English for Social Workers

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) spolufinancovaného 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 Office, Licensing Division, St Clements House, 2–16 Colegate, Norwich, NR3 1BQ, E-mail: [email protected])

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 FOR SOCIAL WORKERS

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ÚVOD Učebnice angličtiny English for Social Workers vznikla v rámci projektu „Využití nových metod a organizačních forem výuky na VOŠ Jabok“ (CZ.04.3.07/3.1.01.3/3298) spolufinancovaného 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 teologické 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 oficiálních 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 specifické 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 FOR SOCIAL WORKERS

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Unit 1 Addictions

1.1 Statistics on alcohol in England in 2006 In England in 2006, around two fifths (37 %) of men had drunk more than 4 units of alcohol on at least one day in the previous week: just over one fifth 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 fluctuated 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?

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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 affect 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 a very strong and artificially modified form memory and concentration levels cookies it can be fatal colours and sounds joint

cool and confident wear off in tablets you love everyone around you how you will react extremely addictive.

Cannabis Grass or weed = the dried, chopped leaves. Skunk = a type of herbal cannabis. Can be 2–3 times stronger than other varieties. ENGLISH FOR SOCIAL WORKERS

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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 effects 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 affect ……… , 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 effects 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 flirt, dancer or comedian. Crack cocaine is ……… and it is an expensive habit because the effects ……… 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 effects 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 affect 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 affect 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

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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-weekflu”).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; offending 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. Specific 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 (detoxification) 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 different 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 detoxification directly attached to residential rehabilitation programmes. 3. Residential treatment programmes for specific 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 FOR SOCIAL WORKERS

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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 specific 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 effective 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 sniffing 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.

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III. Did the school lessons about drugs (including sniffing glue or other solvents, but not including cigarettes or alcohol) help you do any of these things? They helped me find 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 offered me drugs. They helped me find 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 FOR SOCIAL WORKERS

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My sister booked a family holiday overseas with Tom and the children. But the night before they were due to fly, 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 suffering. 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 find 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 certificate 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 differences between the text and the recording. “I first started when I was about 15 years old. All I remember is the first 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 flat 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 fix, 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.

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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 first 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 difficult 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 acute (adj) addict (n) addict to (adj) addiction (n) admission (n), hospital admission aerosol (n) alert (adj) anxious (adj) appropriate (adj) approximately (adv) artificially (adv) boost (v) bronchitis (n) cannabis (n) care (n), inpatient care



podporované bydlení

   

akutní, naléhavý, vážný závislý, narkoman závislý na závislost



přijetí do nemocnice

         

aerosol bdělý, pozorný úzkostný, zneklidněný, dychtivý vhodný, přiměřený, náležitý přibližně, asi uměle, nepřirozeně zvýšit, zesílit, pozvednout zánět průdušek, bronchitida konopí, hašiš lůžková péče, hospitalizace rezidenční péče, péče v pobytových zařízeních následná péče, ochranný dozor úmrtní list kokain zklamání, ostuda přiznat (se), doznat (se) zmatek, zmatení

care (n), residential care



care, aftercare (n) certificate (n), death certificate cocaine (n) comedown (n) confess (v) confusion (n)

      ENGLISH

FOR SOCIAL WORKERS

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 

consultation (n) consumption (n)

porada, konzultace spotřeba přesvědčení, usvědčení,  conviction (n) odsouzení  crack (v, n) praskat, crack (droga)  dožadovat se, snažně prosit crave (v)  deliberate (adj, v) úmyslný, záměrný, uvažovat  uklidňující prostředek depressant (n)  detoxifikace detoxification (n)  primární/první (předběžná) diagnosis (n), primary diagnosis  diagnóza  zkroutit, pokřivit, zkreslit distort (v)  dávka (drogy), dát si dávku dose (n, v)  mající souvislost s drogami drug-related (adj)  extáze (droga) ecstasy (n) zapsat se, zaregistrovat se,  enrol (v) přihlásit se  evidence-based (adj) založený na důkazech  výdaj, náklad expenditure (n)  bývalý narkoman, alkoholik ex-user (n)  selhání srdce failure (n), heart failure  fluctuate (v) kolísat, měnit se  plyn – návyková látka na čichání gas (n) lepidlo – návyková látka  glue (n) na čichání group (n), mutual support group  svépomocná skupina klienty vedená skupina  group (n), user-led group – svépomocná skupina  hallucination (n) halucinace  halucinogenní hallucinogenic (adj)  herbal (adj) bylinný  heroin heroin (n)  překážet, zdržovat, ztěžovat hinder (v) mít účinek (dopad), působit,  impact (v, n) účinek, dopad  ingestion (n), drug ingestion aplikování, polykání drog  intervention (n) zásah, intervence intervention (n),  krizová intervence crisis intervention

16

UNIT 1 ADDICTIONS

intervention (n), low-threshold intervention intervention (n), prescribing intervention ketamine (n) keywork (n) knock out (v) line (n)

 

mess up (v)



mushrooms (n), magic mushrooms NHS – National Health Service (UK) opiate (n, adj) overdose (v) paranoia (n) paranoid (adj) pressure (n), blood pressure prevalence (n) proportion (n) psychiatric (adj) rate (n), heart rate

nízkoprahová intervence

    

          

rehabilitation (n)



reintegration (n) relapse into (v) relate (v) restriction (n) self-harm (n)

    

service (n), generic service



service (n), liaison service



service (n), open-access service skunk (n) smuggle (v)

  

úředně (např. soudně) nařízená intervence ketamin plánovaná případová práce uspat, způsobit ztrátu vědomí dávka (drogy) „obrátit naruby“ (po požití drogy) halucinogenní houby systém zdravotního pojištění a péče opium, opiát, opiátový předávkovat (se) paranoia, stihomam paranoidní krevní tlak obecné rozšíření, panující zvyk část, podíl, proporce psychiatrický, psychický (nemoc) tep, tepová frekvence rehabilitace, reintegrace (do společnosti) reintegrace (do společnosti) znovu upadnout do, vrátit se k týkat se, vztahovat se, souviset omezení sebepoškozování obecně použitelná/standardní služba návazné/související/ zprostředkované služby – pro klienty, kteří potřebují více druhů služeb – např. pro závislého, který je zároveň bezdomovcem nízkoprahová služba druh konopí, marihuany pašovat

ENGLISH FOR SOCIAL WORKERS

17

sniff (v) solvent (n) speed (n) spliff (n) stimulant (n) string (n) substance (n), volatile substance sustain (v) swing (n), mood swing throw up (v) toll (v) tranquilizer (n) trip out (v)

            

unit of alcohol (n)



vow (v) wear off (v)

 

withdrawal (n)



18

UNIT 1 ADDICTIONS

čichat, šňupat rozpouštědlo metamfetamin hašiš povzbuzující prostředek šňůra těkavá látka udržet (si), zachovat (si) výkyv nálady zvracet vybírat daň, vyžádat si oběti utišující prostředek, sedativum zdrogovat se jednotka alkoholu – např. obsah alkoholu v 0,5 l 10˚ piva slíbit, přísahat vyprchat, vytratit se, zmizet ukončení, stažení, období s abstinenčními příznaky – při odvykání závislosti

Unit 2 Senior Citizens

2.1 Ageing of population Ireland

2025

Belgium

2004

UK

1994

Denmark Sweden France Spain Germany Italy 0

10

20

30

% 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 classified as “disabled”. The single most common cause of disability seems to be arthritis; the main single reason for illhealth is probably smoking. 3. Mental impairment. Dementia is believed to affect 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.

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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 FOR SOCIAL WORKERS

21

2.4 Listen to the description of a good care home and a bad one. What are the main differences 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 find 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 difficult 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 confidence and contentment, because it gives their lives a sense of purpose.” The home also encourages its residents to handle their own financial affairs 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 find 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.

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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 difficulties. 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 different 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 worthless or a nuisance being rushed from person to person poor skin condition deliberate isolation

a wheelchair outside the family disappearance of funds unusual behaviour use of medication

Dignity in care Lack of respect for an individual’s dignity in care can take many forms and the experience may differ ……… . 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 FOR SOCIAL WORKERS

23

– 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 find disrespectful, e.g. by first names; – having to eat with their fingers 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.

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UNIT 2 SENIOR CITIZENS

Second State Pension makes more generous provision for people on lower incomes and those whose contributions are incomplete. The final 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 inflexible, bureaucratic and impatient with older people are generally ineffective. Many older people do not pick up the phone to ask for help or respond to information posted to them. Interventions can be more effective if they target specific interest groups, such as women or the widowed. Location, transport, safety, personal confidence 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 efficiency 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 FOR SOCIAL WORKERS

25

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 well-being is much more than providing a range of preventative services. Key to this project is the notion that older people’s active citizenship is a form of prevention in itself. Inactivity and isolation accelerate physical and psychological decline, creating a negative spiral towards premature, preventable ill health and dependency. Older people need to be at the forefront of organising and even delivering support to their peers. (www.socialexclusionunit.gov.uk)

Explain the following terms from the text in English: social isolation preventative service signposting victim support

social interaction empowering active citizenship

1. Describe in a more detailed way the main principles of the services for elderly people. 2. Find the information about a similar programme working with senior citizens in the Czech Republic.

2.8 1. Listen to the stories of two women and write down as much information as possible. 2. Compare their lives. Ruby is 93 and lives in a care home in Surrey. Here she talks about her experience of what it’s like to live in a care home. “Being Welsh, I’ve always been fiercely independent and like to do things for myself. I worked in a shop and didn’t retire until I was 88 – even then, I would have liked to continue. So for me, that’s been the only slight drawback to living in a care home. I no longer have the same independence. But I could no longer stay in my own home. I had two falls. I was very upset and nervous, but I think that’s only natural really. It’s a big step to change your life in such a way, and was difficult getting used to the new routine. Anyway, all the staff were very kind to me. They were very sympathetic about how upset I was about having to give up my independence. Luckily, though, I knew the home quite well. I used to come to events here and often ended up helping out, like serving the coffee or something. So at least it wasn’t too unfamiliar.” It took Ruby a while to settle in because she was so used to always doing everything for herself. But now, she says that she loves it. “I was pleasantly surprised by how kind the staff were, and so patient. What I enjoy most about it is the atmosphere. I’ve got used to enjoying the security, too. I would be frightened to be on my own at night, now. It’s very nice to have everything done for you. You can help out with the cooking, if you want to. But it’s nice, too, to know that you don’t have to.

