechild (2009) point out that the change of the social workers’ role from focusing on assessment to support planning and review will give more chances to work in partnership with service users to support them, what was the reason for many to come to the social care profession.

Implementation

There is an agreement that social workers’ motivation and support are crucial for the success of personalisation and based on their education and experience they are best-placed to fulfil roles and tasks in the new arrangements (Tyson et al. 2010; Samuel, 2010). Results from Community Care and Unison this year survey regarding impact of personalisation on social workers reviled that 88% of respondents had recognised some impact on their job, with 40% saying it had been positive and 29% negative (Samuel, 2010). Two years ago in similar survey, negative impact of personalisation claimed only 18% of respondents (Samuel, 2010). One of the most important evaluation of personalised budgets undertaken by IBSEN (2008) indicates that practitioners attitude towards the new system was based on the positive experiences of service users, strong leadership from managers or implementation team. On the other hand, hindrance for positive experience included “high workloads, poor information and training about IBs, and the lack of clarity about detailed processes as new systems were put into place” (Glendinning et at., 2008, p.22). The IBSEN study also indicates that inclusion of front-line practitioners in developing documentation and processes was key factor for successful implementation. The limitations of the IBSEN study are that it have been conducted in very tight timescales and with continues policy changes and delays, however it is a crucial research on the early impact of individual budgets (Glasby and Littlechild, 2009). My research study will examine in depth the experiences of front-line practitioners of implementation of the personalisation and will also look at their positive and negative drivers.

Bureaucracy

The Community Care survey has found that two-thirds of respondents experience increase in bureaucracy as a result of transformation (Samuel, 2010). There has been an indication in the IBSEN study, two years earlier, that completing assessment and other office based duties was time consuming, however this increase was not significant. Although increased bureaucracy was an effect of more administrative approach of care management after community care reforms (Weinberg et al., 2003), it has been pointed out by Richard Jones, president of the ADASS, that some councils had over-complicated processes such as self-assessment and support planning (Samuel, 2010a). My research will provide in depth insight of the administrative role of the front-line practitioner in current system.

Processes

The social workers’ experiences varied significantly regarding assessment process based on self-assessment, with some seeing it as a complete transformation, where for others it was a move towards further development of practice (Glendinning et al., 2008). At the beginning working in dual assessment systems has been recognised as a major challenge (Glendinning et al., 2008). Moreover, the view of social workers from Community Care survey match with opinion form IBSEN study that self-assessment was not giving complete picture of a person’s needs, with no focus on risk, issues regarding carers and their needs, and putting at risk social workers skills and professionalism (Glendinning et al., 2008; Samuel, 2010). The in Control report of the Second Phase (Hatton et al., 2008) sees self-assessment approach as the way to reduce the process and at the same time social workers’ time on this task. On the other hand, Lymbery and Postle (2010, p. 11) point out that assessment is “at the heart of what social workers do” and that not all service users have a ability and knowledge to recognise their needs and then to find appropriate ways to address these needs. Front-line practitioners reported that self-assessment usually has been undertaken with support from a family member or a friend, which has been seen as essential support (Glendinning et al., 2008). It can be seen as a potential ground for conflict of interest between service users and carers with examples such as need for respite care or risk within home setting (Lymbery and Postle, 2010). On the positive side, some front-line practitioners indicated that self-assessment shows that “peoples’ views were taken seriously and as having the potential to generate positive discussions about needs and outcomes” (Glendinning et al., 2008, p. 147). The IBSEN study recognises that social workers’ involvement in this process in work with older adults may be of more importance. Older people become more isolated, have less available support from family, they tend to under-assess their own needs as well as do not perceive their behaviour as creating risk (Glendinning et al., 2008, p. 147). CSCI (2009, p. 137) back up above points regarding assessment stating that “In practice, and particularly for people with complex needs, self-assessment entailed intensive support from care managers, more demanding of staff time and skills than traditional professional assessment”. However, Community Care survey (2010) showed that two-third of social workers did not have enough time with service user to support self-assessment.

