Tato učebnice vznikla v rámci projektu „Využití nových metod a organizačních forem výuky na VOŠ Jabok“ (CZ.04.3.07/3.1.01.3/3298) spolufi nancovaného z prostředků Evropského sociálního fondu, státního rozpočtu České republiky a rozpočtu hlavního města Prahy.
VOŠ Jabok získala licenci užívat texty z domény gov.uk pro vzdělávací účely. Číslo licence: C2007000284. (Public Sector Information Licence on behalf of Academy of Social Pedagogy and Theology, Prague, Czech Republic. Your licence number is C2007000284. Her Majesty’s Stationery Offi ce, Licensing Division, St Clements House, 2–16 Colegate, Norwich, NR3 1BQ, E-mail: HMSOLicensing@cabinet-offi ce.x.gsi.gov.uk)
Editorka: Ivana Čihánková
Odborné konzultace: Martina Volfová Anthony Bunday Alan Gibson
ISBN: OBSAH
Úvod ...... 5 Unit 1 – Addictions ...... 7 Unit 2 – Senior Citizens ...... 19 Unit 3 – Disabilities ...... 31 Unit 4 – Children and the Youth ...... 45 Unit 5 – Criminality ...... 59 Unit 6 – Refugees, Immigrants, Ethnic Issues ...... 73 Unit 7 – Families ...... 87 Unit 8 – Employment and Unemployment ...... 99 Unit 9 – Homelessness ...... 117 Unit 10 – Social Policy and Social Security ...... 127 Unit 11 – Education ...... 139 Unit 12 – Social services ...... 153 Unit 13 – Social and Educational Policy of the European Union ...... 165 Unit 14 – Counselling Services ...... 175 Unit 15 – Parents and Children ...... 185 Unit 16 – Projects and Grants ...... 195 Unit 17 – Humanitarian Aid, NGOs, Charities ...... 207 Tapescripts ...... 219 Vocabulary ...... 235 Index ...... 273
ENGLISH 3 FOR SOCIAL WORKERS ÚVOD
Učebnice angličtiny English for Social Workers vznikla v rámci projektu „Využití nových me- tod a organizačních forem výuky na VOŠ Jabok“ (CZ.04.3.07/3.1.01.3/3298) spolufi nan- covaného z prostředků Evropského sociálního fondu, státního rozpočtu České republiky a rozpočtu hlavního města Prahy. Učebnice je určena především studentům Vyšší odborné školy sociálně pedagogické a teo- logické Jabok, ale i dalším zájemcům působícím v oblasti sociální práce. 80 % textů v knize bylo převzato z webových stránek britské vlády – doména gov.uk. Další texty pak z ofi ciálních stránek vlády USA a České republiky a pěti dalších organizací působících v sociální oblasti. Kniha je členěna do 17 lekcí, každá pokrývá jednu oblast týkající se vzdělání, sociální politiky a sociálních služeb pro specifi cké skupiny klientů. Každá lekce obsahuje cvičení orientovaná na procvičení slovní zásoby, témata k diskusím, poslechová cvičení i náměty na dlouhodobější projekty studentů. Součástí učebnice je anglicko-český slovníček odborné terminologie s více než 1 200 výrazy. Texty a cvičení byly konzultovány s britskými odborníky na sociální práci. Texty v učebnici jsou k dispozici i na CD – namluvilo je deset rodilých mluvčích. Učebnici je možno rovněž stáhnout z webových stránek VOŠ Jabok – www.jabok.cz.
Editorka
ENGLISH 5 FOR SOCIAL WORKERS Unit 1 Addictions 1.1 Statistics on alcohol in England in 2006 In England in 2006, around two fi fths (37 %) of men had drunk more than 4 units of alcohol on at least one day in the previous week: just over one fi fth of women (22 %) had drunk more than 3 units of alcohol on at least one day in the previous week. In 2006, average weekly alcohol consumption in England was 17.0 units for men and 7.6 units for women. In 2006, a quarter (25 %) of pupils in England aged 11–15 had drunk alcohol in the previous week; the proportion doing so has fl uctuated around this level since the mid 1990s. In the United Kingdom, expenditure on alcohol as a proportion of total household expenditure has fallen from 7.5 % in 1980 to 5.7 % in 2006.