26

UNIT 2 SENIOR CITIZENS

The food here is very good and I always enjoy my meals. There are plenty of activities for me to be involved in too. I can’t tell you if I have a favourite as I enjoy most of them! There’s always something interesting going on here – or else we go out.” The home gives its residents a lot of say in the kind of activities they would like to do. There is a wide range, from musical therapy and aromatherapy, concerts, to plays and recitals in the evening. “Sometimes my daughter comes to take me out. Or else, we all go out with one of the activities co-ordinators. I don’t feel out of touch, or forgotten. My daughter visits me frequently. My niece also comes – and my granddaughter. I’m very happy here now. All in all, I wouldn’t like to live alone again. I think that I made the right decision to come to the home.” Joan is 88 and lives in a ground floor flat in Weybridge. She talks here about her experience of what it’s like to receive care at home. “I’m lucky because I live in a block of flats for older people. It’s not exactly what you would call sheltered housing. But there is a large lounge on the ground floor. We all meet there quite often to have a chat and a nice cup of tea. So I feel that I have the best of both worlds; the independence of my own flat as well as a social life along the corridor, whenever I want it. On top of that, I have care workers come in to me about three or four times a day. They’re always very friendly and helpful.” Joan, who has always been the independent sort, started having care only a few years ago: “I’d always managed to look after myself. But then I got ill. After that, my son, my doctor and a few others – I think they were from the council – had a conference about me. I didn’t want to move into a home, as I’m happy here in my flat, overlooking the garden. I’ve been here for some years now, and I have a few good friends in the other flats. So that’s when it was decided that I should have care at home. Now I have someone to come and help me to get up, washed and dressed in the morning and also to give me my first lot of medicine. I have about ten pills to take in the morning and various others throughout the day. For lunch, I usually have something frozen just popped into the microwave. And then another care worker will come after lunch to give me some more pills. Then the last care worker of the day gets me ready for bed, although sometimes I prefer to do that myself, as they come quite early, about seven-thirty. One of them takes my washing to the laundry room and put it in the washing machine and the tumble drier. After it’s dry, she irons it for me, and then puts it all away. If a friend comes to take me out shopping, or to lunch, I can ring up to let the agency know. They’ll adjust the times that the care workers come. They’re very good like that.” But Joan doesn’t believe that having care at home would suit everybody. “I’ve always been very independent-minded,” she says. “But others may prefer to be in a care home. Having care at home is not for everybody, but it suits me. And if I feel a bit lonely, I can just get out my trolley and push it along the corridor to the lounge.There’s always sure to be some good company there!” (www.csci.gov.uk)

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Vocabulary abuse (v) abusive (adj)

 

adjust (v)



affairs (n), financial affairs arthritis (n) asset(s) (n) brochure (n) bruise (n) care (n), nursing care caregiver (n) carer (n) citizenship (n) choral (adj) commode (n)

          

conducive (adj)



contribution (n) council (n), local council

 

decline (v, n)



dehydration (n) dementia (n)

 

denial (n)



dependency (n) dignity (n) disrespectful (adj) drawback (n) employ (v) employee (n) employer (n) empower (v) exceed (v) facility (n)

         

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UNIT 2 SENIOR CITIZENS

zneužívat urážlivý, zneužívající upravit, přizpůsobit (se), zvyknout si finanční záležitosti, otázky artritida aktiva, jmění, majetek brožura pohmožděnina, podlitina zdravotní, ošetřovatelská péče pečovatel/ka, opatrovatel/ka pečovatel/ka, opatrovatel/ka občanství, státní příslušnost chorální, sborový nemocniční židle s nočníkem způsobující (co), vedoucí (k čemu), napomáhající (čemu) příspěvek místní úřad, obecní rada klesat, slábnout, upadat, odmítnout, pokles, úbytek, úpadek dehydratace demence popření, odmítnutí, porušení (práv) závislost důstojnost neuctivý, nezdvořilý nevýhoda, nedostatek zaměstnat zaměstnanec zaměstnavatel zmocnit, posílit překonat, převýšit, přesáhnout zařízení

facility (n), outreach facility



flexible (adj) frailty (n) grime (n) housing (n), sheltered housing hygiene (n) implementation (n) inspection (n) key driver (n) laceration (n)

        

lack (v, n)



link (v, n) listless (adj)

 

loss (n), sensory loss



lounge (n)



malnourished (adj) neglect (v) notion (n) nuisance (n) nurse (n), registered nurse

    

occur (v)



pantomime (n) pension (n) possession (n) premature (adj) preventable (adj) prevention (n) professional (n), health professional promote (v)

     

zařízení poskytující „přesažné“/ navazující služby, terénní služby, služby mimo zařízení – např. v bydlišti klienta pružný, přizpůsobivý křehkost, slabost, chatrnost zažraná špína chráněné bydlení hygiena provedení, uskutečnění, realizace inspekce, kontrola, prohlídka klíčová pobídka, pohnutka tržná/řezná rána postrádat, mít nedostatek, nedostatek, nouze spojit, spojovat, spojení, vztah netečný, apatický, lhostejný ztráta smyslového vnímání (např. zraku, sluchu) hala, společenská místnost, klubovna podvyživený, špatně živený zanedbávat představa, pojem, názor, pohled otrava, mrzutost, obtěžování diplomovaná zdravotní sestra stát se, přihodit se, napadnout (myšlenka), nacházet se pantomima důchod, penze vlastnictví, majetek, osobní věci předčasný, ukvapený čemu se dá zabránit, zbytečný prevence



zdravotnický pracovník



provision (n)



rent (n), overdue rent



podporovat, propagovat, povýšit zajištění, opatření, zásobování, potraviny nezaplacené nájemné

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resident (n) respectful (adj)

 

retain (v)



retire (v) rocking (adj) service (n), preventative service scheme (n) signpost (v) sb (to partner organisation) slump (n) soiled (adj)

   

staff (n)



tackle (v)



target (n, v) tool (n), screening tool urine (n)

  

vehicle (n)



  

 volunteer (n) workshop (n), therapy workshop   wound (n), puncture wound

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UNIT 2 SENIOR CITIZENS

(místní) obyvatel uctivý, zdvořilý ponechat (si), udržet (si), zachovat (si) odejít do důchodu houpací prevenční služba plán, projekt, program odkázat koho (do partnerské organizace) prudký/náhlý pokles/propad špinavý, znečištěný zaměstnanci, pracovníci, personál pustit se do (čeho), vypořádat se (s čím) cíl, plán, úkol, zaměřit se (na co) měřicí nástroj moč vozidlo, prostředek, nosné médium dobrovolník terapeutická dílna bodná rána

Unit 3 Disabilities

3.1 The International Classification of Functioning, Disability and Health (ICF) The International Classification of Functioning, Disability and Health (ICF), produced by the World Health Organization defines impairment in bodily structure or function as involving an anomaly, defect, loss or other significant deviation from certain generally accepted population standards. Activity is defined as the execution of a task or action. The ICF lists following broad domains of functioning which can be affected: Learning and applying knowledge. General tasks and demands. Communication. Mobility. Self-care. Domestic life. Interpersonal interactions and relationships. Community, social and civic life. (www.drc.gov.uk)

– Give examples of the activities that could be affected.

3.2 Put the examples of the disabilities into the right columns: polio Down’s syndrome multiple sclerosis attention deficit disorder and attention bipolar disorder deficit hyperactivity disorder arthritis colour blindness low vision cataract amputation muscular dystrophy schizophrenia autism Classification of disabilities: 1. Physical disability – Mobility impairment – e.g. paralysis,…… – Visual impairment – e.g. blindness, …… – Hearing impairment 2. Mental disability – e.g. depression, ……. 3. Learning (in the USA developmental) disability – e.g. mental impairment……. (www.drc.gov.uk)

Listen and check. – Choose four disabilities and describe them in a detailed way.

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3.3 The medical model of disability The medical model views disability as a problem of the person, directly caused by disease, trauma, or other health condition which therefore requires sustained medical care provided in the form of individual treatment by professionals. In the medical model, management of the disability is aimed at “cure”, or the individual’s adjustment and behavioral change that would lead to an “almost-cure” or effective cure. In the medical model, medical care is viewed as the main issue, and at the political level, the principal response is that of modifying or reforming healthcare policy. The social model of disability The social model of disability sees the issue of “disability” mainly as a socially created problem, and basically as a matter of the full inclusion of individuals into society. In this model disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, in this model, the management of the problem requires social action, and thus, it is the collective responsibility of society at large to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life. (www.drc.gov.uk)

1. Compare the two models of disability. 2. Explain the following terms from the text in English: trauma sustained medical care adjustment

inclusion social environment social life

3.4 Assistive Technology Assistive Technology is a generic term that includes assistive, adaptive and rehabilitative devices and the process used in selecting, locating, and using them. AT promotes greater independence for people with disabilities by enabling them to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing. Examples: Seating products that assist people to sit comfortably and safely (seating systems, cushions, therapeutic seats). Standing products to support people with disabilities in the standing position while maintaining/ improving their health (standing frame, standing wheelchair, active stander). Walking products to aid people with disabilities who are able to walk or stand with assistance (canes, crutches, walkers). Wheeled mobility products that enable people with mobility disabilities to move freely indoors and outdoors (wheelchairs, scooters). ENGLISH FOR SOCIAL WORKERS

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Telecare is a particular sort of assistive technology that uses electronic sensors connected to an alarm system to help caregivers manage risk and help vulnerable people stay independent at home longer. An example would be the systems being put in place for senior people such as fall detectors, thermometers (for hypothermia risk), flooding and unlit gas sensors (for people with mild dementia). Closed circuit television or video magnifiers. Printed materials and objects are placed under a camera and the magnified image is displayed onto a screen. Scanner. The printed document is scanned and converted into electronic text which can then be displayed on screen as recognisable text. Refreshable Braille display. An electronic tactile device which is placed under the computer keyboard. A line of cells, that move up and down to represent a line of text on the computer screen, enables the user to read the contents of the computer screen in Braille. Electronic notetaker. A portable computer with a Braille keyboard and synthetic speech. Some models have an integrated Braille display. Braille embosser. Embosses Braille output from a computer by punching dots onto paper. It connects to a computer in the same way as a text printer. (www.drc.gov.uk)

1. Which of the mentioned examples of Assistive Technology could be used by people with: physical impairment visual impairment hearing impairment learning disability 2. With which functions (e.g. mobility, education etc.) can those aids help?

3.5 Learning (developmental) disability Learning (developmental) disability is a term used to describe life-long disabilities attributable to mental and/or physical or combination of mental and physical impairments. Learning disabilities are usually classified as severe, profound, moderate or mild, as assessed by the individual’s need for supports, which may be lifelong. There are many social, environmental and physical causes of learning disabilities, although for some a definitive cause will never be determined. Common factors causing learning disabilities include: – Brain injury or infection before, during or after birth. – Growth or nutrition problems. – Abnormalities of chromosomes and genes. – Babies born long before the expected birth date – also called extreme prematurity. – Poor diet and health care. – Drug misuse during pregnancy, including excessive alcohol intake and smoking.

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UNIT 3 DISABILITIES

Lack of education, lack of self-esteem and self-advocacy skills, lack of understanding of social norms and appropriate behaviour and communication difficulties are strong contributing factors to the high incidence of abuse among this population. Some people with learning disabilities exhibit challenging behaviour, defined as “culturally abnormal behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious danger, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities”. Common types of challenging behaviour include self-injurious behaviour (such as hitting, headbutting, biting), aggressive behaviour (such as hitting others, screaming, spitting, kicking), inappropriate sexualised behaviour, behaviour directed at property (such as throwing objects and stealing) and stereotyped behaviour (such as repetitive rocking, echolalia). Challenging behaviour in people with learning disabilities may be caused by a number of factors, including biological (pain, medication, the need for sensory stimulation), social (attention-seeking, the need for control, lack of knowledge of community norms), environmental (physical aspects such as noise and lighting, or gaining access to preferred objects or activities) or simply a means of communication. It is very often possible to teach people new behaviour. Many people with learning disabilities live in the general community, either with family members or in their own homes (that they rent or own, living alone or with flatmates). At-home and community supports range from one-to-one assistance from a support worker with identified aspects of daily living (such as budgeting, shopping or paying bills) to full 24-hour support (including assistance with household tasks, such as cooking and cleaning, and personal care such as showering, dressing and the administration of medication). The need for full 24-hour support is usually associated with difficulties recognising safety issues (such as responding to a fire or using a telephone) or for people with potentially dangerous medical conditions (such as asthma or diabetes) who are unable to manage their conditions without assistance. Supports also include assistance to identify and undertake new hobbies or to access community services (such as education), learning appropriate behaviour or recognition of community norms, or with relationships and expanding circles of friends. Most programmes offering at-home and community support are designed with the goal of increasing the individual’s independence, although it is recognised that people with more severe disabilities may never be able to achieve full independence in some areas of daily life. Some people with learning disabilities live in residential accommodation (also known as group homes) with other people with similar assessed needs. These homes are usually staffed around the clock and usually house between 3 and 15 residents. The prevalence of this type of support is gradually decreasing, however, as residential accommodation is replaced by at-home and community support which can offer increased choice and self-determination for individuals. Non-vocational day services are usually known as day centres, and are traditionally segregated services offering training in life skills (such as meal preparation and basic literacy), centre-based activities (such ENGLISH FOR SOCIAL WORKERS

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as craft, games and music classes) and external activities (such as day trips). Some more progressive day centres also support people to access vocational training opportunities, and offer individualised outreach services (planning and undertaking activities with the individual, with support offered one-to-one or in small groups). Traditional day centres were based on the principles of occupational therapy, and were created as respite for family members caring for their loved ones with disabilities. This is slowly changing, however, as programmes offered become more skills-based and focused on increasing independence. Employment support usually consists of two types of support: a) Support to access or participate in integrated employment in a workplace in the general community. This may include specific programmes to increase the skills needed for successful employment (work preparation), one-to-one or small group support for on-the-job training, or one-to-one or small group support after a transition period (such as advocacy when dealing with an employer or a bullying colleague, or assistance to complete an application for a promotion). b) The provision of specific employment opportunities within segregated business services. Although these are designed as ‘transitional’ services (teaching work skills needed to move into integrated employment), many people remain in such services for the duration of their working life. The types of work performed in business services include mailing and packaging services, cleaning, gardening and landscaping, timberwork, metal fabrication, farming and sewing. (www.socialexclusionunit.gov.uk)

– Describe the problems of the people with learning disabilities, the main principles and forms of social care and their inclusion in the society. What are the main problems with inclusion?