In support planning process, exploring options, co-ordination, building confidence and empowering service users and carers were the main roles and tasks mentioned by care co-ordinators (Glendinning et al., 2008, p. 147). Many co-ordinators taking part in IBSEN study admitted that the focus on outcomes had an important impact on their practice. Some participants said that one of their roles was to translate the information given by service user in order to produce a meaningful plan. One of the key issues, raised by practitioners, was confusion whether allocated monies based on for example personal care needs could be used flexibly to purchase other services. Further source of confusion and frustration for front-line staff as well as service users and carers, reported in the IBSEN study, was regarding the material good allowed to be purchased and whether family member could be paid for provided support. Specifically regarding older adults, the issue has been raised that their “needs tend to change much faster, therefore a support plan may be out of date within a couple of months” (CSCI, 2009, p. 140). In relation to support planning, the Resource Allocation System (RAS) has been perceived by front-line staff as purely mathematical, easy to use tool, on the other hand, some practitioners said that such mechanical approach to allocation of resources cannot fairly and accurately distribute resources due to complexity of service users’ needs and circumstances (Glendinning et al., 2008). This research will look at the experiences of front-line staff regarding assessment process, support planning as well as resource allocation in new arrangements.

Risk management

In CSCI report (2008) there is indication that the new arrangements for social care might increase the level of risk for service users. This issue arise especially where service user with complex needs is involved, as he/she might not be able to show distress (CSCI, 2008). Lymbery and Postle (2010) state that critical in terms of safeguarding in new arrangements is to retain professional engagement with service user. The IBSEN study states that giving service users more responsibilities and therefore more risk was in personalisation philosophy from the very beginning and also recognises that it is a difficult shift for care co-ordinators (Glendinning et al., 2008). Front-line staff had concerns that money could be spend inappropriately by service users, that they might not have appropriate skills and experience to employ PAs, that PAs had proper training to provide for example personal care tasks in safe and effective way (Glendinning et al., 2008). Contrary to that, in Control Third Phase evaluation (2010, p. 73) evidence suggests “that people feel and are safer when they are In Control of their support and their money and they can determine what happens around them on a day-to-day basis”. In in Control study 60% of professionals said that there was no change in risk management from the start of Personal Budgets (Tyson et al., 2010). On the other hand, Community Care survey (Lombard, 2010) found that 37% of social workers do not know what to do when care arranged by service user puts him/her at risk. My research project will examine in depth the view of front-line staff regarding risk assessment and implication, if any, of shifting more responsibilities to service users.

Training, knowledge and skills

The IBSEN study found out that most of the care co-ordinators had training provided before implementation of the individual budgets, however there was some who did not have any before undertaking first IB case (Glendinning et al., 2008). The participants in the IBSEN study said that training was focused more on the idea and philosophy behind individual budgets, and did not concentrate enough on processes (Glendinning et al., 2008). Successful in terms of informal training were recognised interactive activities such as team meetings, meeting with IB team workers and development officers and peer support development groups (Glendinning et al., 2008; Lombard, 2010). The Community Care survey on personalisation shows that there are significant knowledge gaps amongst social workers (Lombard, 2010). 63% of respondents admitted the need for brokerage skills, with only 31% stating that they have them. An understanding of the key terms and overall knowledge about personalisation has improved (57%), however 14% of social workers still understand little or nothing about individual and personal budgets (Lombard, 2010). Only 49% of practitioners said that they feel they have enough knowledge about employing personal assistant (Lombard, 2010). My research will examine the experiences of front-line practitioners regarding received training as well as subjective opinion about skill gaps in their practice.

Mindset, culture

The need for cultural shift and change of mindset of service users and practitioners has been recognised in several publications as one of the most important issues (Glendinning et al., 2008; CSCI, 2009; DH, 2010). The CSCI report (2009) shows that it was not expected from older adults that they will appreciate additional responsibilities in managing individual/personal budgets, however in some sites more older people decided to have Direct Payment and to manage the money by themselves. In addition, in Control report (2010, p. 135 – 136) shows that by the end of 2009 30.000 people were having Personal Budgets across 75 local authorities with older people being the largest group of receivers (53%). The in Control evaluation was based on online data voluntarily shared by local authorities, however there was no requirement on authorities to share data as well as not all authorities included breakdown by social care group, therefore the information from this report does not show an accurate national picture (Tyson et al., 2010). The Personal Budgets for older people – making it happen guidance (2010) emphasises importance of sharing successful stories and cases in order to challenge front-line practitioners’ stereotypes and increase positive attitude towards older people as a recipients of personal budgets.

Resources

In this year Community Care survey 36% of respondents said that resources have been the biggest barrier for successful implementation of personalisation. Moreover, based on the information about planned cuts in public sector by the current government, 82% of respondents said that this will slow down the progress of personalisation (Samuel, 2010). It has been pointed out in several publications (Glendinning, 2008; Carr and Robbins, 2009; Samuel, 2010) that front-line practitioners using only public resources face significant challenges in exercising choice, control and independence of service user and his/her own creativity. It is well pictured in this quote “this is more difficult when a budget is strictly for personal care that is essential – the equivalent of 30 minutes’ washing and dressing a day is not going to allow much creativity” (Fighting Monsters, 2010). Social workers under new arrangements will still be responsible for control expenditure with “funding targeted at those most in need” (HM Government, 2008, p.9) what clashes with one of the key principle Putting People First which is prevention and early intervention (Lymbery and Postle, 2010). This research project will examine in depth the view of front-line staff about using of existing social care resources in order to fulfil policies principles and meet older adults’ needs.

