Questions for Discussion
Jump to >>
Chapter 1
What kinds of learning issues arise when you begin a course of study?
How can you find out more about what style of learning suits you?
What do we mean by learning styles?
What are the ingredients of effective adult learning?
What are the differences between ‘pedagogy’ and ‘andragogy’? Which of these approaches to learning is more relevant and useful in adult education?
What arrangements do you need to make in order to balance the demands of work, and/or home against your time for study?
Chapter 2
Does work-based study enrich a vocational or professional course, or make it more difficult, or neither or both of these?
Which study skills are likely to contribute most to good assessment results?
Chapter 3
1. What changes have taken place in health and welfare policy since the Second World War?
This is a very long period to consider, more than half a century. During this period, we have seen the introduction in the 1940s of what we call the Welfare State and, from the 1980s, the reconstruction of the welfare system, under Margaret Thatcher’s Conservative government. The NHS and Community Care Act 1990 was introduced during the Conservative government’s long period in power (1979 to 1997).
2. What are New Labour and New Welfare?
New Labour was the term used to refer to the policies brought in by the incoming Labour government of 1997, still in power in 2007, more than 10 years later.
3. In what ways, did New Labour’s policies affect people who used health and social services?
Chapter 4
What kinds of divisions occur in British society?
You might consider geographical divisions as important, but we are looking beyond these to the kinds of division which are also regarded as marking out inequalities. For example, some people are more wealthy than others. In this respect, there are boundaries between different degrees of wealth. Wealth is an important division in society.
Chapter 5
What are the main ethical principles that guide your everyday life, in the UK?
What values would you regard as basic to health and social care work with people?
Chapter 6
What major conditions and illnesses can arise in:
Chapter 7
What are the main theories which guide our understanding of human development from birth to old age?
In order to answer this question, you will need to read around the different theories and have a basic understanding of the debates which take place in developmental psychology. This will entail you having some understanding of the different methods of study of different perspectives on developmental psychology.
Query ch on health promotion:
We have not spent space in this chapter discussing the psychology of health. You will find some ideas about mental health in Chapter 16 and on health promotion (see Procashka spelling? and DiClemente) in Chapter 38.
Chapter 8
Which of the following is more influential in shaping the personality of the adult: nature or nurture?
See Berk (1998) in Further Reading.
Chapter 9
What are the characteristics of abuse against adults and how may and should healthcare professionals respond?
(See Garner, J. and Evans, S. 2000 Institutional Abuse of Older Adults, London, Royal College of Psychiatrists)
Chapter 10
What main sections of the Children Act 1989 are used in child protection?
Which bodies/committees at local authority level are responsible for safeguarding children?
Chapter 11
What factors contribute to falls in residential care, especially among older people? How may they be prevented?
(See SCIE 2004 Preventing Falls in Care Homes, London, SCIE)
Chapter 12
What are individual budgets and direct payments for people who use services?
What reasons exist for the somewhat slow and patchy growth of direct payments in the UK?
What barriers exist to local authorities making direct payments to increase people’s access to education or employment as a means of promoting social inclusion?
(See Hasler, F. 2003)Clarifying the Evidence on Direct Payments into Practice, London, National Centre for Independent Living; CSCI 2004 Direct Payments: What are the Barriers, London, CSCI; Joseph Rowntree Foundation (JRF) 2004 findings Making Direct Payments Work for Older People, February, York, JRF)
Chapter 13
What are the main features of direct payments, likely to be of use to older people?
(See for general information SCIE (2005) Lewis, S. Direct Payments: Answering Frequently Asked Questions, London, SCIE
Chapter 14
What factors reduce the access of people with physical disabilities to healthcare facilities?
(See Macdonald, L. and Ritchie, A. 2005 Bridging the Gap: Improving Access to Primary Healthcare Services for Disabled People, Glasgow, Scottish Consumer Council www.scotconsumer.org.uk ; Arnold, C., Brookes, V., Griffight, J., Maddock, S. and Theophilou, S. 2000 Guidelines for Oral Health for People with a Physical Disability, British Society for Disability and Oral Health)
Chapter 15
What factors reduce access by people with learning disabilities to primary care? How may they be tackled?
(SCIE 2005 Research Briefing: Access to Primary Care for People with Learning Disabilities, London, SCIE)
What evidence is there of different rates of take up of direct payments between different ‘user’ groups of, for example, disabled and older people? What reasons might there be for this?
(See Fernandez J.L. and Kendall, J., Davey, V. and Knapp, M. (2007) ‘Direct Payments in England: Factors Linked to Variations in Local Provision’ Journal of Social Policy, 36, 1, January)
Chapter 16
What are the main ways of recognising the following in an adult:
What are the major local authority services that relate to looked after children?
Chapter 18
What are the main laws governing the administration and usage of drugs, including both illegal drugs and medicines?
What effects does drug taking by parents have upon their parenting capacity? (SCIE 2004 Parenting Capacity and Substance Misuse, London, SCIE)
Alcohol
What are the physical consequences for the body of persistent heavy drinking?
Food
What are the main symptoms of the following?
Bulimia
Anorexia nervosa?
Smoking
What responsibility do we have towards our colleagues at work in relation to preventing smoking in public places?
What laws, policies and/or health and social care practice can you think of to eliminate under-age smoking?
Chapter 20
Make a list of all the possible motives the judge in Court may have for handing out a custodial sentence to a person who has committed repeated thefts. For example, you may say ‘deterrence’, in the sense that the judge may expect the person to reflect in custody that the offence was not worth spending time in custody. Now discuss with a partner for which offences you would give a custodial offence to a 16 year old young man, a 21 year old young woman, a 65 year old man and a 65 year old woman. Justify your answer with reference to any or none of the following motives such as deterrence, prevention, retribution, revenge or rehabilitation and/or any others you wish to add.