3.6 Listen to the stories about two women with learning disabilities and describe what problems Linda and Liz have and how they could be solved. Linda’s story Linda is now 46 and went to a day centre after leaving school. She was living with her parents who felt safe knowing Linda was at the centre, but they thought she was now getting bored and a bit depressed. Supported Employment Services provided a course in work skills training. Then work experience as a canteen assistant followed which went well – initially with one-to-one support and then without. Supported Employment Services found a job for her with a local restaurant and they provided support. She is now working four hours a day, five days a week, and chooses not to go to the day centre. Liz’s story Liz had work experience of one day each week during her last year at special school. The report in her record of achievement from the employer said how well she carried out her tasks and how valued she was

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UNIT 3 DISABILITIES

by colleagues. She told the careers adviser on her final review that she would like to work at the store where she had her work experience placement. When the supported employment service approached the store manager they did indeed remember Liz. They had enjoyed having her with them. However, on realising that Liz was now looking for work, the manager explained that Liz had not done so well in the tasks she had been given and explained some of the problems they had encountered. When questioned about the report in her record of achievement, the manager explained that her report was good as her colleagues had not wished to say anything negative about her. The manager commented: “You can’t give someone like that a bad report, can you? You don’t want to hurt her feelings.” (www.socialexclusionunit.gov.uk)

– Find information about some programmes for people with learning disabilities in the Czech Republic.

3.7 Benefits for people who cannot work Statutory Sick Pay and Incapacity Benefit are intended to provide an income in place of your earnings when you cannot work. Income Support is for people who work less than 16 hours a week. If you are able to do some work, you will not usually be able to claim these benefits. However, you may be able to do some work if the Department for Work and Pensions agrees and your earnings do not exceed a set limit. You can also do voluntary work or approved work on an unpaid trial basis. Benefits for the extra costs of disability Disability Living Allowance – care and mobility needs You have care needs if you need help with ‘bodily functions’, for example eating, washing, getting dressed and going to the toilet. These care needs can also include help which allows you to take part in social activities. You may have care needs because you need someone to supervise you to stop you being a danger to yourself and others. You have mobility needs if you cannot walk outdoors or go on an unfamiliar route without guidance or supervision from another person. For example, this might apply to you if you are blind. You may be unable to walk or have a lot of difficulty walking. This may mean that you use a wheelchair, you can only walk very slowly or not very far at all, or you can only walk with a lot of pain and effort. Carer’s Allowance Carer’s Allowance is a benefit for people who are giving regular and substantial care to disabled people in their own homes. (www.direct.gov.uk)

1. Describe the main types of allowances. 2. Compare with the benefits for the disabled in the Czech Republic.

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3.8 How to look for a job If you are interested in finding a job you can get in touch with a Job Broker who will tell you about the options available to you, so you can decide if you would like to take part. When you meet your Job Broker he or she will seek to: – Discover what kind of work you would like to do. – Give you advice about the local labour market. – Discuss with you the most appropriate route into employment. – Agree with you the next steps to take. Your Job Broker will support you in preparing for and finding work. This could include: – Matching your skills and abilities to the needs of employers. – Identifying if you have any training needs and then working with local training providers to give you the extra support. – Helping you through the process of applying for jobs. (www.jobcentreplus.gov.uk)

1. How to help disabled people to get employed? 2. What are the regulations for employment of disabled people in the Czech Republic?

3.9 Listen to the stories and describe what helps Maria and Claire to do their work better. Maria has restricted vision and works as a receptionist in a social services department. Every month she attends a departmental meeting in a room away from her workstation. The minutes of the meeting are usually printed in 12-point type which Maria cannot read without her desktop magnification aids. The secretary prints out the minutes for Maria in 36-point type which she is able to read in the meeting room with just her glasses. This simple adjustment is very effective in preventing the disadvantage that would otherwise occur. Claire has a learning disability and is unable to read. She works as a cleaner in a residential home for older people. During her induction training it became clear that she found it hard to tell which cleaning material was which. Her supervisor created a system of marking the bottles of cleaning fluid with different colours and buying cleaning cloths in the same colours. Claire knew to use the bottle with the yellow spot and yellow cloth to clean the toilet, the bottle with the blue spot and the blue cloth for the bathroom sinks, the bottle with the pink spot and the pink cloth for the furniture, and so on. This was a very effective method for Claire and an easy step for the employer to take. Claire’s confidence has grown as she is valued at work for the first time. She enjoys work and being part of the team. (www.jobcentreplus.gov.uk)

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3.10 Fill in the gaps with the following expressions: disabled young people family carers more money control to involve families service providers the services

a disability independently the support person-centred planning be planned make choices better

Social care services – direct payments and individual budgets People with ……… are taking more ……… of their own services. This is really important to help people live……… . Individual budgets are also helping. Direct payments are when people are given money to pay for ……… they need themselves. They can choose what services to spend the money on.They can pay people to give them ……… they want, in the way they choose. Individual budgets are when people are told how much money there is for services and support for them. People say what services they really want and need.They do not have to pay ……… themselves if they do not want to. We said that both direct payments and individual budgets would make services……… . People would use the money for services they wanted – so good services would get ……… . Services would have to listen more to what people want, otherwise they would not get any money. ……… means supporting a person to work out what they want in their life and how services should help them do this. Services should then ……… to give them the things they want and need. Personcentred planning can help ……… think about what they want to do when they leave school and what services they need. It can help them……… , make friends and get involved in the area where they live. More is being done……… . Regional networks enable ……… to learn from each other and share ideas. (www.dwp.gov.uk)

(Note: Direct payments are in the United Kingdom also called “In Control”.) Listen and check. – What are direct payments and individual budgets and how they can make the services for the disabled better?

3.11 Education of students with special needs People identified with special needs are required to attend the same amount of time as other students. Students must be placed in the Least Restrictive Environment. This means that schools must meet ENGLISH FOR SOCIAL WORKERS

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with the parents to develop an Individualized Educational Plan that determines best placement for their child. Some children with learning disability and other disabilites are placed in self contained classrooms. These special education classrooms are provided for children who do not benefit educationally, socially or emotionally from a standard classroom placement. These classes, commonly known as special education, are taught by teachers with training in adapting curriculum to meet the needs of children identified with special needs. Depending on the degree and severity of mental impairment, social, emotional or physical disabilities, students with special needs may participate in regular education classes with typically developing peer classes as much as the child might benefit from such a placement. When a child with special needs is placed in a regular classroom for all or part of their educational experience, Special Education Teachers are responsible for providing adaptive supports and modifications to allow for the child to learn within that environment. This educational setting is known as inclusion. All adaptions and modifications should be relevant and appropriate to the identified disability. Some young people disliked the term disabled (and resented having to use it) but felt that it had to be used because it was an accepted term that carried some meaning, and therefore weight, in the wider community. “I wouldn’t say I was disabled. I’d say I’m not as capable as other pupils my age should be, but I think it’s a nice word to use because people use things like spastic… or they’re thick, they can’t walk and things, and I don’t like that because it’s not fair. But disabled, mostly people use that word, don’t they? But I wouldn’t say I was disabled or anything. This is where my condition comes in really handy because I’ve got like a special card that enables me to go to the cinema. I go discounted and I get special stuff. My condition can help me but I don’t really like using the word ‘disabled’.” Children and young people had experienced both positive and negative attitudes and behaviour from other people, whether it was friends, family, teachers and other staff members at school, other professionals or the wider community. In the light of this, the main theme arising is the importance children and young people attach to being treated sensitively but not as ‘special cases’: Unhelpful attitudes were considered to be lacking in sensitivity and thoughtfulness while supportive attitudes were considered to be honest, kind, straightforward and respectful: “I trust the staff here, the way they act towards you. You can have a laugh with them in lessons and they don’t mind you walking around with them while they are doing their duties at lunchtime, it’s not like ‘Oh I can’t be bothered now’.” Many of the children and young people said that they had experienced negative attitudes towards them from other children at school in the form of bullying. Swift and supportive action from teachers was seen as important in resolving problems such as this. Extra curricular activities, both within and outside of school, were important for children and young people although these varied in nature depending on individual preferences. These additional activities gave a boost to children’s self-esteem and confidence, as well as an opportunity to take a break from formal learning.

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UNIT 3 DISABILITIES

“My whole week I’m doing stuff, lunchtimes and after school, … you know there’s no limit to what you can do, specially at lunchtime and after school.” (www.dfes.gov.uk)

1. Sum up the text – describe the main principles of education of disabled children, the needs of the children, their relations to teachers and peers etc. 2. Topics for discussion: – What are pros and cons of the integration of children with special needs into mainstream schools? – What conditions are necessary for the successful integration? – Why are there still special schools and what disabilities prevent children from attending mainstream schools?

3.12 Project work – work in groups A child with special needs (choose one of the disabilities – physical impairment, visual impairment etc.) should be integrated into a class at a primary school. Prepare informational and educational material (at least 3–4 pages) for his/her schoolmates and their parents. What questions could they have? Try to answer them.