Statistics on Smoking in England in 2006 In England in 2006, smoking prevalence for adults was 25 per cent (26 per cent of men and 23 per cent of women). There was a decrease in smoking prevalence from 39 per cent in 1980 to 26 per cent in 1994, rising to 28 per cent in 1998. Prevalence has been steadily falling since then. In England in 2006, 9 per cent of children aged 11–15 reported that they were regular smokers. Girls aged 11–15 are more likely than boys to be regular smokers; 10 per cent compared with 7 per cent. Support for smoking restrictions in public places was high; 91 per cent of adults favoured restrictions in restaurants, 86 per cent at work and 65 per cent in pubs. In England in 2006 there were approximately 1.4 million NHS (National Health Service) hospital admissions with a primary diagnosis of a disease that can be related to smoking. This has increased from around 1.1 million admissions in 1996.
Statistic on Drug Use Among Young People in England in 2006 In 2006, 19 % of pupils had taken drugs in the last year, a similar proportion to 2005 (18 %) and a decrease from 21 % in 2004. As in previous years, prevalence of drug taking increased with age: 6 % of 11 year olds had taken drugs in the last year compared with 34 % of 15 year olds. In 2006, as in previous years, pupils were more likely to take cannabis than any other drug. Twelve per cent of pupils aged 11–15 had taken cannabis in the last year, a similar proportion to 2005 (11 %). Prevalence in both 2006 and 2005 was lower than in 2004 (13 %). (www.statistics.gov.uk)
What are the tendencies in drinking alcohol, smoking and using drugs in England? Find statistic data for the Czech Republic and compare them.
Topics for discussion: – Why do men drink alcohol more than women? – At what age should young people be allowed to drink alcohol?
8 UNIT 1 ADDICTIONS – Why do children start smoking so early? How to prevent them from doing so? – Should smoking in public places be restricted? – Should heavy smokers and drinkers pay higher health insurance?
1.2 Types of drugs: 1. Get high Some drugs make you feel more alert and energetic. They increase your heart rate and blood pressure – e.g. cocaine, crack, ecstasy, speed, tobacco. 2. Calm down Some drugs slow you down. They can make you feel calm and sleepy – e.g. alcohol, cannabis, gases, glues and aerosols (also known as volatile substances), tranquillisers. 3. Trip out Some drugs aff ect your mind. They distort the way you see, hear, feel and smell things – e.g. cannabis, ketamine, LSD, magic mushrooms. 4. Get knocked out Some drugs block out physical and emotional pain – e.g. heroin. (www.dh.gov.uk)
Couple the names of four types of drugs with their synonyms: hallucinogenic drugs depressants stimulants opiate type drugs “downers” “uppers”
Listen and check.
1.3 Fill in the gaps with the following expressions: your heart beats faster cool and confi dent a very strong and artifi cially modifi ed form wear off memory and concentration levels in tablets cookies you love everyone around you it can be fatal how you will react colours and sounds extremely addictive. joint
Cannabis Grass or weed = the dried, chopped leaves. Skunk = a type of herbal cannabis. Can be 2–3 times stronger than other varieties.
ENGLISH 9 FOR SOCIAL WORKERS Usually mixed with tobacco and smoked as a spliff or ……… . Can also be used to make tea or can be baked in hash cakes and ……… . Smoking a spliff makes a lot of people happy and relaxed and the eff ects can last a few hours. It can make ……… seem brighter and sharper. Some people throw up, especially if they have been drinking. Some people get anxious or paranoid. It has been linked with mental health problems, especially if these things run in the family. Smoking it increases your chances of getting diseases like lung cancer and bronchitis. Long-term use may aff ect ……… , which can hinder performance in school, college or work – in some cases causing people to give up or drop out. Skunk is ……… of cannabis, known for its powerful smell and eff ects on the mind. So be aware: skunk can really mess you up.
Crack cocain It is called crack because it makes a crackling sound when it is being burnt. Usually smoked in a pipe, glass tube or plastic bottle. Can also be injected. Makes you feel wide awake, ……… . It can give your ego a real boost, so you might end up thinking you are the world’s greatest fl irt, dancer or comedian. Crack cocaine is ……… and it is an expensive habit because the eff ects ……… so quickly. It can cause hallucinations, mood swings and masive paranoia. High doses can raise your temperature and stop you breathing and, if you overdose, ……… . Heavy users often get anxious and paranoid, have trouble sleeping and feel sick quite a lot.
