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Ambiguity in practice? carers' roles in personalised social care in England
- Authors:
- GLENDINNING Caroline, MITCHELL Wendy, BROOKS Jenni
- Journal article citation:
- Health and Social Care in the Community, 23(1), 2015, pp.23-32.
- Publisher:
- Wiley
Carers play an ambiguous role within the personalisation paradigm currently shaping adult social care practice in England. Although carers have rights to assessments and support in their own right, these rights sit uneasily alongside the practices of assessment, support planning and personal budget (PB) allocation for older and disabled people. This paper reports how 14 dyads of older and learning disabled people with cognitive and/or communication impairments and their carers viewed the roles – desired and actual – played by carers in PBs. Interviews with carers and with older and disabled people were conducted during 2012 as part of a wider study into carers' roles in assessment, support planning and managing PBs. The interviews complemented a survey of reported practice in two English regions – interviews with adult social care services senior managers and focus groups with front-line care managers. Talking Mats© were used to support interviews with some service users. Interviews were transcribed and data analysed using the Framework approach. The interviews indicated that carers played important roles in service users' assessments and support planning, but were less likely to report receiving assessments or support of their own. While carers had the potential to benefit from PBs and support arrangements for service users, this did not reflect practice that aimed to enhance choice and control for carers. The paper draws on Twigg's typology of service conceptualisations of family carers and concludes that, despite the important social rights won by carers in England, current practice continues to regard carers primarily as a resource or a co-worker, rather than a co-client. (Publisher abstract)
Education and training in housing related support: the extent of continuing vocational education and training in integrated housing and support in the EU
- Authors:
- PLEACE Nicholas, MITCHELL Wendy
- Publisher:
- University of York. Department of Social Policy and Social Work
- Publication year:
- 2015
- Pagination:
- 42
- Place of publication:
- York
Report describing the results of a scoping exercise to determine the range and nature of vocational education and training (CVET) on the management and delivery integrated housing and support services (IHS). The scoping exercise was designed to support the European Core Learning Outcomes for the Integration of Support and Housing (ELOSH) project, which is focused on developing new CVET to improve the delivery of housing and support services for disabled people, people with mental health needs and those homeless people who have support needs. The research focused particularly on the impact of training on service users' choice and control, and also training focused on enabling social integration to improve, quality of life, health and wellbeing and enabling independent living through promoting personalisation of services. For the scope searches on specialist databases and a survey of organisations which represented providers of housing and support across the EU were conducted. The report provides background to the development and nature of IHS service provision for disabled people, people with mental health needs and homeless people who have support needs; discusses the results of the scoping exercise on the nature and extent of IHS training available in the EU and elsewhere; and discussing the implications of the findings of the scoping exercise for the ELOSH project. The scope identified a small number of supported housing accredited courses. Evidence suggests that IHS services are concentrate in Northern and North Western Europe, with training provision for practitioners is frequently generalist covering general principles of supported housing, with less training around specific groups of clients and consideration of their needs. (Edited publisher abstract)