Vocabulary accommodation (n), residential accommodation accomplish (v) adaption (n) achievement (n)



amputation (n) assistance (n), one-to-one assistance asthma (n)



umístění (pobyt) v ústavu (zařízení) sociální péče vykonat, splnit, uskutečnit adaptace, přizpůsobení úspěch, dosažení (čeho), splnění (čeho) amputace



osobní asistence



attributable (adj)



autism (n) basis (n), trial basis behaviour (n), challenging behaviour blind (adj), blindness (n)

 

astma lze připsat/přičíst na vrub (komu, čemu) autismus na zkoušku, zkušebně



problémové chování, protest



slepý, slepota

  

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blindness (n), colour blindness Braille, braille (n) Broker (n), Job Broker budget (n), individual budget cane (n)

    

capacity (n)



care (n), respite care cataract (n)

 

classroom (n), self contained classroom

 

concession (n), transport concession chromosome (n) crutch (n) deaf (adj), deafness (n) deafblind (adj), deafblindness (n) delay (n), developmental delay deviation (n) device (n), assistive device diabetes (n) disability (n) disability (n), learning/ developmental disability disability (n), mental disability disability (n), multiple disability disability (n), physical disability disabled (adj) disorder (n), attention deficit disorder disorder (n), attention deficit hyperactivity disorder

barvoslepost Braillovo písmo zaměstnanec pracovního úřadu individuální účet hůl schopnost, možnost, kapacita, obsah respitní péče šedý zákal víceúčelová učebna, učební místnost se speciálním vybavením



sleva na dopravu

               

chromozóm berla hluchý, hluchota



porucha pozornosti

 

hluchoslepý, hluchoslepota opoždění ve vývoji deviace, odchylka pomocná zařízení, pomůcky cukrovka postižení vývojová porucha učení mentální postižení kombinované postižení fyzické postižení postižený

disorder (n), bipolar disorder



dyslexia (n) dystrophy (n), muscular dystrophy echolalia (n)



porucha pozornosti a hyperaktivita bipolární porucha, maniodepresivní psychóza dyslexie



svalová dystrofie



echolálie

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emboss (v) employment (n), integrated employment



execution (n)



frame (n) function (n), bodily function gene (n) guidance (n) hypothermia (n) impairment (n) impairment (n), hearing impairment impairment (n), learning/ developmental impairment impairment (n), mental impairment impairment (n), mobility impairment impairment (n), physical impairment impairment (n), speech impairment impairment (n), visual impairment incapacity (n) incidence (n) inclusion (n) income (n) induction (n) magnifier (n) minutes (n) moderate (adj) need (n), special needs paralysis (n) payment (n), direct payment period (n), transition period polio (n) portable (adj) profound (n)

     

provedení, vykonání, uskutečnění rám, rámec tělesné funkce gen poučení, rada, vedení hypotermie, podchlazení zhoršení, porucha, postižení



porucha sluchu

 

vývojová porucha učení



mentální postižení



porucha hybnosti



fyzické postižení



porucha řeči



porucha zraku

              

neschopnost dopad, výskyt, četnost zařazení, začlenění příjem zaškolení, instruktáž zvětšovací zařízení, lupa zápis, záznam (z jednání) mírný, přiměřený, umírněný speciální potřeby obrna, paralýza přímá platba přechodné období dětská mozková obrna přenosný hluboký, silný, pronikavý

označit, vyrýt, vyřezat

 integrované zaměstnávání

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provider (n), service provider punch (v) refreshable (n) require (v) resent (v, n) restrictive (adj) retardation (n), mental retardation sclerosis (n), multiple sclerosis scooter (n) segregate (v) self-injurious (adj) sensor (n) schizophrenia (n)

     

poskytovatel služeb udeřit, dát ránu, propíchnout obnovitelný vyžadovat, nařizovat, potřebovat cítit odpor, nesnášet, odmítat omezující, restriktivní



mentální retardace

     

spastic (adj, n)



speech (n), synthetic speech stander (n) stimulation (n) substantial (adj) supervise (v)

    

support (n), adaptive support



tactile (adj) television (n), closed circuit television therapy (n), occupational therapy thermometer (n) trauma (n) vision (n), low vision vision (n), restricted vision vulnerable (adj) wheelchair (n)



roztroušená skleróza vozítko pro postižené oddělit, vyloučit, izolovat sebepoškozující čidlo, snímač, senzor schizofrenie spastický, člověk trpící spastickou obrnou umělá řeč pomůcka pro stání, vstávání podnět, povzbuzení, stimulace podstatný, významný, důležitý dohlížet, dozírat, konat supervizi pomoc při adaptaci na život s postižením hmatový, dotykový



uzavřený televizní okruh

      

pracovní terapie teploměr trauma, duševní otřes slabozrakost trubicové vidění zranitelný, bezbranný vozík pro fyzicky postižené

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UNIT 3 DISABILITIES

Unit 4 Children and the Youth

4.1 UN Convention on the Rights of the Child The convention covers the following subjects: Definition of children as all persons less than 18 years of age, unless the legal age of majority in a country is lower. General principles, including the right to life, survival and development, the right to nondiscrimination, respect for the views of children and to give consideration to the child’s best interests, and the requirement to give primary consideration to the child’s best interests in all matters affecting them. Civil rights and freedoms, including the right to a name and nationality, freedom of expression, thought and association, access to information and the right not to be subjected to torture. Family environment and alternative care, including the right to live with and have contact with both parents, to be reunited with parents if separated from them and to the provision of appropriate alternative care where necessary. Basic health and welfare, including the rights of disabled children, the right to health and health care, social security, child care services and an adequate standard of living. Education, leisure and cultural activities, including the right to education and the rights to play, leisure and participation in cultural life and the arts. Special protection measures covering the rights of refugee children, those affected by armed conflicts, children in the juvenile justice system, children deprived of their liberty and children suffering economic, sexual or other forms of exploitation. (www.un.org)

– Choose one of the groups of basic children’s rights and describe it in a detailed way.

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UNIT 4 CHILDREN AND THE YOUTH

4.2 Children on child protection registers in the UK: by sex and category of abuse

Females

Multiple categories

Males Sexual abuse

Physical abuse

Emotional abuse

Neglect 0

2000

4000

6000 (www.statistics.gov.uk)

Child abuse Child abuse is when someone is ill-treating a child, causing damage to the child’s health or personal development. A child can be suffering abuse if they: have been physically injured; are suffering from sexual abuse; are suffering from emotional abuse; are being neglected. You are neglecting a child if you fail to take care of them properly, for example, by failing to protect them from danger, cold or starvation. This does not have to be deliberate. You can also be neglecting a child if you give them very little affection or attention. You might be neglecting a child if you leave them alone at home. This does not depend on the age of a child, but on the circumstances and whether the child is at risk of being badly harmed. Reporting child abuse When you report child abuse to social services, they must look into it if they think there is a real risk to the safety or well-being of the child. Social services will decide if the child needs protection and what needs to ENGLISH FOR SOCIAL WORKERS

47

be done to protect them. If, after initial enquiries, they decide that the child is not at risk, no further action may be taken. Their enquiries could last several weeks and may involve several interviews, family visits or medical examinations. Social services will interview the child and may also interview anyone the child has come into contact with. Usually, social services will tell a child’s parents that they are making enquiries. However, in some cases, they may start making their enquiries before they let the parents know. In cases of serious abuse, and in all cases of sexual abuse, social services will tell the police. Occasionally, social services will take urgent action to have the child removed from the family home and placed under police protection. Once they have made enquiries and consulted with others, social services may decide further action is needed. There are a number of recommendations they can make, including: police investigation; applying for a court order for permission to place the child in care; applying for a court order to place the child under the supervision of the local authority or a probation officer; this means the family will get help and support for the child to stay at home; placing the child’s name on the child protection register. You can report child abuse to the National Society for the Prevention of Cruelty to Children (NSPCC). You can also report concerns about child abuse to a number of other people including: health visitors, doctors and hospital staff, youth and community workers, probation officers, teachers and other school staff, nursery staff, education welfare officers, educational psychologists. (www.direct.gov.uk)

1. Describe the types of child abuse and neglect. 2. What can social services do for abused children?

4.3 Children’s social services Social services provide a range of care and support for children and families, including families where children are assessed as being in need (including disabled children), children who may be suffering ‘significant harm’, children who require looking after by the local authority (through fostering or residential care) and children who are placed for adoption. Social workers with responsibilities for children and families may work in the following areas: 1. Safeguarding and promoting the welfare of children The social worker has lead responsibility, on behalf of social services, for undertaking an assessment of the child’s needs and the parents’ capacity to respond appropriately to the child’s identified needs within their wider family and environment. In the great majority of cases, children are safeguarded while remaining at home by social services working with their parents, family members and other significant adults in the child’s life to make the child safe, and to promote his or her development within the family setting. For a small minority of children, where it is agreed at a child protection conference that a child is

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at continuing risk of significant harm, the child’s name will be placed on a child protection register. Social services are then responsible for co-ordinating an inter-agency plan to safeguard the child, which sets out and draws upon the contribution of family members, professionals and other agencies. In a few cases, social services, in consultation with other agencies and professionals, may judge that a child’s welfare cannot be adequately safeguarded if he or she remains at home. In these circumstances, they may apply to the court for a care order which commits the child to the care of the local authority. Where the child is thought to be in immediate danger, social services may apply to the court for an emergency protection order which enables the child to be placed under the protection of the local authority for a maximum of eight days. 2. Supporting looked-after children Where the local authority looks after a child following the imposition of a care order or accommodates a child with the agreement of their parents, it is the role of the social worker to ensure that adequate arrangements are made for the child’s care and that a plan is made, in partnership with the child, their parents and other agencies, so that the child’s future is secure. Children are generally looked after in foster care. A minority will be cared for in children’s homes and some by prospective adoptive parents. 3. Foster carers Fostering means that the social services department arranges for a child to live with foster carers. It enables a child to be cared for in a family environment. A child can be placed with foster carers long term, for example, when you are permanently unable to look after your child, or short term, for example when you are temporarily unable to look after your child because of illness in the family, or your child is in care but it is planned that he or she will return to you, relatives or friends. 4. Children’s homes Children’s homes can either be administered by local authorities, or by private or charitable organisations. They are run by paid staff. In general, children in children’s homes tend to be older. Younger children are placed wherever possible in foster homes. The way in which the home is organised varies considerably between authorities and according to the attitude of the head of the home. However, children will certainly be encouraged to participate in normal day-to-day activities within the community. They will usually attend local schools (although some children may go to special schools) and be able to join youth clubs and sports clubs etc. Some children are placed in children’s homes with education provided on the premises. This might be for a variety of reasons such as a problem of persistent truanting or difficult behaviour in school or criminal offences. These homes tend to be larger than children’s homes and provide a more structured and disciplined environment, similar to that of a boarding school. 5. Contact with a child in care The local authority must encourage contact between a child in care and parents, relatives and friends. It must also allow reasonable contact between the child and parents. However, if it is not possible to reach an agreement, the court can make a court order detailing what contact your child should have with other people. ENGLISH FOR SOCIAL WORKERS

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6. Children and young people leaving care and accommodation The local authority must prepare a young person or child who has been looked after by a local authority for a period of at least 13 weeks, some time between the ages of 14 and 17, for leaving care and keep in touch afterwards. Most careleavers are entitled to help with accommodation, education and training, and if necessary, to other forms of help that the local authority has the power to provide. 7. Out of school childcare Out-of-school clubs (sometimes called kids’ clubs) open before and after school and all day long during school holidays, giving 3 to 14 year-olds and up to 16 for children with special needs a safe and enjoyable place to play, meet and sometimes catch up on homework. Holiday play schemes are often run by voluntary organisations, local authorities or charities in local parks, community centres, leisure centres or schools. They are not only a great place for youngsters to meet their friends, they also offer a wide range of activities to keep them busy, such as sports or drama, arts and crafts or music. (www.direct.gov.uk)

Explain the following terms from the text in English: assessment local authority family setting child protection register child protection conference fostering and adoption 1. 2. 3. 4. 5. 6. 7.

care order looked-after children children’s home truanting and difficult behaviour careleaver holiday play scheme

Describe the tasks of social workers working with children. When should children be committed to the care of children’s home, foster care or adoption? Describe the types of child’s care. How can schools help children in need? What are the problems with foster care and adoption? Why do careleavers need help? Describe the situation in the Czech Republic.

4.4 Positive activities for young people (PAYP) Listen to the Violet’s and Sean’s stories and answer the questions: 1. What problems did they have? 2. How did the social worker get into contact with them? 3. What measures did the social worker suggest them? 4. Which programmes did they take part in? 5. How did the programmes help them?