Ecstasy Ecstasy sold on the street usually doses ……… . It also comes in all sorts of colours and designs and it is getting more common to see it sold as powder. You have loads of energy. Sounds, colours and emotions feel more intense – you might feel like ……… . Ecstasy can cause anxiety, panic attacks and confusion. It raises your temperature and makes ……… . There have been over 200 reported ecstasy-related deaths in the UK since 1990. You never know what you are getting with an E or ……… . (www.dh.gov.uk) Listen and check.
1. Sum up the eff ects of the above mentioned drugs. 2. Find the information about 1–2 other drugs – e.g. volatile substances, heroin etc.
1.4 Consequences of drug misuse Socially and environmentally, drugs take their toll. Because drugs do not just aff ect the people who use them: they impact on the lives of people who become victims of drug-related crime and on those who have to live with the mess that drug users leave behind. They also aff ect workers in other countries who grow the raw materials and the people who are involved in smuggling and transportation. With drugs like cocaine, speed and ecstasy the high is followed by a comedown when you might feel tired, depressed and paranoid for a few days. It does not always begin the day after you have taken the drug – sometimes
10 UNIT 1 ADDICTIONS it could start a few days later. With ecstasy it typically lasts up to three days, with symptoms at their worst on the last day (weekend clubbers call it “mid-weekfl u”).With crack cocaine the comedown is more of a crash and you might crave more of the drug. When they crash, some people can get aggressive or violent. Alcohol misuse is associated with a wide range of problems too, including physical health problems such as cancer and heart disease; off ending behaviour and domestic violence; suicide and deliberate self-harm; child abuse and child neglect; mental health problems which co-exist with alcohol misuse; and social problems such as homelessness. (www.dh.gov.uk)
Topics for discussion: – Why do people take drugs? – Pros and cons of legalization of cannabis. – Why is Ectasy so popular? What are its dangers? – Health and social consequences of taking drugs.
1.5 Models of Care for the treatment of drug and alcohol misusers
A) The intervention consists of: 1. Specifi c information, advice and support. 2. Liaison services, e.g. for acute medical and psychiatric health services and social care services (such as child care and housing services and other generic services as appropriate). 3. A range of evidence-based prescribing interventions, in the context of a package of care, including medically assisted withdrawal (detoxifi cation) in inpatient or residential care and prescribing interventions to reduce risk of relapse.
B) There is a wide range of types of residential rehabilitation services, which include: 1. Drug and alcohol residential rehabilitation services whose programmes suit the needs of diff erent service users. These programmes follow a number of broad approaches including therapeutic communities, 12-step programmes and faith-based (usually Christian) programmes, residential drug and alcohol crisis intervention services (in larger urban areas). 2. Inpatient detoxifi cation directly attached to residential rehabilitation programmes. 3. Residential treatment programmes for specifi c client groups (e.g. for drug-using pregnant women, drug users with liver problems, drug users with severe and enduring mental illness). Interventions may require joint initiatives between specialised drug services and other specialist inpatient units. 4. “Second stage” rehabilitation in drug-free supported accommodation where a client often moves after completing an episode of care in a residential rehabilitation unit, and where they continue to have a care plan, and receive keywork and a range of drug and non-drug-related support.
ENGLISH 11 FOR SOCIAL WORKERS C) The aim of aftercare is to sustain treatment gains and further develop community reintegration. Aftercare may include drug-related interventions such as open-access relapse prevention or harm reduction. It may also include non-drug-related support such as housing, access to education, and generic health and social care. The aftercare plan should include measures that cover possible relapse and ensure swift access back to treatment if required. 1. Drug-related support could include open-access relapse prevention, mutual support groups (e.g. Alcoholics Anonymous, Narcomans Anonymous or equivalent user-led groups), and advice and harm reduction support. In addition a range of open-access and low-threshold interventions should be available to provide specifi c interventions to people who have completed treatment, but who may want or need to have occasional non-care-planned support. 2. Non-drug-related support can cover a range of issues such as access to housing, supported accommodation, relationship support, education and training, support to gain employment, and parenting and childcare responsibilities. In addition, women’s services, peer mentor programmes and other social and activity groups can form elements of non-drug-related support. (www.nhs.gov.uk)
1. Describe the types of services. 2. What are the most important principles of each step? 3. Find more information about some of the methods of treatment mentioned in the text – e.g. mutual support groups, community programmes etc.)