Chapter 21
What are the main procedures governing hand-washing in health service facilities?
How do you believe these procedures should be enforced, on staff, on patients, on visitors to patients?
Chapter 22
What is the importance of hygiene in hospitals and other facilities where health and social care services are delivered?
What measures would you take to ensure hygiene is maintained in these facilities?
What sanctions would you impose on those who contravene these measures?
Chapter 23
What measures would you take to try to persuade ONE of the following to adopt a healthy diet?
Chapter 24
What preventive measures would you try to persuade an older man OR woman to take to reduce or prevent ONE of the following:
Chapter 25
What are the major organs of the body?
What functions are associated with each of these major organs?
What are the TWO major malfunctions associated with each of these organs?
What signs and symptoms are there of each malfunction?
Chapter 26
What measures can be taken to reduce chronic pain in a person suffering from the following:
A mouth ulcer
A pulled muscle in the leg
A broken bone in the foot
Incurable cancer of the pancreas
Chapter 27
The best way to manage wounds, surely, is to leave the body to repair them itself and not to intervene with these fancy new theories about healing involving this or that dressing to keep the wound moist?
Is it not morally wrong for society to sanction hospices to opt out from doing everything we can to keep cancer patients and others alive, to merely giving them pain relief?
Chapter 29
Is not far too much time spent discussing the theory of the nursing process and the social care and social work processes, without tackling the real job of helping people?
Chapter 30
Why do we have to slow the assessment procedure down by involving the health and social care user, when it’s tokenism, because the professionals know best and in the end their view will prevail?
Chapter 31
Should we not put the planning on hold until we’ve tried some of the implementation and then return to make a detailed plan afterwards?
Chapter 32
Can you make a list of all the different therapies you can find and then make a note by each of the particular health and social care needs you feel that particular therapy may be well placed to meet?
Chapter 33
In these days of scarce resources, should we not forget wasting time on reviewing and evaluating and focus all our efforts on assessing, planning and implementation?
Chapter 34
If doing the job is what counts, why do we waste time endlessly discussing? Whether we call it reflective or critical surely is irrelevant?
Chapter 35
If experimental methods using random controlled trials (RCTs) are the most credible form of research, why do we bother to carry out any other research, such as that based on qualitative methodology?
Chapter 36
Should practitioners take notice of negative feedback from people who use services?
(See Flynn, M. 2005 Developing the Role of Personal Assistants, Leeds, Skills for Care)
Chapter 37
If the priority is to improve the quality of services, why do we waste time learning, reading about and discussing theory?
Chapter 38
What are the main ideas, theories and methods on which research and practice in mental and physical health psychology are based?
What are the concepts around which we understand and work at how to be healthy and have a good quality of life?
How can we assess concepts of good mental and physical health?
How can we relate these ideas of health to health and social care practice?
Chapter 39
What are the following: Patient and Public Involvement (PPI), LINKs, Expert Patient Programme (EPP)? What part may they play in promoting better quality health and social care?
Chapter 40
If professionals are paid to provide services, what is the point of empowering people through such means as direct payments?
What is self-advocacy? Why would some people prefer self-advocacy to any form of traditional help or treatment?
Chapter 41
What are the key skills of communication you need to demonstrate in conducting an interview?
Chapter 42
What plan of treatment would you make when applying cognitive behavioural therapy to work with a woman aged 25 who still wets the bed when she becomes anxious.
Chapter 43
What are the expressive therapies? What example can you give of the use of one of them in health and social care?
Chapter 44
Which different inter-related systems are involved in work with an older couple, both physically impaired and partially sighted, one of whom cares for the other?
Chapter 45
Can you compare and contrast the role of the practitioner in humanistic counselling and in advice giving?
Chapter 46
Can you compare and contrast crisis and task-centred work?
Chapter 47
Can you list the advantages health and social care users and carers of staff working in a multi-professional team?
Chapter 48
Has partnership with parents really worked to improve the services offered to children and young people?
What progress has been made towards joint working between agencies in, for instance, child protection work since the early 1990s?
Chapter 49
Has the quality of people’s community care services actually improved since the implementation of the NHS and Community Care Act (1990) in the early 1990s?
Chapter 50
What are the main factors which determine whether a person who uses services should be offered occupational therapy as part of their care package?
Chapter 51
What checklist should the ‘good decision making’ keep on the desk, when working in a highly pressured environment where, apparently, most decisions are needed straight away, without time for consultation, and the remainder are required yesterday?
Chapter 52
What factors are likely to increase the chances of teenage pregnancy?
How do we prevent teenage pregnancy?
(See SCIE 2004 Research Briefing 9 Preventing Teenage Pregnancy in Looked-after Children, London, SCIE)
How do we define self-harm?
What factors are likely to lead to self-harm?
How may we respond to self-harm?
(See SCIE 2005 Research Briefing 16 Deliberate Self Harm (DSM) among Children and Adolescents: Who is at Risk and How is it Recognised? London, SCIE)
Chapter 53
What individual and organisational barriers are likely to prevent patients becoming involved in decisions taken about their care, such as discharge from hospital to intermediate care?
(see SCIE 2005 Research Briefing 12, Involving Individual Older Patients and their Carers in the Discharge Process from Acute to Community Care: Implications for Intermediate Care, London, SCIE)
Chapter 54
What are the main pointers to quality you would look for, when visiting a residential home and day centre with your older relative, prior to deciding on applying for a place?
Chapter 55
What factors are likely to guide you in deciding what work and what course of study to undertake, if any, in the future?
© Palgrave Macmillan Ltd - Houndmills, Basingstoke, Hampshire, RG21 6XS, England
Legal Notice | Privacy Policy | North American site | Contact us