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UNIT 4 CHILDREN AND THE YOUTH

1. When the Key Worker met Violet, she had been offending and charged with a serious offence and was subsequently placed under the supervision of the Intensive Supervision and Surveillance Programme. The Key Worker began by visiting Violet at her home and began to build up a rapport with her by encouraging her to attend PAYP activities. Violet disclosed to the Key Worker that she was pregnant, but the father was in custody for offences. Although Violet was still of school age she had been truanting. She explained that she had moved schools as she had not been happy, but had been excluded from her new school due to her behaviour shortly after she had started. The Key Worker wrote a referral and Violet began attending the Young Mum’s To Be course which focused on preparing her for parenthood and developing her basic skills. The Key Worker also liaised with her the Youth Offending Team Liaison Nurse to support Violet with her education, PAYP activities, and the pregnancy (including support to access grants for essential baby items). The Key Worker and Violet discussed her plans for after the baby’s birth and encouraged her to discuss this with her parents. She thought that she would be interested in training but would need support with child care. Violet continued to take part in PAYP activities, which helped her confidence to grow. After the birth of her son Violet began an Entry to Employment course with the support of her mother, who looked after her son while she was training. Violet has gone on to study Health and Social Care at the local community college. 2. The Key Worker met Sean during visits to his sister who had been referred onto PAYP by her School and Social Services. The Key Worker discovered that Sean had not attended school for over a year. He was engaged by the Key Worker by encouraging him to participate in activities during the summer. Sean presented multiple issues including substance abuse. The Key Worker decided that he would benefit from being out of his home environment and developing new interests. Aware of Sean’s substance abuse and the possible affect of this on his behaviour, any activities he might take part in were discussed by Sean and his Key Worker. Sean agreed not use any substances while taking part in activities, and a timetable of activities including both social and educational activities was drawn up. The Key Worker was able to build up a positive relationship with Sean and his family allowing the Key Worker to discuss his return to education after the summer activities. The Key Worker then negotiated funding with Sean’s school allowing him to attend the help centre two days a week to study Maths and English. (www.dfes.gov.uk)

– Describe some of the programmes for children and the youth in need in the Czech Republic.

4.5 Listen to the description of Sure Start Children’s Centres and write down their main tasks and activities.

Sure Start Children’s Centres Sure Start Children’s Centres are places where children and their families can receive holistic integrated services and information, and where they can access help from multi-disciplinary teams of professionals. Local authorities have been given strategic responsibility for the delivery of children’s centres. The Sure Start Children’s Centre programme is based on the concept that providing integrated education, care, ENGLISH FOR SOCIAL WORKERS

51

family support, health services and support with employment are key factors in determining good outcomes for children and their parents. The Local Network Fund for Children and Young People supports small voluntary and community groups to improve outcomes and opportunities for children and young people aged 0–19. The main types of activities of Sure Start Children’s Centres: 1. Being healthy Activities that promote a healthy lifestyle so that children and young people are able to enjoy good health, including – sports sessions; – healthy eating classes; – peer support programmes on drug misuse. 2. Staying safe Activities that contribute to children and young people being protected from harm and neglect and growing up able to look after themselves, for instance: – anti bullying projects; – safe cycling groups; – after-school clubs; – self-defence groups. 3. Enjoying and achieving Activities that help children and young people maximise their potential and develop skills for adulthood, for example: – theatre arts groups; – self advocacy skills programmes; – cultural dance and music projects. 4. Making a positive contribution Activities which enable children and young people to use their skills and abilities in ways to enhance their own lives and the lives of their community, including: – recycling programmes; – mentoring projects. 5. Achieving economic well-being Activities which help children and young people overcome income barriers and achieve their full potential in life, such as: – preparation for work and training; – financial literacy classes for young people. (www.dfes.gov.uk)

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UNIT 4 CHILDREN AND THE YOUTH

4.6 1. Listen to the description of the programme for children. 2. Describe the activities and answer the questions: a) Why did the staff decide to organize such activities? b) How could children participate in preparing the activities? c) What did the activities enable children to learn? d) What abilities could they develop? A) Wilderness space Staff decided that they would transform part of their playground into a wild area where the children could have a ‘taste’ of a forest environment. This idea stemmed from the knowledge that some children have never really experienced things like the smell of damp earth, the wet grass, the sound of the wind in the leaves, birdsong, or rain on a canopy above them. The staff prepared for children various things that they could decorate – such as posts, wheels with spokes, a tunnel made out of bare sticks, the fence and trees. They also planted willow in the ground to make a three-dimensional shape. The children looked around to find materials to weave into these structures, including fabric strips, grasses, leather, plastic rope, feathers, twigs, tinsel and fir cones. In this way they decorated the forest with different materials and textures, some natural, some man-made. They also made sculptures using materials that they found in the forest – off-cuts of wood, pebbles, shells, stone. Using tools such as screwdrivers, hammers and drills they incorporated a range of materials such as string and rope into their sculptures. Being in the forest space gave many opportunities for the children to closely observe living things. Initially, some of the children didn’t really appreciate that the trees, plants and minibeasts were living things and had little regard for their well-being. Over the weeks their awareness grew and they began to demonstrate a more caring attitude. Through spending time outside in the forest space they became much more careful and enjoyed handling and observing the insects. They began to remember things about them and started to discuss their habitats and behaviour. Staff planned carefully how to use the experiences to build self-esteem and independence. They allowed the children to make their own choices and follow their own ideas wherever possible, but offered close support and attention when needed. The children were using the adults as a resource to carry out their own ideas. As the children succeeded at their tasks, their self-esteem and confidence grew and they entered even more fully into activities. B) Open Story Book This project started with stories. The children talked about their favourite books, heard stories, retold them and listened to each other. Artists then spent a week building ‘sets’ based on the children’s ideas and then the children came back to experience these exciting spaces. What happened? They explored the sets based on different stories in which they could get totally immersed and involved. The children were able to: Explore the Bear Cave which included objects that the children thought bears would like and was lined with fur. ENGLISH FOR SOCIAL WORKERS

53

Discover a range of different magical objects in Aladdin’s Cave. Play in The Three Little Pigs’ House – dressing up, listening to the sounds of pigs and exploring the words of the stories through rhymes written on the floor. Explore Granny’s Kitchen – making and decorating gingerbread men and rearranging items on a wall painted with magnetic paint to tell their own stories. Pretend to set sail in The Boat, singing sea shanties. Explore The Beach – following a trail through the sand and having whole-body sensory experiences in the sand dunes made from soft yellow cushions. Draw and write their ideas and stories in the Big Books which were created from hardboard and served as dividers for the different areas. Most of the children who attended these workshops were children who don’t normally have access to these sort of life experiences and their creativity is not usually supported and developed. It was a magical experience for them to step into the stories and bring their own ideas to life. Through visiting Open Story Book, the children gained powerful new and unusual experiences which helped to build their confidence in dealing with new situations. (www.dfes.gov.uk)

– Suggest similar activities for children – work in groups.

4.7 Bullying Bullying can be defined as deliberately hurtful behaviour that is repeated over a period of time. This can include: – teasing, abusive remarks and name calling; – threats and physical violence, damage to property; – leaving pupils out of social activities deliberately; – spreading rumours; – sending upsetting mobile phone or email messages (sometimes called cyberbullying). Give examples of the various forms of bullying. Why is it so dangerous? 1. Listen to the stories and notice the behaviour of a victim, a friend of a bullied child and a bully. Describe their thinking. What helped them? 2. How should we help all three groups of children involved in bullying? Samantha’s story “Break time was the worst. This group of girls used to hang around by the seats under the trees. It was out of sight of the school windows and that’s why they went there. At first, they were all right and I was new, so was grateful that they let me be part of their group. Then they wanted me to chip in and buy cigarettes. I said I didn’t smoke and that’s when it started. They got all the other girls in the class

54

UNIT 4 CHILDREN AND THE YOUTH

to stop talking to me. They just completely blanked me. Things got worse. I got really down about the situation and on my way home one afternoon, I phoned ChildLine. It was so good to talk to someone. I thought if I told anyone – teachers or parents – the bullies would just get back at me. Other people had made things worse for themselves when their parents had complained to the school. The counsellor helped me think through some really good stuff. She asked me about people at school I could talk to. I thought of one of the sixth-formers who was really nice to us when we started. I told her about it and said I didn’t want a big fuss. She understood and she started coming around the school at break time to send the girls off.” Dave’s story “My mate Steve was a good laugh until this new kid turned up. As soon as he joined the school, he started rubbing everyone up the wrong way. He was kind of cool and a few lads started hanging around with the new kid. Then the bullying started and Steve was one of his first targets. Steve tried to answer back at first, but then he got beaten up after school and didn’t answer back after that. Everyday, Steve would get hassled. I could see him getting more annoyed, but then doing nothing about it because he was scared of saying anything. He always looked sad and didn’t want to talk to anyone. It was then I decided to do something about it. I didn’t want to grass on the new kid who was bullying Steve. I didn’t know what to do, so I asked my mum and she suggested talking to Mr Brown, my favourite English teacher. He understood what was happening and promised that he wouldn’t tell anyone who he had spoken to. A few days later, all the bullying stopped. I don’t know what happened, but Steve is much happier now. For some reason the new kid has stopped doing what he did.” Jay’s story “There’s this boy in our class, Carl. He was a right pain, I mean, he just whinged about everything. I once told him he was a wimp and he cried and the awful thing was that I felt good seeing him cry. The others laughed and that made me feel even better. Then it got to be a habit. People copied me and I got even worse and said really horrible things. Then I started hiding his stuff and I really enjoyed seeing him panic and run about getting hysterical. I used to think it was funny. Then I found out from a teacher that Carl was in hospital because he’d tried to hurt himself to get away from bullying. It had only been a bit of fun really – I hadn’t realised how it made him feel. I didn’t mean him to take it seriously. I rang ChildLine and said I was afraid that there was something wrong with me. I mean it’s not normal to like hurting people, is it? The counsellor was great. He talked to me about my family, how Dad had treated me just like I’d treated Carl when I cried, and how I felt when he did it. I even sort of understood my dad a bit better. The counsellor asked me if I had anyone I could talk to about it all. In the end I talked to my uncle. He’s Mum’s brother and we go to football together. He helped me get back into the habit of helping people out rather than putting them down and made me feel better about myself. I even apologised to Carl for what I’d done. It was difficult but I’m glad I did and now I don’t feel like there’s something wrong with me.” (www.dfes.gov.uk)

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4.8 Dealing with Bullies – for teachers: Tell the children from Day One that bullying (verbal or physical) is not tolerated in the school. Everyone is expected to ensure that it does not happen and has the responsibility to tell. In class, have the children discuss bullying; what it is, what can be done, etc. Have the children do a school survey to find out what children, teachers and staff think about bullying. Is it a problem, should it go on, should children tell if they are being bullied? Have the classes make up rules for behaviour. Agree a school set of rules. Agree possible solutions (or punishments if necessary). Have the children discuss ways to help the bullies become part of the group. If bullying is happening, find out the facts, talk to the bullies and victims individually. If the bullying is about a particular issue (e.g. death, divorce, disfigurement), introduce an education programme about the problem, but not focused on a particular child. Call in parents, ask their suggestions and solicit their support. If necessary break up the group dynamics by assigning places, keeping bullies at school at the end of the day, etc. Most bullying groups have a leader with other children being frightened of not bullying. Turn peer pressure against bullying and break up groups. Teach children to be assertive. Differences should be acceptable and never a cause for bullying. Reward and encourage children for individuality. (www.dfes.gov.uk)

4.9 Project work Prepare anti-bullying programme for 10–12 years old schoolchildren. You can use above mentioned ideas for teachers.