Services

In the CSCI report (2009) it has been emphasised that to allow people to exercise choice and control and to feel independent, together with transformation of the system, the existing services need reconfiguration. At the moment “services are limited and insufficiently flexible, where day services are traditional and predominantly based in buildings, and where block contracting arrangements limit the range of services on offer” (CSCI, 2009, p. 148). The Community Care survey (2010) found out that 56% social workers have noticed that services such as day centres are being closed down on the assumption that using personal budgets will mean reduced use of such services. Services, especially from local authority, will have to by attractive, flexible to needs, affordable, price competitive, sustainable, well structured and managed to meet service users’ needs (Tyson et al., 2010). My research will examine social workers experiences of changes in structure of services for older adults with the emphasise on increasing their choice, control and independence.

Introduction:

In United Kingdom health and social care is a team that provides integrated service about it. This unit grows absorbing the values and principles that corroborate the application of all who work in it. Health and social care is generally called “HUMAN SERVICE” in Canada and U.S. They give security to the patient and ensure that during treatment they won’t face any problem. They can take treatment safe and secure. Confidentiality, Communication, Promoting anti-discrimination, Rights, Acknowledgment is some principles o it. Confidentiality means keeping information secret. Patients don’t want to show their records. Communication is very important for this sector. It is a common allowing access between persons or place. Anti-discrimination activities means don’t make unjust or prejudicial distinction in the treatment of different categories of people.

Task 1

A young child undergoing physical abuse from his parents:

“Make Child Protective service” This Principle I would like to follow

Children’s are often physically abusing by their parents. It makes a huge effect on their health and mind. Parents should have known about the impact of physical abusing. When a child has hit or slapped on the side of head he might injured badly. Its also causes death. Child may lost their hair or teeth and also broken bones by beating. They are depends on the adults for grew up. Sometimes we see that child is murdered by their parents. They are need love not hit. Not only parents but relatives are also providing them with love and support. Local health and social service departments can arrange parenting classes. Social workers can help the parents to understand the psychology of their children.

Solution:

Multi-agencies can promote an approach. They can promote or the welfare of the children. Common assessment framework (CAF) plays a vital role for the children. They can identify the child who is abused by his parents physically. Some voluntary organization is take responsibility to stop the child abuse. They are often working very closely to a child and their family. Child can get help from them. They provide this child health treatment. Agencies can make them sure to their security system. Their motto will be we don’t need more we service more. Its mean that they don’t want more they want to serve the survived person. Inter-personal agencies can do something to eradicate this problem. Child abuse is a crime they can aware this around the people. They can arrange a psychological treatment to the parents who are psychological abnormal and hit their children.

(b) A wife whose partner is subjecting her to domestic violence:

“Promoting Anti-discrimination practice” This Principle I would like to follow

Domestic violence is comes from the discrimination between two people. Women’s are the victim of this abuse. It can be physical, sexual, mentally. It often occurs because the spouse of the women thinks that abuse is the accurate justice. Domestic violence is a complicated matter that needs sensible handling by health and social care professionals. Health and social care specialist, commissioners may take some steps to prevent it. They can contract with them who are experience domestic violence and abuse. Then make them aware of the social impact for this violence.

Solution:

Multi-agencies are aware of gender discrimination. They are work or it. Some agencies are taking some essential steps to stop it. If a women facing domestic violence she has a right to stop it. Domestic violence is caused for many reasons. If two spouses mentality is not same, If they are not educated, If two persons society is not same. The problems are small but the impact is not small. Multi agencies are making some policies to eradicate the problem. They can make this problem solve by consulting with them. If women face this type of violence she should confirm the others. She should want divorced from her spouse. The men who are occurring this violence are indicated and give them the hard punishment. Gov should regulate a strong act against the domestic violence. Multi agencies can give the affected women’s free medical treatment. They should provide them security. The un-job women are facing this problem. I agencies arrange job for this women’s for the betterment of their life.

(c) A young person living in a home for people with learning disabilities

“Increased Acknowledgment” This Principle I would like to follow

Disability means a person who are lack of experience, education, knowledge, manner, manage. Learning disability mean unexpected gap between a person’s level of experience. If a young person lives in a house which people have no knowledge, he can’t learn anything. Young boys live with his family which members are not educated, and then the young person does not understand the value o education. He don’t lean the social behaviors and articles. He is not aware of the health. Family is the primary stage of person’s acknowledgement.