1.6 1. This is a part of a questionnaire for primary school children. Make other 5–6 questions. 2. Suggest some eff ective strategies to prevent children from taking drugs. Questionnaire I. Do you think it is OK for someone your age to do the following? Try smoking a cigarette to see what it’s like. Try drinking alcohol to see what it’s like. Try getting drunk to see what it’s like. Try sniffi ng glue to see what it’s like. Try taking cannabis to see what it’s like. Try taking a hard drug to see what it’s like. II. Do you think it is OK for someone your age to do the following? Smoke cigarettes once a week. Drink alcohol once a week. Get drunk once a week. Sniff glue once a week. Take cannabis once a week. Take a hard drug once a week.
12 UNIT 1 ADDICTIONS III. Did the school lessons about drugs (including sniffi ng glue or other solvents, but not including cigarettes or alcohol) help you do any of these things? They helped me fi nd out more about drugs. They helped me think about the risks of taking drugs. They helped me realise that taking some drugs is against the law. They helped me think about what I would do if someone off ered me drugs. They helped me fi nd out where to go to get information or help about drugs. They helped me avoid drugs. (www.dfes.gov.uk)
1.7 Project work: 1. Prepare an informative anti-drug programme for pupils – – 9–11 years old – 12–14 years old – 15–17 years old The programme should last at least 20 minutes. You are to give them basic information about kinds of drugs, health and social consequences of taking them and the programmes to help the addicts.
2. Suggest a system of prevention and treatment programmes for drug and alcohol addicts.
1.8 Listen to the story and answer the questions: 1. What was the relation between Tom and a storyteller? 2. Which drug did Tom abuse? 3. Where did Tom work? 4. Did he have children? 5. Which mutual support group did he attend? 6. Was he arrested? 7. Why did he die?
“Tom was more than a brother-in-law to me. He was funny, intelligent, successful and, more than anything else, caring. I knew straight away that he took coke. It wasn’t covered up. He worked in the entertainment business. What do you expect? He’d been doing it for years – so what? But Tom started to change. His weight started to drop off . He started drinking extraordinary amounts of mineral water. Again our naivety was all too evident. How would we know he was saving the bottles to use to smoke crack?
ENGLISH 13 FOR SOCIAL WORKERS My sister booked a family holiday overseas with Tom and the children. But the night before they were due to fl y, Tom confessed. He knew he wouldn’t pass immigration. He had a string of drug convictions and a serious drug problem. He said he would check into rehab. Ever the player he even managed a line during the consultation. He agreed to go in and we thought the worst was over. He tried. He went to Cocaine Anonymous meetings religiously and we all enrolled in groups held by the clinic. This was our closely guarded secret and we were going to get through it without the world out there knowing. My own job – and health – was suff ering. I got calls most nights from my sister. Tom was missing. Tom had been arrested. Whatever. She couldn’t leave the children so I’d get up and drive in the dead of night trying to fi nd him. Tom couldn’t be trusted to look after the children; his dealers were regularly turning up at the house. His business had collapsed and he was becoming a danger to himself and those around him. Reluctantly my sister and Tom split up. He vowed to clean up his act. He complained that unless we started to trust him he’d never get back to normal. We felt so guilty. He embraced Cocaine Anonymous mentor programme and, let’s face it, fooled the lot of us. Two years later he was found dead in his car. He was miles from anywhere. His death certifi cate stated the cause of death was heart failure and drug ingestion. He never did make it off the drugs.” (www.nhs.gov.uk)
1.9 1. Listen to the story and answer the questions. 1. What drugs are mentioned in the text? 2. How did the girl earn money for drugs? 3. What made her change the lifestyle? 4. How long has she been living without drugs now?
2. Find out the diff erences between the text and the recording.
“I fi rst started when I was about 15 years old. All I remember is the fi rst time I did it, it was absolutely amazing. It’s very hard to get that feeling back. Unfortunately for me, I was addicted and my life changed forever. When I got to 16 it got real bad, I moved into my own fl at where there was a crack dealer who lived above me. Big mistake. By 17 I was seriously addicted to drugs and thought there was no way out. One day I met a mate of mine, who I knew was working the streets. My father had stopped giving me money. So I thought “Right, I’ve got to get money, I’ll work the streets with her”. This is when it got to the worst point. I was out on the streets every night, involved in drug dealing, earning about £800 at night and spending it the next day on crack and whatever else. You do what you need to in order to get your fi x, that’s what being an addict is about. Something had to give. I had been injecting in my arm and it got really bad and swollen. I decided to go to the doctor and he said if I’d left it for a day longer he’d have had to operate on my arm.