Vocabulary abuse (n), substance abuse



administer (v)



adoption (n)



affection (n)



attention (n) bully (v) care (n), alternative care

  

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UNIT 4 CHILDREN AND THE YOUTH

užívání návykových látek spravovat, řídit, vykonávat, podat (lék) přijetí, zavedení (zákona, normy), adopce láska, náklonnost, postižení, onemocnění pozornost, péče týrat, šikanovat, zastrašovat alternativní péče

care (n), foster care



careleaver (n)



conference (n), child protection conference

 

consideration (n)



disfigurement (n) enhance (v)

 

enquiry (n)



examination (n), medical examination



exploitation (n)



harm (n), significant harm hassle (v, n) holistic (adj) ill-treat (v) impose (v) investigation (n)

     

liaise (v)



literacy (n) mentor (n) misuse (v)

  

negotiate (v)



officer (n), education welfare officer order (n), care order order (n), court order order (n), emergency protection order

     

peer (n)



play (v) truant rapport (n) register (n), child protection register

   

pěstounská péče klient opouštějící služby sociální péče – např. dítě opouštějící dětský domov případová konference o péči o dítě zvážení, úvaha, ohleduplnost, ohled fyzické postižení, zmrzačení zvýšit, zvětšit, pozvednout dotazování, vyšetřování, průzkum lékařská prohlídka využívání, zneužívání, vykořisťování značná/velká škoda/újma obtěžovat, nepříjemnost, těžkost holistický, celkový špatně zacházet uvalit, uložit (opatření, nařízení) vyšetřování navázat/udržovat spojení, zprostředkovat, spolupracovat gramotnost rádce, učitel, instruktor (zne)užívat jednat, dojednat, dohodnout, vypořádat se pracovník dohlížející na docházku dětí do škol nařízení o péči o dítě soudní příkaz předběžné opatření vrstevník, člověk stejného postavení chodit za školu, ulejvat se vztah, spojení registr dětí v péči oddělení pro ochranu dětí ENGLISH FOR SOCIAL WORKERS

57

remark (n), abusive remark rumour (n) safeguard (v) self-advocacy (n) self-defence (n) self-esteem (n) setting (n), family setting school (n), boarding school solicit (v) surveillance (n) torture (v) truant (n), to play truant unit (n), residential unit

            

welfare (n)



well-being (n)



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UNIT 4 CHILDREN AND THE YOUTH

urážlivá poznámka, urážka fáma, pomluva ochránit, zabezpečit sebeobhajoba sebeobrana sebeúcta, sebehodnocení rodinné prostředí internátní škola žádat, prosit, usilovat (o co) dohled, dozor, střežení mučit, týrat chodit za školu, ulejvat se oddělení rezidenční péče blaho, prospěch, sociální zabezpečení pocit zdraví, blaha

Unit 5 Criminality

5.1 20

millions

18 16 14 12 10 8 6 4 2 0 1992

1994

1996

1998

2000

2002

2004

2006

British Crime Survey offences, England & Wales The British Crime Survey (BCS) showed that there were 10.9 million crimes committed against adults living in private households in England and Wales in 2006. Vehicle-related theft was the most prevalent type of crime in the 2006 with 1.9 million offences, 17 per cent of all offences in England and Wales. The total value of all card fraud in the UK in 2006 was £504.8 million, an increase of 20 per cent from 2005. Benefit fraud was nearly three and a half times as high in 2006 as it was in 1999, and was the second most commonly committed fraud offence in England and Wales after obtaining property by deception. Men in England and Wales were almost twice as likely as women to be a victim of violent crime (5 per cent compared with 3 per cent) with young men aged 16 to 24 most at risk in 2006. In 2006, 6 per cent of all 17 year old boys in England and Wales were found guilty of indictable offences, by far the highest rate for any age group, and five times the corresponding rate for girls. Between 1996 and 2006 the average prison population in England and Wales rose by 67 per cent, to 75,000. (www.statistics.gov.uk)

1. Discuss the statistic data. What are the tendencies in committing crimes in England and Wales? 2. Find out similar data for the Czech Republic.

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5.2 Place types of crimes into correct columns. Cheque and credit card fraud. Trafficking in controlled drugs. Deceiving members or creditors of a company about its affairs. Burglary of a dwelling. Theft from shops. Possession of controlled drugs. Manslaughter. Criminal damage to a dwelling. Arson. Manipulating or falsifying an account, record or accounting document for personal gain. Harassment. Theft from the person. Obtaining property by deception, with the intent to permanently deprive the owner of it. Perjury. Infanticide. Violent disorder. Blackmail. 1. Robbery

2. Drug offences

3. Fraud and forgery

Handling stolen goods. Rape of a female. Abuse of children through prostitution and pornography. Perverting the course of justice. Customs and Revenue offences. Homicide. Rape of a male. Abuse of trust. Murder. Common assault (includes some minor injury). Cruelty to or neglect of children. Riot. Kidnapping. Treason. Procuring illegal abortion. Libel. Bail offences.

4. Sexual Offences 5. Violence against the person

6. Others

(www.police.uk)

(Note: 1. Riot and violent disorder also belong to the group called public order offences. 2. Types of crime from the groups “Robbery” and “Fraud and forgery” are also called offences of dishonesty.) Listen and check. ENGLISH FOR SOCIAL WORKERS

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5.3 Prison For the most serious offences the court may impose a prison, or ‘custodial’ sentence. The length of sentence imposed by the court will be limited by the maximum penalty for that crime. A custodial sentence can only be imposed if: – the offence is so serious that neither a fine alone nor a community sentence can be justified for the offence; or – the offender refuses to comply with the requirements of a community order; or – the offender is convicted of a specified sexual or violent offence and the court finds that the offender poses a risk of harm to the public. There are 139 Prison Service establishments in England and Wales. These include high security prisons, local prisons, closed and open training prisons, young offender institutions (for sentenced prisoners under the age of 21). (www.cps.gov.uk)

Explain the following terms from the text in English: offence court custody sentence penalty

community sentence convict prison fine

5.4 Young Offenders There are three types of secure accommodation in which a young person can be placed. Secure Training Centres (STCs) STCs are purpose-built centres for young offenders up to the age of 17. STCs house vulnerable young people who are sentenced to custody in a secure environment where they can be educated and rehabilitated. They have a minimum of three staff members to eight trainees. They are smaller in size which means that individual’s needs can be met more easily. The regimes in STCs are constructive and education-focused. They provide tailored programmes for young offenders that give them the opportunity to develop as individuals which, in turn, will help stop them reoffending. Trainees are provided with formal education 25 hours a week. Local Authority Secure Children’s Homes (LASCHs) Local Authority Secure Children’s Homes (LASCHs) focus on attending to the physical, emotional and behavioral needs of the young people they accommodate. LASCHs provide young people with support tailored to their individual needs. To achieve this, they have a high ratio of staff to young people and are

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generally small facilities, ranging in size from 6 to 40 beds. LASCHs are generally used to accommodate young offenders aged 12 to 14, girls up to the age of 16, and 15 to 16-year-old boys who are assessed as vulnerable. Young Offender Institutions (YOIs) Young Offender Institutions (YOIs) are facilities run by the Prison Service. They accommodate 15 to 21-year-olds. The Youth Justice Board is only responsible for placing young people under 18 years of age in secure accommodation. Consequently, some of these institutions accommodate older young people than STCs and LASCHs. (www.cps.gov.uk)

1. Describe the types of secure accommodation for young offenders. 2. Compare with the similar institutions in the Czech Republic.

5.5 Listen to the description of a young offenders’ institute and sum up its tasks and programmes. Wetherby Wetherby is a young offenders’ institute for up to 360 young men aged 15 to 17 (juveniles). We have operated in Wetherby since 2001, offering the young men an opportunity to learn and develop skills according to their individual needs. The project is based in a newly renovated building which has enough space and rooms to run workshops and programmes for groups and individuals. We offer a complementary programme to the more formal education provided at the institute. We offer a structured pre-release programme covering such subjects as living independently, managing money and how to find and apply for jobs. We also help the young men explore the consequences of being involved with crime and offending behaviour. Our successful fatherhood course – aimed at potential young fathers – explores what it means to be a responsible dad and a good role model. It also examines the moral, social and ethical consequences of being a father. Our Advice and Information Centre is based in our computer room, where the young men can search for education, training and employment opportunities in their local area. The aim of the Young Citizens Panel’s first project was to help young men in the community to gain skills so that they are less likely to become the victims of street crime or bullying. The success of the Young Citizens Panel led to a second group project, this time focussing on car crime and its consequences. The young men participate in these projects in their cells in their own free time. The young men helped renovate, repair and decorate an alcohol-free youth bar for the local Salvation Army. (www1.salvationarmy.org.uk)

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63

5.6 Probation When an offender leaves prison, or receives a community sentence, they will be ‘put on probation’, which means they will be supervised and supported by a probation officer. An offender will be put under probation supervision when: – a judge sentences them to a community sentence, as an alternative to prison; – the Parole Board decides the offender can be released early from a jail sentence; – the offender is automatically released from prison after serving three-quarters of their sentence. The core purpose of approved premises is to protect the public from offenders who pose a significant risk of harm to others. For this reason, the majority of bed spaces are occupied by offenders released from custody, some of whom have been convicted of very serious offences. When offenders are on probation they must comply with the rules and requirements specified by their court orders or release licences. If they break the rules they face disciplinary action, including the risk of being sent to prison. For example, offenders must attend regular supervision sessions with their probation officers. Other requirements may include: – completing community sentence; – successfullly completing alcohol and drug treatment; – staying in a probation hostel; – staying away from the area where a crime was committed. The Probation Officers’ role is to help: – rehabilitate offenders; – enforce the conditions of offenders’ court orders and release licences; – conduct offender risk assessments to protect the public; – resolve problems that may have led offenders to commit a crime. Probation staff work with the victims of violent or sexual crime where the offender has been sentenced to a year or more in prison. They keep the victim informed about the progress of the sentence and may consult the victim about conditions of release. (www.probation.homeoffice.gov.uk)

Answer the questions: 1. What is probation? 2. When are the offenders put under probation? 3. What rules and requirements do they have to comply with? 4. What is the role of probation officers? 5. What are approved premises? 6. How do probation officers work with victims?

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UNIT 5 CRIMINALITY

5.7 Community orders The Community Order Offenders may be sentenced by a court to a Community Order with one or more requirements. The requirements are: Unpaid work – a set number of hours of work performed for the benefit of the community. Activity – including community drug centre attendance, education and basic skills or reparation to victims. Programme – a group or individual programme to address behaviour such as general offending, violence, sex offending, drug or alcohol abuse, domestic violence and drink impaired driving. Prohibited activity – a ban on an activity such as entering a public house or attending a football match. Curfew – supported by electronic monitoring (tagging). Exclusion – a ban from entering a specified place or places for a period of up to two years. Residence – residing at the place specified, either an approved hostel or private address. Mental health treatment – under the direction of a doctor or psychologist. Drug rehabilitation – aimed at reducing or eliminating dependency on drugs. Alcohol treatment – aimed at reducing or eliminating dependency on alcohol. Supervision – attending regular appointments with a probation officer who will undertake work with the offender to change attitudes and behaviour. Attendance centre – for 18 to 24 year olds. (www.probation.homeoffice.gov.uk)

1. What are the main principles of community orders? 2. Give reasons why the above mentioned measures could prevent offenders from committing other offences. 3. What are the advantages and disadvantages of community orders?