Some learning disabilities are listening, speaking, reading, writing and spelling. The learning disability person have problem with concentration, memorizing something. If one is not listening he is a problem to learn.

Solution:

Some multi-agencies are working or people with learning disabilities. Their motto is give more and takes less. Agencies are beyond health and social services. They identify some people who have this problem. They are participating in some form of joint working..They are make relationship among the contestants and creating opportunity to work together. They can make a promotional program. They build a school for this type of person who is facing the problem lack of learning disability. They are making social aware of this problem. This type o person is not accepted easily in society. They are isolated by some narrow minded person. Because of this people awareness is very important. Health and care service are give them medical treatment to overcome this. When a child born If it has this problem so immediately he have to start the treatment.

Task 2

Role of Care Standard Act, 2000

Care Standard Act (CAS) 2000 was activated on 20 July 2000. It is following two white papers which are produced by the govt. in 1998 and in 1999.

It is establish by a national care standards commission. The role of this act is very meaningful. This legislation is establish to make act for the adjustment and regulation of

Summary of this act:

Establish a new and self-sufficient regulatory for social care and voluntary healthcare service.
Improvement of the care standard
Establish new councils for registration of social care workers
Gov has to introduce necessary standards of health and social care.
Reducing the poor providers.
Residence limitations such as – disposable income. Less entry to benefits. Incentive work, less independence and ordinary life.
The main motto of this act is to reform the ordinance system for care service in UK and Wales.

This act is playing a vital role on the standard health and social care.

Government can establish policies for the implementation of the health service. This sector has many policies to make the people useful. Local policies developed the service sector beneficial for people.

The regulation of care 2001:

The care homes regulations 2001 is now working under a new function of domiciliary care. “the children’s homes regulations 2001”. It is amendment with relation to “the care standard act”. A care home must be registered. Accommodation can be registered if they provide standard degree of care. It also defines that personal care should not include any activities which are done by regulation. It works independently in April 2002 under the regulation of care act 2001.

The objective of this is act:

Keep people safe.
Promote dignity
Support independence
Regulation the care service
School care system
Care home for the children and youngsters, and aged people.
Hospital care system.
Welfare of users
Personal plane
Fitness in relation to child minding;
Fitness of managers;
Facilities in care homes;
Medical practitioners in care home;

GSCC code of practice:

It is a Social care council (GSCC).it running their activities in England. It is a “public body” .it has no department. It Built in October 2000. And it is developed by “The Department of Health”.

It is a record of care employees. It describes the conduct and practice required for care workers as they go their routine work. It consists of 6 care value.

Care worker must care of the rights and must promote the interest of users.
Care worker must compete to establish the faith of users and careers.
Care worker advertise the independence of work, they protected from danger as far as possible.
Care workers must respect the rights of the service.
Must uphold public trust
Must be accountable for your work and take responsibility.

Task 3

Bereavement:

A woman is recently lost her spouse. Bereaved means the reaction of loss of a beloved person by death. Some people can cope up with the situation and some can’t. In this time she get depressed. Her mentally situation is not good. She can survive from economic problem. She may be more socially isolated. She feel lonely and affair of living home alone. If she wants to get married again the society make problem. But it varies on the soceitys culture. The main problem is that she is facing the economic problem.

Some social agencies make policies to help them who are bereaved. And help them to deal with this situation. They give them psychological treatment and try to make them normal. They can ensure their security. The impact of this policy is very effective. Society can get rid of this type of problems. The care centre can give them health treatment also. They can also give the psychological counseling. They can start a job to met financial needs. She gets help from the care centre. Government can get rid of this problem.

Relocated from one country to another:

Parents relocation is give impact on the child. For bringing up a child both of them are needed. By these child are not get proper right to bring up.

Impacts:

They feel lonely at their life. Because their parents are busy and nobody can fill up the absence of parents.
They don’t know the actual manner of time, eat, speaking, learning . They don’t know how to speak? How to speak with others? This is the responsibility of their parents to give them this learns. If they are absent the child is not grew up properly.
They feel suffocated. It makes them sick too. If they are not happy they feel many heath related problem.
They are not getting help and care from their parents in their emergency situation.
They can involve in the bad culture.
They might start to take drugs.
The society might think it negatively because o the parents absence the children may face many difficulties and they might involved with violence. Ultimately, the society is facing this problem.
Parents make some solution to recover this problem. They can make the contact with their children. The opportunity of contract between them is very important to solve this problem.