14 UNIT 1 ADDICTIONS And that’s when I decided I had to do something. The best move for me was going into a rehabilitation place in a clinic. Most staff are ex-users and somehow this is better, ‘cause you know they’ve been there. If I had heard my life story when I was 15, I would never have done drugs in the fi rst place. It’s taken seven good years of my life and probably more while I come out of addiction. When I was young I had no idea about what I was getting into, until I was in it too deep, too late. I’m now 22 and am living by myself and have been clean for four years – it’s been the most diffi cult thing I’ve ever had to do. I know I have lots of life ahead of me, but it’s like I’ve lived one already – and I’m lucky to have a second chance, there are lots of people who don’t.” (www.nhs.gov.uk)
Vocabulary accommodation (n), supported accommodation . podporované bydlení acute (adj) akutní, naléhavý, vážný addict (n) závislý, narkoman addict to (adj) závislý na addiction (n) . závislost admission (n), hospital admission . přijetí do nemocnice aerosol (n) aerosol alert (adj) bdělý, pozorný anxious (adj) . úzkostný, zneklidněný, dychtivý appropriate (adj) vhodný, přiměřený, náležitý approximately (adv) přibližně, asi artifi cially (adv) . uměle, nepřirozeně boost (v) zvýšit, zesílit, pozvednout bronchitis (n) zánět průdušek, bronchitida cannabis (n) konopí, hašiš care (n), inpatient care . lůžková péče, hospitalizace care (n), residential care rezidenční péče, . péče v pobytových zařízeních care, aftercare (n) následná péče, ochranný dozor certifi cate (n), death certifi cate úmrtní list cocaine (n) kokain comedown (n) zklamání, ostuda confess (v) přiznat (se), doznat (se) confusion (n) zmatek, zmatení
ENGLISH 15 FOR SOCIAL WORKERS consultation (n) . porada, konzultace consumption (n) . spotřeba conviction (n) přesvědčení, usvědčení, . odsouzení crack (v, n) praskat, crack (droga) crave (v) dožadovat se, snažně prosit deliberate (adj, v) úmyslný, záměrný, uvažovat depressant (n) uklidňující prostředek detoxifi cation (n) . detoxifi kace diagnosis (n), primary diagnosis primární/první (předběžná) diagnóza distort (v) zkroutit, pokřivit, zkreslit dose (n, v) dávka (drogy), dát si dávku drug-related (adj) mající souvislost s drogami ecstasy (n) extáze (droga) enrol (v) zapsat se, zaregistrovat se, přihlásit se evidence-based (adj) založený na důkazech expenditure (n) . výdaj, náklad ex-user (n) bývalý narkoman, alkoholik failure (n), heart failure selhání srdce fl uctuate (v) . kolísat, měnit se gas (n) plyn – návyková látka na čichání glue (n) lepidlo – návyková látka na čichání group (n), mutual support group . svépomocná skupina group (n), user-led group klienty vedená skupina – svépomocná skupina hallucination (n) . halucinace hallucinogenic (adj) halucinogenní herbal (adj) bylinný heroin (n) heroin hinder (v) překážet, zdržovat, ztěžovat impact (v, n) mít účinek (dopad), působit, účinek, dopad ingestion (n), drug ingestion . aplikování, polykání drog intervention (n) . zásah, intervence intervention (n), crisis intervention . krizová intervence
16 UNIT 1 ADDICTIONS intervention (n), low-threshold . nízkoprahová intervence intervention . intervention (n), prescribing úředně (např. soudně) nařízená intervention . intervence ketamine (n) ketamin keywork (n) plánovaná případová práce knock out (v) uspat, způsobit ztrátu vědomí line (n) dávka (drogy) mess up (v) „obrátit naruby“ (po požití drogy) mushrooms (n), halucinogenní houby magic mushrooms . NHS – National Health Service systém zdravotního pojištění (UK) . a péče opiate (n, adj) opium, opiát, opiátový overdose (v) předávkovat (se) paranoia (n) paranoia, stihomam paranoid (adj) paranoidní pressure (n), blood pressure . krevní tlak prevalence (n) obecné rozšíření, panující zvyk proportion (n) . část, podíl, proporce psychiatric (adj) psychiatrický, psychický (nemoc) rate (n), heart rate tep, tepová frekvence rehabilitation (n) rehabilitace, reintegrace . (do společnosti) reintegration (n) . reintegrace (do společnosti) relapse into (v) znovu upadnout do, vrátit se k relate (v) týkat se, vztahovat se, souviset restriction (n) . omezení self-harm (n) sebepoškozování service (n), generic service obecně použitelná/standardní služba návazné/související/ zprostředkované služby – pro service (n), liaison service klienty, kteří potřebují více druhů služeb – např. pro závislého, který je zároveň bezdomovcem service (n), open-access service nízkoprahová služba skunk (n) druh konopí, marihuany smuggle (v) pašovat