5.8 Listen to Tim’s story. Are these sentences true or false? Correct the false ones. 1. Tim had a good family setting. 2. He has four brothers and sisters. 3. When he was 17, he had to leave home. 4. He stayed in homeless hostels. 5. He started to drink heavily. 6. He was arrested for theft. 7. He wanted to get rid of his addiction. 8. His mentor’s name is Jack. 9. Now Tim lives in the supported accommodation. 10. He wants to join the army. ENGLISH FOR SOCIAL WORKERS

65

Tim’s story Tim had an unstable upbringing, spending many years in social care as his parents simply couldn’t cope with bringing up their five children. When Tim turned 17, his father told him he was no longer welcome to stay at their family home in south London. Having nowhere else to go Tim went to the west end of London where he stayed in various homeless hostels. Unfortunately, but sadly inevitably, Tim was introduced to drugs and found this to help him escape the pain that he felt. After two years and a growing drug dependency, Tim found himself banned for drug taking and bad behaviour from nearly all the homeless hostels. He started to live on the streets and in various local squats, but it wasn’t long before he was arrested. Tim was sentenced to three months for begging and assault on a police officer. Because he was going to be homeless when his prison term was over, he was referred to Outside Link project who secured him supported accommodation for when he was released. Realising that he had options other than returning to the streets and his previous life style, Tim expressed a wish to get his life back on track and kick his heroin addiction. In the project he was matched with a volunteer mentor Bill who would help him with all aspects of his life support, advice and most importantly a friendly face and a sympathetic ear. Tim has now been out of prison for three months and is still living in the supported accommodation project. With the help of his mentor Bill, he has been able to access help with independent accommodation through his local leaving care team. Tim has said that the biggest milestone has been the fact that he has been free from drugs. He has been taking part in a community drug rehabilitation programme that was set up for him via the One to One project, before he left prison. Bill and Tim still meet on a regular basis. In their last meeting Tim said: ‘I feel like a regular citizen now and not like someone who people view as second class.’ Tim is currently taking part in a training course and hopes to be able to join the army in the future. (www.hmprisonservice.gov.uk)

5.9 Listen to Tony’s story and find out the differences between the text and the recording. Tony’s story “I dropped out of school at 15 and later I was kicked out. I started to get in trouble – stealing things, doing robberies and street crime. The crowd I hung about with weren’t in schools. You are bored and so are they – that’s why you go around committing crime. Eventually I was caught and sentenced to eight years. I was in prison from when I was 16 to 24. I lost the best years of my life. Prison was a wake up call, it made me realise crime is not worth it. The Outside Link project helped me get through my time. I learnt about the Outside Link project in prison from an officer. The Outside Link helped me with my thinking skills, and prepared me for the community. I now think before I act. I was released six months ago. I’m now working and soon I’m going to start a new job in in motorway maintenance and highway control. What I’d say to people in prison is join the Outside Link. Think about the future – with their help you can turn it around.” (www.hmprisonservice.gov.uk)

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5.10 Role play – work in pairs One of you is a victim of a crime (theft, pickpocket or criminal damage) and the other is a policeman/woman. Fill in the crime reporting form.

Metropolitan Police Crime Reporting Non-emergency crime reporting This form is only to be used for incidents in the Greater London area. In an emergency always dial 999. Please note: Fields marked with an asterisk (*) are mandatory. Section 1: Crime details Date, time and type of crime. Crime type* – theft, pickpocket, criminal damage. Date* – on or between which dates do you think the crime took place. Enter in dd/mm/yyyy format. Time* – at or between what times do you think the crime took place. Enter in 24hr HH:MM format. Crime location. Business name. Address. Town/area. Postcode. Type of location – for example – street, retail premises, transport location or unknown. Description of crime location – for example – outside the library near the bus stop. If the incident occurred in Public Transport. Means of transport. Route. Direction of travel – for example – westbound towards Westminster. Boarded location. Alighted location. For example – outside Victoria coach station. Section 2: Your details Are you – victim; – reporting on behalf of someone else. Note: If you are reporting on behalf of someone else then please complete Section 3 as well. Did you witness the incident – yes or no.

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Title (Mr., Ms., Mrs., Miss).* First Name.* Last Name.* Gender.* Date of birth.* Ethnic background. What times can we contact you.* Address.* Town/area.* Postcode.* Preferred contact number.* Other contact number. Mobile phone contact number. E-mail address. Section 3: Reporting on behalf of someone else Their personal details. Title (Mr., Ms., Mrs., Miss).* First Name.* Last Name.* Gender.* Date of birth.* Ethnic background. What times can we contact them.* Address.* Town/area.* Postcode.* Preferred contact number.* Other contact number. Mobile phone contact number. Email address. Section 4: Property and motor vehicle details Property details stolen /damaged. Description of property (please provide as much detail as possible – e.g. make, model, serial number, bank card type, value etc.).* Motor vehicle details. Make. Model. Colour. Vehicle registration.

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UNIT 5 CRIMINALITY

Section 5: Other information regarding the crime/incident Was the crime/incident captured on security cameras? Was this viewed by anyone? Tell us how the crime happened* (please provide as much detail as possible, including the exact location of offence, was anyone seen to commit the crime, where was the property e.g. in a bag carried on my shoulder, in the boot of a car, inside my locker etc.). Description of any suspects seen (include their ethnic appearance, clothing or any other distinguishable features). Please provide any additional information below. (www.police.uk)

Vocabulary abortion (n) alight (v) arson (n) assault (n) bail (n, v) ban (n, v) beg (v) blackmail (v) burglary (n) cell (n) comply (v)

          

convict (n, v)



cope (v) curfew (n)

 

custody (n)



damage (n, v) deceive (v) deception (n) enforce (v) falsify (v) fine (n, v) forgery (n) fraud (n)

       

potrat vystoupit žhářství útok, napadení, přepadení kauce, propustit na kauci zakázat, zákaz žebrat, úpěnlivě prosit vydírání, výkupné vloupání (do bytu, domu) cela, buňka splnit, vyhovět uznat vinným, usvědčit, odsouzený, trestanec zvládnout, vypořádat se (s čím) zákaz vycházení vazba, věznění, opatrovnictví dítěte škoda, poškodit podvádět, klamat podvod, klam vynutit (si), vymáhat, prosadit zfalšovat, padělat pokuta, dát pokutu padělání, padělek podvod

ENGLISH FOR SOCIAL WORKERS

69

guilty (adj) harassment (n) homicide (n)

  

indictable (adj)



infanticide (n)



justice (n), perverting the course of justice juvenile (adj) kidnapping (n) libel (n) location (n) make (n) manslaughter (n) murder (n)



maření soudního výkonu

      

mladistvý únos pomluva, urážka na cti poloha, místo, umístění značka (např. auta), výrobce zabití vražda porušení zákona, trestný čin, přestupek porušení celních a daňových předpisů volba, alternativa volitelný tým, skupina, porota, výbor, panel podmínečné propuštění trest křivá přísaha kapesní zloděj schválené místo pobytu maloobchodní prodejna věznice s dozorem věznice se zpřísněným dozorem věznice s dohledem podmínečný trest, zkušební lhůta získat, zajistit, prosadit, donutit



offence (n) offence (n), custom and revenue offence option (n) optional (n)

  

panel (n)



parole (n) penalty (n) perjury (n) pickpocket (n) premises (n), approved premises premises (n), retail premises prison (n), closed prison prison (n), high security prison prison (n), open training prison probation (n) procure (v) programme (n), complementary programme programme (n), tailored programme

            

70

vinen, provinilý obtěžování, pronásledování zabití člověka trestný, žalovatelný, podléhající trestnímu řízení vražda, zabití novorozeněte/ dítěte



UNIT 5 CRIMINALITY

doplňkový/alternativní program program přizpůsobený potřebám klienta

rape (n, v) rate (n), crime rate ration (n, v)

  

rehabilitate (v)



release (v)



relocate (v)



reoffend (v)



reparation (n)



riot (n)



robbery (n) route (n) sentence (n) sentence (n), community sentence sentence (n), custodial sentence suspect (n, v)

  

znásilnění, znásilnit míra kriminality dávka, příděl, omezit, povolit rehabilitovat, reintegrovat, znovu zařadit do společnosti uvolnit, propustit, osvobodit přesídlit, přemístit, přestěhovat (se) znovu spáchat trestný čin odškodnění, náhrada, kompenzace výtržnost, nepokoje, pouliční bouře loupež, vyloupení (např. banky) cesta, trasa, dráha rozsudek, trest



alternativní trest

 

tagging (n)



theft (n) trafficking (n), drug trafficking treason (n) victim (n)

   

trest odnětí svobody podezřelý, podezřívat označení visačkou, elektronickým náramkem krádež obchodování, prodej drog vlastizrada oběť (trestného činu)

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UNIT 5 CRIMINALITY

Unit 6 Refugees, Immigrants, Ethnic Issues

6.1 Fill in the gaps with the following expressions: increased levels abused an offence insulting pamphlets the estimated number

lack of religion hatred a particular religious group improvements in recording racial or ethnic origin.

Racially and religiously motivated attacks Racially motivated attacks and religiously motivated attacks are attacks which are carried out because of someone’s ……… , or their religion or ……… . Racial and religious offences If you have been attacked or ……… because of your race or religion, the person who attacked or abused you may have committed ……… . In addition, if someone incites other people to ……… of a particular racial group, for example, by publishing or distributing ……… , they may be prosecuted for racial hatred. There is no law which covers inciting hatred against ……… . According to the British Crime Survey ……… of racially motivated offences in England and Wales fell from 390,000 in 1999 to 280,000 in 2006. The number of racially motivated incidents against Black, Indian, Pakistani, and Bangladeshi people also fell, from 145,000 in 1999 to 98,000 in 2006. This indicates that ……… of racially motivated incidents as recorded by police statistics, relate to ……… and higher levels of reporting such incidents. (www.statistics.gov.uk)

Listen and check. 1. Find out the data for the Czech Republic. 2. Give examples of racial and religiously motivated attacks – you can use, for example, the articles from newspapers and magazines.

6.2 Refugees and asylum seekers Since 1951, the word ‘refugee‘ has had a precise meaning in international law, under the Geneva Convention of that year. An applicant for refugee status must be outside his or her own country, have a well-founded fear of persecution there on grounds of race, religion, nationality, membership of a particular social group or political opinion, and be unable to return home. Once admitted with refugee status, a person has the right not to be sent back to their former country. Refugees have other important rights, too, including rights of access to education, health treatment and housing.

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An ‘asylum seeker‘ is a person who has lodged a claim for asylum (protection from danger) and is awaiting a decision. Some ask for asylum immediately on arrival (which they have to do if they are to qualify for benefits), but others, fearing instant refusal, may enter as visitors or students, hoping to change their status later. Worldwide, the number of people seeking refuge from danger has increased enormously over the last 25 years, from about 16 million in 1980 to over 200 million in 2006. Some 40 million have been forcibly displaced. Many do not satisfy the Geneva Convention’s rules for seeking asylum; they are often fleeing civil wars, failed states, or environmental crises such as floods or droughts. Most refugees are from poor countries experiencing conflict and abuse of human rights, and most are admitted by other poor countries. Attitudes hostile to refugees and asylum-seekers influence the general public and are difficult to counter.

Migrants, emigrants and immigrants A migrant is a person who moves from one country to another, intending to settle temporarily or permanently in the place of destination. An emigrant is one who leaves a country intending to settle elsewhere, while an immigrant is a person arriving in a country, intending to settle temporarily or permanently. (www.cre.gov.uk)

Explain the following terms from the text in English: refugee persecution race religion asylum

immigrant emigrant migrant forcibly displaced

6.3 1. Listen to the description of lives of two refugees. Answer the questions: – Why did they have to flee their native country? – How did they get to Britain? – Who helped them to settle in the new country? 2. Read the texts and find the similarities and differences between Ali’s and Robert’s lives. Ali is a 22-year-old youth worker with asylum seekers. “The bad times started in January 2002. My brother had joined the Liberation Army and the police were searching for him. They took me to the police station and asked me to tell them where he was. They didn’t give me any food for three days, just water. They slapped me, hit me, punched me in the head. After eight days they let me go. I hid for more than a year, until March 2003. The police and army were killing people so I decided to get out. I walked for nearly two days with a lot of other people to the border. We had to cross late at night when the army weren’t around. I had some money that my father and my uncle had given to me in 2002, and I used ENGLISH FOR SOCIAL WORKERS