Identical twins raised in a different environment

Identical twins are look alike. They are not only look alike but their like, dislike are same. It is a matter o wonder that their decisions are sometime same. Identical twins are same in behavior but also have some distinction .genetically and physically they are same but they are influenced by the environment.

This is real evidence that a twin’s baby were separated at birth. They are being adopted by different families. They are unknown to each other. They are brought up with the different culture. But both of them have abilities in mechanical drawing and carpentry.

There are some examples of some identical twins. They have matched their school subject. They like smoking and like to drink. Sometimes they got headaches at the same time of a day

Identical twins have different cultural but their behavior or habit are same.

Some similarities of them :

They are matched their school subject.
They are got headache same time
They married same type o girls/boys.
They have same abilities to work.
They have same color of their eyes
They are like to listening same type of music.
They take same decisions at a same point.

Some distinction because of bringing up different environment:

Their culture might be varying by their environment. Such as one is bring up in UK and another is in India. Both countries culture are not same.
They are differs from their food habit.
Their language is different.
They have different height or weight.

Task 4

Responsibility and duties of my (as a manager of hospital ward)

Hospital management is vigorous and an adaptable job. The duty of the manager are not same .its varies on the area. They have to skilled, knowledgeable and sharpen. They have some essential duty such as record keeping, hiring good staff, fiscal management etc.

Hiring qualified staff:

A manager is responsible for hiring staff for a hospital. It is the main duty and he has to fulfill this responsibility carefully. Staff can be nurses, administrator, doctor, surgeon, word boy and other maintainer. Manager should check their personal files and records to ensure that they are qualified for the hospital.

Record keeping:

Some hospital manager appointed someone to keep the patient records. Because he has much work to keep the facility go on .however they ensure the patient that their records are safe and secret.

Fiscal management:

It is very important role for a manager, Hiring the medical supplies, setting rate for the service. Make financial framework by implemented new program and expended old.

Make a strong security system:

Make the clinical practice is safe and effective. Make this highly protective. Patient and their relatives are satisfied.

There have some duty for a manager

Ensure my clinical practice is safe and effective.
Give extra facilities to the patient and their relatives.
Make nurses and word boy satisfied by providing their rights.
Follow a good management process.
Give confidentiality about patients report.
Daily operation
Ensure good communication between doctor and patient.

Example:

I had been work in a hospital. My designation was “ward manager”. To be a good manager you have the knowledge about the management presses. I follow a ideal management practice. During my time I hire some qualified staff for the hospital. And I hire the best supplies for surgery. That’s why the patients are satisfied and they comfort safe at the hospital.

My recommendation about these policies in order to good practice;

1. Hire a qualified staff team.

Staffs are the essential part of a hospital. A good staff makes a hospital popular. This policy can make the good practice. If my hospital doctors are satisfied their patient by giving good treatment the patient has feel. If the nurses are properly take after the patient it impacts well.

2. Make the security system good:

The security system is also managed by the manager. He has to ensure the patient that their records are safe and nobody can see this. Patients are not wanted to show their records. They want to get secret it. If the hospital manager make it sure that their records are safe it is good to the hospital facility. Make the patient sure that the hospital management are confidential to their records.

3. Follow a good management process:

A manager has to follow the best management system. He has to think about the beneficial of the hospital. A good monitoring system is important. Choose good staff. Give the staffs proper right. Give their salary on time. Make sure that the managing system is very hard.

Conclusion

Health and social care give security to the patient and ensure that during the treatment they won’t face any problem. In task 1 we talk about some social problems like child abusing, discrimination and lack of learning we discuss the solution from get rid o this problem. How multi agencies can promote some approach to give the service.

In task 2 we discuss the care standard act 2000, the role o the act and the implement o this act. This act is playing a vital role on the standard health and social care. Government can establish policies for the implementation of the health service. This sector has many policies to make the people useful. Local policies developed the service sector beneficial for people. How this act make our society beneficial. The care home regulation and GSCC code the role o this code in our society.

Task 3 is on social emotions and different behavior of people how a widow feel when she lost her husband in a age of 35, how a child facing problem If his parents are relocated from one country to another, Parents relocation is give impact on the child. For bringing up a child both of them are needed. By these children are not get proper right to bring up Identical twins are look alike. They are not only look alike but their like, dislike are same. It is a matter of wonder that their decisions are sometime same. Identical twins are same in behavior but also have some distinction .genetically and physically they are same but they are influenced by the environment.

In the last task we talk about a Manager who works at a hospital. What his responsibility to manage the hospital and how he does it properly.