ENGLISH 17 FOR SOCIAL WORKERS sniff (v) čichat, šňupat solvent (n) rozpouštědlo speed (n) metamfetamin spliff (n) hašiš stimulant (n) povzbuzující prostředek string (n) šňůra substance (n), volatile substance těkavá látka sustain (v) udržet (si), zachovat (si) swing (n), mood swing výkyv nálady throw up (v) zvracet toll (v) vybírat daň, vyžádat si oběti tranquilizer (n) utišující prostředek, sedativum trip out (v) zdrogovat se unit of alcohol (n) jednotka alkoholu – např. obsah alkoholu v 0,5 l 10˚ piva vow (v) slíbit, přísahat wear off (v) vyprchat, vytratit se, zmizet ukončení, stažení, období withdrawal (n) s abstinenčními příznaky – při odvykání závislosti
18 UNIT 1 ADDICTIONS Unit 2 Senior Citizens 2.1 Ageing of population
Ireland 2025 Belgium 2004 UK 1994
Denmark
Sweden
France
Spain
Germany
Italy 0102030 % of population over 65
1. Find out the data for the Czech Republic. 2. What problems are caused by ageing of population?
2.2 Old age There are increasing numbers of elderly people throughout the developed world. Many have no problems but there is a risk of increasing dependency. The main reasons for dependency are: 1. Sickness. The health of old people is often poor, not simply because of old age, but also because diet, housing, occupation and lifestyle in previous times have not been conducive to good health. 2. Physical disability. At least a third of people over 75, probably more, can be classifi ed as “disabled”. The single most common cause of disability seems to be arthritis; the main single reason for ill- health is probably smoking. 3. Mental impairment. Dementia is believed to aff ect about 5 % of the elderly population. 4. Poverty. Poverty is, for some, the result of an extended period on low incomes; for others, simply a continuation of previous circumstances.
20 UNIT 2 SENIOR CITIZENS Key drivers of quality of life for older people: Expectations in life. A sense of optimism. Good health and physical functioning. Engagement in social activities and a sense of being supported. Living in a community with good community facilities and services. Feeling safe. Retaining a sense of control and independence. (www.socialexclusionunit.gov.uk)
Describe in more detail one of the main problems of senior citizens and the arrangements that can make their lives better.
2.3 Types of social services in the UK: Care homes without nursing care These homes are residential, which means people live in them either short or long term. They provide: – accommodation – meals – personal care (such as help with washing and eating).
Care homes with nursing care These homes are the same as those without nursing care but they also have registered nurses who can provide care for more complex health needs. Care homes for adults are by far the biggest type of service – out of around 28,000 care services, almost 20,000 are care homes.
Care in your own home Local councils send care workers into people’s homes either directly or through agencies. Or you can arrange home care for yourself. The carers provide help with preparing meals, bathing, dressing (also known as personal care) to older people or to people with certain physical or learning disabilities. They may also provide support or a break for carers. The care could just be for a few hours or could be 24-hour care. There are also grants available to make homes more comfortable and user-friendly for older or disabled people. (www.direct.gov.uk)
– Describe the social services for senior citizens in the Czech Republic. Do you think anything is missing?
ENGLISH 21 FOR SOCIAL WORKERS 2.4 Listen to the description of a good care home and a bad one. What are the main diff erences in their attitude to the clients?
A) This story is about a care home in Surrey that consistently exceeds best practice standards. It’s especially good at providing activities for its residents. Inspectors are continually impressed by the home’s huge notice board of multi-coloured posters. The posters are written in large, easy-to-read letters that show the week’s activities. Activities include musical therapy workshops, aromatherapy classes, choral singing, plays, concerts and even a pantomime. “Sometimes I think it’s more like a holiday camp than a care home,” joked Ann, the manager. “We have two activity co-ordinators for just over forty residents, and their main aim is to fi nd out what the residents want and then go about organising it. We never impose our own ideas on residents about how we think they should amuse themselves – it’s all up to them.” One male resident used to be a carpenter and cabinetmaker. Now he has his own woodworking workshop in a converted summerhouse. “That was quite diffi cult with Health and Safety, as you can imagine,” said Ann, “especially as this man had recently had a stroke, and he was going to be using quite heavy power tools. We had to completely change the lighting.” But she says that working hard to please the residents is always worth it in the end. “Visitors to the home always remark on the happy atmosphere. I think that’s partly because our residents feel valued, empowered, and involved in activities that make their lives interesting. It’s only when people don’t have a varied and absorbing lifestyle that they start to become unhappy, and that’s when problems can occur.” Young volunteers often come in to take part in activities, such as Scrabble and other games. Recently, some of the residents attended the young people’s graduation ceremony. The home always encourages its residents to go out to the doctor or the dentist, rather than having health professionals come to them. Ann believes that it’s important for older people to feel part of their community and not be tucked away from it. One of the residents likes to go to the local pub everyday for his lunch so the home provides an escort for him. He only has half a pint of beer but he says it makes him feel good to have the regulars say “hello” to him. Those with dementia, though, often prefer simpler, more everyday activities. “They usually like to be involved with the washing up or the dusting, or baking cakes in the kitchen,” said Ann. “For people with dementia, it’s partly having a routine and it’s partly feeling needed. It helps to build their confi dence and contentment, because it gives their lives a sense of purpose.” The home also encourages its residents to handle their own fi nancial aff airs for as long as is practical. They can bring in their own possessions and furniture if they wish, and all of them have private rooms.
B. An inspector found, on an unannounced visit to a care home on the south coast, that the level of hygiene left much to be desired. Residents seemed quite listless and unmotivated. He was quite surprised, when visiting this care home, to fi nd that the place smelt of stale urine. There was dust on the furniture and the windows onto the garden were smeared with grime. He also was quite saddened to see that the residents were slumped in front of the television in the lounge, in the middle of the day.
22 UNIT 2 SENIOR CITIZENS “It wasn’t as if any of them were even watching it,” he said. “They had it on at full volume, probably for those with hearing diffi culties. Whatever daytime programme they were watching it was boring them enough to be of little interest. But it was loud enough to prevent any other form of communication. This meant that each resident was just slumped in their own armchair and in their own world, when they could have been having a good chat or a game of cards or something. I asked for the remote control to the television, to turn it down. But none of them knew where it was.” On talking to the manager, he realised that this wasn’t just a one off . It was what happened on most days. Despite the fact that the home’s brochure boasted about the health giving properties of the sea air in the locality, residents were rarely taken out for a walk. On top of that, the garden was out of the bounds because staff could not be spared for supervising outdoors. Occasionally, usually at Christmas, a local choir came in to give a choral performance, but such entertainments were rare. The inspector talked to the manager of the care home: “I said, ‘Do you ever ask the residents what they’d like to do?’ He seemed quite surprised at such an idea. ‘Oh no,’ he said. ‘They’re just like children. They like to be told what to do.’ I replied, ‘In that case, why do they look so bored and unhappy?’ Then I explained to him about how people like to be involved with their home, wherever it is, just as they would in a family. I told him that old people are no diff erent to any others, regardless of their age. They like to be stimulated, they want to feel empowered and involved in how their lives are run, and they need to have a sense of purpose.” He also talked to the manager about the hygiene issues, and the manager agreed that the standards needed to be raised considerably. The inspector is now working with the home to help the manager to improve the lives of the residents. The home is now much cleaner, and the residents have monthly meetings where one of the matters under discussion is the sort of activities they would like to introduce into their daily lives. (www.csci.gov.uk)
2.5 Fill in the gaps with the following words:
an unexplained withdrawal a wheelchair worthless or a nuisance outside the family being rushed disappearance of funds from person to person unusual behaviour poor skin condition use of medication deliberate isolation Dignity in care Lack of respect for an individual’s dignity in care can take many forms and the experience may diff er ……… . The following are some examples we have heard from older people when they felt their dignity was not respected: – feeling neglected or ignored whilst receiving care; – being made to feel ……… ;
ENGLISH 23 FOR SOCIAL WORKERS – being treated more as an object than a person; – feeling their privacy was not being respected during intimate care, e.g. being forced to use a commode in hospital rather than being provided with ……… and supported to use the bathroom; – a disrespectful attitude from staff or being addressed in ways they fi nd disrespectful, e.g. by fi rst names; – having to eat with their fi ngers rather than being helped to eat with a knife and fork; – generally ……… and not listened to.
Symptoms of abuse Physical abuse – cuts, lacerations, puncture wounds, open wounds, bruises, untreated injuries in various stages of healing or not properly treated, ……… or poor skin hygiene, dehydration and/or malnourished without illness-related cause, soiled clothing or bed, inappropriate ……… , overdosing or under-dosing. Psychological abuse – anger without apparent cause; sudden change in behaviour; ……… (sucking, biting, or rocking); unexplained fear; denial of a situation; extremely withdrawn and non communicative or non responsive, ……… of an older person from friends and family, resulting in the caregiver alone having total control. Financial abuse – any sudden changes in bank accounts, including ……… of large sums of money by a person accompanying the older person; the inclusion of additional names on an older person’s bank account; the unexplained sudden transfer of assets to a family member or someone ……… ; numerous unpaid bills, overdue rent, when someone is supposed to be paying the bills for them, the unexplained ……… or valuable possessions such as art, silverware, or jewellery. (www.socialexclusionunit.gov.uk)
Listen and check.
2.6 State Pension State Pension age is currently: – 65 for men – 60 for women Women’s State Pension age will rise to 65 between 2010 and 2020.
An occupational pension scheme is an arrangement an employer makes to give its employees a pension when they retire. Occupational pensions are also known as company or work pensions. In a salary-related scheme, the pension you get is based mainly on the number of years you belong to the scheme and your earnings. In a money purchase scheme, your contributions (together with any from your employer) are invested and the amount you get when you retire depends mainly on the total amount of money you and your employer have paid into the scheme over the years and how the investment has grown.
24 UNIT 2 SENIOR CITIZENS Second State Pension makes more generous provision for people on lower incomes and those whose contributions are incomplete. The fi nal income of pensioners relies increasingly on individual and independent provision. (www.dwp.gov.uk)
– We often hear about the Pension System Reform in the Czech Republic. Find out the information about it in the newspapers. Can you explain the principles it should be based on?
2.7 How local communities can tackle social isolation among older people: Communities need support to establish their own projects. Older people need to be engaged in planning and allowed some control over the implementation of interventions. Services that are infl exible, bureaucratic and impatient with older people are generally ineff ective. Many older people do not pick up the phone to ask for help or respond to information posted to them. Interventions can be more eff ective if they target specifi c interest groups, such as women or the widowed. Location, transport, safety, personal confi dence issues and timing of services, all need to be considered. Isolated people need to be provided with a single point of entry to all services and help.
Local active age centres The establishment of 50 local ‘Active Age Centres’ provide a range of services for older people in a café style environment, based in existing local facilities (such as village halls, sheltered housing schemes etc.). The centres will be a source of information and a straight route into the full range of preventative services in the area. Some of these will be provided at the centre and others will be provided through signposting to partner organisations.
Examples of innovative services operating from or linking to the centres include: Adult learning and leisure with each centre having internet facilities. A new co-ordination service that will proactively identify older people at risk of falling with the aid of a very simple screening tool. Crime reduction initiatives (e.g. security and victim support). Healthy living and ageing well services. Fuel poverty and energy effi ciency services and advice. Specialist groups and networks (e.g. carers, mental health, sensory loss). Social telephony tackling social isolation – to facilitate regular sessions linking up older people in their own homes who are unable to get out and about as they wish due to their own frailty, mobility, location or transport issues. It is a ‘lifeline’ for a group of people who might otherwise be unable to have any other social interaction in the course of the week.
ENGLISH 25 FOR SOCIAL WORKERS Older volunteers are a central feature of this project. They receive training so that they are able to provide a range of information, advice and support services (e.g. providing healthy lifestyle advice, or support to those people who want to assess their own needs for services). Above and beyond this, they serve as a vehicle for empowering the local community of older people, with older people identifying ways in which their local communities might be improved. Promoting independence and