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this to pay an agent. I didn’t know him at all. I just met him in the night. I was afraid, thinking I might lose my money. I had to pay him about 5,000 Euros and he arranged for me to get into a lorry. I didn’t know where it was going. The agent just told me: ‘This will get you out; it may go to Switzerland, Germany or somewhere else.‘ We were in the lorry for maybe four days. They were difficult, horrible days. I was tired, scared and didn’t sleep at all. The next place I saw was London. The lorry had stopped at a factory. It must have been about 4 or 5 am and about two or three hours passed. When it didn’t move, I thought: Maybe this is it, the final destination. I opened the canvas a little and looked out. I didn’t know where I was. I was the first one to leave the lorry, as most people were sleeping. I saw some people, a girl and a man with high shoes and strange clothes. They must have come from some club or something, because their hair was sticking up, and they had lots of rings in their ears. My god, I thought, I am on another planet. I was scared to ask them where I was, but there was no one else. I couldn’t speak English so I asked by pointing, saying ‘Where is this? Where I am?‘ They said, ‘This is England, London.‘ I was amazed. And then I asked for the train station. ‘Train, train,‘ I said, just like that. A man in a tie and suit told me to go with him because he was going to London. I was very lucky. They gave me the address of a solicitor. I went there, and the next day he took me to the Home Office. The Home Office sent me to the Refugee Council who were very kind to me. They found accommodation for me in a hostel. It wasn’t very good, but I was just glad to have a roof over my head. Nearly 1,000 refugees in one hostel using the same kitchen, and so on, was difficult. I was there for nearly a year, I couldn’t wait to get out. The Council helped me get into a college to learn English, and about a year after, I stopped living on benefits, when I got a job with the Council. From then, I could do everything for myself – pay rent, buy food and clothes. I still worried about what I had left behind. I just worry that my parents might die and I won’t see them. I don’t have contact with them, but I keep my phone on 24 hours a day in case they call me. I don’t send money back to them because I don’t have an address, but I put a little aside every month to save for them. I have been an asylum seeker all this time. I applied for leave to remain and, after seven months, they gave me one year. When that ran out I applied for an extension but after two months they refused. I applied again and on 21st May this year they called me for an interview. I think I surprised them because they had never interviewed someone who didn’t need an interpreter. But I haven’t heard yet. I feel like I belong in London now. This country has been good to me in many ways. The people are very friendly, I’ve never had any prejudice. I have learned a lot from working with young people from many different nations. There are some people who treat asylum seekers badly. I have seen it a lot, but it hasn’t affected me personally.” Robert, who died aged 80 in 2005 was a Jewish Refugee. “I came to Britain in December 1938 from Vienna when I was 14. I was on the second of the Kindertransport trains organised by people in Britain, who persuaded the Home Office to allow 10,000 children to be brought to this country.

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I can still remember feeling terribly disturbed, but, as a 14-year-old, to some extent the excitement of going to a different country outweighed the sense of foreboding. Some 65 % of the so-called Kinder transportees lost their parents. I was one of those, although I had lost my father when I was 10, and I had no brothers or sisters either. We arrived at Harwich from the Hook of Holland. When we trooped onto the deck, there were immigration officials waiting to deal with us. Hundreds of us were put on a train to a disused holiday camp near Lowestoft. It was December and we were in these wooden chalets, with the North Sea wind howling at us. Scarlet fever broke out and, of course, I caught it. So, I spent the next six weeks in an isolation hospital in Colchester. Then I was sent to a convalescence home in Walton and from there to another refugee children`s home in Clacton. I had a grounding in English because I had been to a grammar school in Vienna. There was a job advertised which said someone with a fair knowledge of English could be trained as a chauffeur, to look after the car and work as a handyman around the house and garden. I took the job, but it was a disaster. I was 15, thrown in the deep end, and I didn’t make a good job of it. Within three weeks, I was kicked out. I was described to the refugee committee as indolent and insolent, a nice alliteration but not very pleasant. The one good thing was that I was told about a house where a Zionist committee had established a training farm. I used to go there to relax and meet fellow refugees. One Sunday they had an open day for wellwishers and supporters and I got talking to some people from London. They were very kind, workingclass East Enders, Jewish people. When they heard my story, they took me in, and I lived with them in Hackney for the next eight years. That was a real stroke of luck, otherwise God knows what would have happened to me, psychologically. The family was in the tailoring trade. So I went into that. But I wasn’t very good at it and in the war I retrained as an engineer, working for two firms making products for aircraft. I got married at 23 and we lived in a sort of slum near Stamford Hill, there was a grievous housing shortage. Eventually, I decided to study and I went to Birkbeck, and then to King’s College, London, to take a history degree. I became a teacher and, after several years, a writer of history books. I became a British citizen in 1949. I had some friends who went back to Austria, but I never really thought about going back, because I discovered how the Austrians had behaved during the war. I did think about going to Israel at one point, but I am too much of a well, I wouldn’t say coward, but it would take such an effort to take root again in a totally strange environment and learn a new language. I’m not sure how much at home or settled I feel here, even now. Although I am hugely interested in British literature, history and politics, there are parts of the British way of life that are barriers. I am not at all interested in sport and I hate drinking beer, so they are two fairly huge social handicaps. (www.cre.gov.uk)

– What difficulties can people have when settling in another country?

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6.4 Social exclusion People are excluded when they are not part of the networks which support most people in ordinary life – networks of family, friends, community and employment. Among many others, poor people, ex-prisoners, homeless people, people with AIDS, people with learning disabilities or psychiatric patients might all be said to be at risk of exclusion. This is a very broad concept: it includes not only deprivation but problems of social relationships, including stigma, social isolation and failures in social protection . In practice, the idea of exclusion is mainly used in three contexts. The first is financial: exclusion is identified with poverty and its effect on a person’s ability to participate in normal activities. The second is exclusion from the labour market: exclusion is strongly identified with long-term unemployment. Third, there is exclusion in its social sense, which identifies exclusion partly with alienation from social networks, and partly with the circumstances of stigmatised groups. (www.cre.gov.uk)

Explain the following expressions from the text in English: exclusion deprivation social isolation

stigma alienation social network

– How exclusion influences the lives of excluded people?

6.5 Inclusion and multiculturalism Britain has benefited historically from its diversity and continues to benefit today from the contributions made by migrants and their descendants. But it is clear that the benefits of migration and diversity are not unalloyed, like everything else, there are costs as well as benefits. Greater diversity can lead to greater potential for conflict as a result of our differences and it is in our common interest to face any difficulties frankly in order to resolve them. Immigration patterns have changed greatly, with a high proportion now coming from Europe, particularly the newer member states of the EU. In London alone, there are now 42 groups of over 10,000 people with recent foreign antecedents. There are also nearly a million people in Britain who have defined themselves as of mixed race. Globalisation has meant that both labour and capital are increasingly mobile, leading to huge demographic shifts. Developments in technology and transport have made it possible for people to base their lives in two or more countries simultaneously (known as ‘transnationalism‘). The best, fairest societies are the ones in which people share experiences and common ambitions whatever their cultural backgrounds; societies where we can celebrate our diversity, but where difference does not have to mean division; societies where everyone has the chance to participate in making the decisions that count; societies in which we share basic values – the rule of law, equity, equality of women, equality and liberation for people whatever their sexual orientation or gender status.

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The development of multiculturalism as a policy in the first place was to some degree an understandable reaction to a disillusionment with policies of the 1950s and 60s, when the aim, said to be ‘integration‘, was really assimilation – the absorption of minority migrant communities into the majority community with no noticeable effect on the culture and way of life of the majority, while expecting that the culture and way of life minorities brought with them would disappear. Unlike assimilation, inclusion is a two-way street in which the settled communities accept that new people will bring change with them, while newcomers realise that they too will have to change if we are to move closer to an integrated society. It is not a process in which new migrants are told to leave their identities behind, and to become like everybody else, whoever everybody else is, but rather one in which everyone who lives in this country has the right to every opportunity it offers and the duty to make every contribution of which they are capable. Inclusion has three essential components: equality for all sections of the community; participation by all sections of the community in the processes and decisions that shape the future of the country; and interaction between all sections of the community. Equality means that everyone is treated equally and has a right to fair outcomes and that no one should expect privileges because of what they are. However, it also recognises that, in some instances, there may be grounds for treating people differently in order to create a level playing field. Participation – if people from some groups are not involved in the processes of politics, public appointments and other decision-making structures, our society will never be fully integrated, and we risk perpetuating the inequality that prevents integration. Interaction – finding effective ways to overcome tendencies towards separation and polarisation between different groups is not a simple matter, and there is a need for creative thinking. Much depends on finding a commitment to integration within the affected communities; and work in the education and sport sectors, and with young people, is particularly important. (www.cre.gov.uk)

1. Answer the questions: – What are the “costs and benefits” of migration and diversity? – What is multuculturalism and why was this concept criticised? – What is the difference between assimilation and inclusion? – Why was the concept of assimilation criticised and finally left? – Name the three components of inclusion and explain them. – Why do EU countries try to prevent immigration? – What prejudices do Czech people have against people from other races and nations? – What measures should be taken to improve the relations between majority population and ethnic groups? 2. Find out the information about one of the organisations working with refugees and immigrants in the Czech Republic. ENGLISH FOR SOCIAL WORKERS

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6.6 Read the text and answer the questions: – Why does the author criticise the decision of Richmond Council? – Why – in the author’s opinion – is the policy of diversity not applied consistently or logically? Give examples from the text. – What cannot we guess from the ethnicity of people we meet? – Why does the author think that our identities are open-ended? In January this year, Richmond Council issued a court order to remove a child from the care of her foster parents after she had been living with them for two years. The council admitted that the foster parents had an exemplary record as carers and that the young girl had ‘blossomed‘ in their custody. However, the child is black and they are white. The council thought she was better suited to a family with whom she could ‘culturally identify‘. This barely received any media mention because it is a common occurrence. Britain needs an extra ten thousand foster parents but authorities actively discourage cross-cultural care; it is viewed as potentially damaging for the child. The British Association for Adoption and Fostering explains: ‘It is best for a child to live with foster carers who reflect and understand the child’s heritage, ethnic origin, culture and language‘. Of course a vulnerable child should be placed in a home where he or she can be understood and feel comfortable, but in the case of the foster parents from Richmond, it was clear that this was already the case. It is almost as if the authorities believed the girl was born with a cultural identity programmed into her DNA, which prevented her from making any meaningful connection with white people. What is striking about this story, and many like it, is the casual inference of a divide between black and white culture, and the assumption that this cannot be transcended. Official support for ‘diversity‘ in the UK has spawned a massive infrastructure of policies, funding streams, services, voluntary and semigovernmental organisations and professionals, all of which are deployed to manage our differences and ensure they are recognised. The policy of diversity is not applied consistently or logically. Over-anxious officials are keen to support the cultural identities of ethnic groups but feel distinctly uncomfortable about doing the same for white people. Such double standards reveal the motivations behind diversity policies – an elite anxiety about ordinary people. It is assumed we need ‘diversity management‘ because otherwise we will descend into race riots. These worries are invariably exaggerated. Local councils who banned the flying of the St George’s flag during the European Football Championship in 2004 finally had to overturn their decisions when complaints mounted – many from Asian taxi drivers who wanted to fly it themselves. As more diversity policies are implemented, society seems to become more fragmented. The instinct to look after one’s own tends to pit people against each other, creating an unhealthy animosity. The problem with ‘diversity‘ is the message it sends out. Of course we should appreciate our diverse cultural heritage. But in our day-to-day lives, especially at the beginning of the twenty-first century, our ethnicity tells us increasingly little about who we are. How could anyone sum up Asians in a nutshell? When we meet an individual, it is almost impossible to guess by their ethnicity whether they will be religious or atheist, right- or left-wing, an environmentalist or free marketeer. Our identities are open-ended. They alter and

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adjust to new experiences, whether these involve making new friends, developing political or religious views or even going travelling. Of course we are not just atomised individuals either, and are very much shaped by belonging to something more collective. Humans are social beings. Through knowing about ourselves we learn about each other, and vice versa. The tendency to limit ‘the tribe‘ cuts off the chance to develop our fullest potential. (www.cre.gov.uk)

Topics for discussion: – What is a cultural identity? – Is it inborn or learnt? – Is it true that in the society of the 21st century our ethnicity tells only a little about who we are? – How can people be educated to accept persons of other ethnicities?

6.7 Read the text and answer the questions: – What is cultural relativism? – