Shared Resources

Key Themes

Chapter 1

• Learning effectively
• Work based learning
• Balancing competing demands of home, work and leisure against learning
• Learning styles

 

Chapter 2

• Time management
• Effective use of learning resources
• Making best us of lectures and contact time with tutors and other students, individually and in groups
• Working at written assignments
• Understanding feedback on written assignments, by lecturers and tutors.

 

Chapter 3

• An outline of the origins of current health and social care policy
• The main policy issues affecting health and social care services

 

Chapter 4

• outline of what is meant by sociological perspectives
• brief discussion of discrimination as it relates to health and social care
• Examination of what is meant by domestic violence and abuse.

 

Chapter 5

• values in work with people
• where our values originate
• the wider context of values in work with people.

 

Chapter 6

• the main features of the normal functioning of the human body
• the physical basis for people’s health and well-being
• the relevance of a knowledge of physiology to health and social care

 

Chapter 7

• the main features of psychology
• the main psychological theories about health and well-being
• how practitioners draw on psychological theories in health and social care work.

 

Chapter 8

• different ‘common sense’ perspectives on how we develop, grow and change over the life course
• four main groups of theories or perspectives concerning human growth and development: biological, psychological - divided into psychodynamic and behavioural perspectives - and social/environmental.

 

Chapter 9

• outline of forms of adult abuse
• the main issues arising in criminal violence in the home, often called ‘domestic violence’
• the main policy and practice responses to adult abuse

 

Chapter 10

• the policy context of child protection
• how child protection procedures work
• what direct work with abused children involves.

 

Chapter 11

• Deals with sensitive issues regarding risks to health and wellbeing and safety in practice, as well as how risk and safety are managed in delivering health and social care services
• what is meant by risk and safety
• issues raised by risk management in health and social care.

 

Chapter 12

• the basics of community care policy and practice
• the policy and legal context
• some of the main services
• issues arising in practice

 

 

Chapter 13

• the impact of ageism on people’s lives
• exploration of care and empowerment models of working with older people.

 

Chapter 14

• the main features of three main kinds of physical impairment for which society disables people – loss of mobility, loss of sight and loss of hearing
• strengths and weaknesses of the main ways of working with disabled people.

 

Chapter 15

policy context of learning disability, with particular reference to how services have changed dramatically for the better over the last 30 years of the twentieth century main features of positive practice with people with a learning disability.

 

Chapter 16

• a brief discussion of the broad categories of mental disorder
• examination of several different types of support available
• exploration of the ‘recovery perspective’ in mental health.

 

Chapter 17

• policy and legal context of children’s services
• exploration of the range of children’s services
• the main issues arising in work with children.

  Chapter 18

• legal context of drug usage in the UK
• definition of drugs and medicines and their uses
• the distinction between systemic and topical drugs
• the components of a well-managed drug regime.

 

Chapter 19

• the main social and medical problems associated with alcohol, drug, smoking and dietary disorders such as anorexia nervosa and bulimia
• some of the main approaches to working with people who abuse different substances.

 

  Chapter 20

• welfare and justice approaches to work with young offenders
• illustration of the process of work with a young offender
• an exploration of some of the main tensions in practice, eg. confidentiality.

 

Chapter 21

Nutrition is essential for life and health. This chapter deals with the following themes:

• what good nutrition entails
• the contribution of nutrition to a person’s health
• the importance of nutrition in health and social care work.

 

 

Chapter 22

• why hand hygiene is essential to health and social care work
• the elements of hand hygiene.

 

Chapter 23

• brief survey of legislation relating to hygiene
• brief examination of the fact that hygiene is at the core of good health and social care
• examination of the main types of infection to which cared for people are prone
• exploration of the contribution to good hygiene of precautions and protective equipment.

 

Chapter 24

• the contribution of bladder and bowel function to health
• some of the main causes of urinary incontinence and constipation
• examination of the management of urinary incontinence and constipation.

 

Chapter 25

• review of the basic signs of disease and ill-health in a person
• some of the main examples of conditions and diseases which could be responsible
• Warning of the dangers of ill-informed attempts to diagnose.

 

Chapter 26

• the nature of acute and chronic pain
• how to assess pain
• how to manage pain.

 

 

Chapter 27

• different kinds of wounds
• how health and social care workers should respond to and manage wounds.

 

Chapter 28

This chapter uses a detailed discussion of one case to show:

• what is involved in palliative care
• the process of palliative care
• how a multi-professional approach contributes to palliative care.

 

 

Chapter 29

• overview of what is meant by ‘process’ in health and social care practice
• outline of each of the four stages

 

Chapter 30

• meaning of assessment in health and social care
• three main models of assessment
• the single assessment process

 

Chapter 31

• what is involved in health and social care planning
• developing and writing an effective plan
• issues relating to the planning process.

 

Chapter 32

• meaning of implementation and intervention in health and social care
• different approaches and methods
• tensions in practice.
• the implementation process.

 

Chapter 33

• What is meant by ‘review’ and ‘evaluation’ in health and social care
• processes of review and evaluation
• issues in practice.

 

Chapter 34

• distinguishing reflective and critical practice
• reflecting critically on an example of practice.

 

Chapter 35

• the nature of research
• complications arising in doing research
• what is involved in carrying out ethical research.

 

Chapter 36

• Definition of quality assurance
• policy and legal context of measures to assure quality in health and social care
• how quality assurance operates
• how complaints and whistle blowing contribute to quality assurance.

 

Chapter 37

• the meaning of ‘theory’
• the meaning of ‘practice’
• process of integrating theory and practice.

 

Chapter 38

• health promotion models and approaches
• relationship between health promotion factors such as disadvantage and health inequalities influencing the health of people, including barriers to health and well-being
• health promotion issues for health and social care practice.

 

Chapter 39

• policy context of the shift towards patient and public involvement
• define involvement and participation by carers and people who use issues and tensions arising in the practice of participation.

 

Chapter 40

• what is meant by empowerment
• the meaning of the word ‘advocacy’
• some of the uses of empowerment and advocacy in practice.

 

Chapter 41

• how the social sciences contribute to understanding communication
• verbal and non-verbal communication
• the ingredients of good communication.

 

Chapter 42

• main features of cognitive behavioural work
• major theories inherent in cognitive behavioural work
• main stages of cognitive behavioural work.

 

Chapter 43

• identify some of the most widely known therapeutic approaches to working with people
• discuss some of the main features of the main therapeutic approaches
• suggest some of the most appropriate uses of the main therapeutic approaches.

 

Chapter 44

• some well known therapeutic approaches to working with people
• main features of the main therapeutic approaches
• some appropriate uses of the main therapeutic approaches.

 

Chapter 45

• nature of counselling and advice-giving
• three main approaches to counselling - psychodynamic, humanistic person-centred and cognitive-behavioural
• the qualities and skills needed in a counsellor
• some of the major issues affecting the decision as to whether to counsel a person.

 

Chapter 46

• key features of emergency work, crisis intervention and task-centred practice
• circumstances in which emergency, short-term, problem-focused work is appropriate.

  Chapter 47

• defining what is meant by partnerships and teams
• exploring the implications of different styles of team leadership
• the ingredients for effective work in teams.

 

Chapter 48

This chapter is based round illustrations from practice, dealing with:

 

• the main stages of work with adults
• the sequence of work with adults
• issues arising in the work.

 

Chapter 49

This chapter works through illustrations from practice to highlight

• the main stages of work with children and families
• the sequence of work with children and families
• some issues arising in the work.

  Chapter 50

This chapter introduces occupational therapy within the multidisciplinary team. It deals with:

• practice of the occupational therapist within a health and social care setting.
• the role of the occupational therapist within the multi-disciplinary team.
• the value of a multi-disciplinary approach to clinical working.

 

  Chapter 51

• what is involved in making a good decision
• how good decisions are made.

 

  Chapter 52

This chapter uses examples from practice to highlight:

• issues arising in health and social care work with children and young people
• stages of practice
• tensions and dilemmas of practice.

 

Chapter 53

This chapter illustrates from practice the following:

• issues arising in health and social care work with adults
• the stages of practice
• managing tensions and dilemmas of practice
• Knowing how to act in response to a complaint or need to protect a vulnerable adult.

 

Chapter 54

• putting residential and day services in the context of changing policy
• what is meant by ‘good’ residential care
• what is meant by good day services, beyond mere ‘day care’.

 

Chapter 55

The main themes tackled in this chapter include checking out three key questions: where am I now? Where do I want to go from here? How can I get to where I want to go? It considers:

• The importance of reviewing and evaluating your learning to date
• recording your personal and professional development
• assessing the work and study you may consider next.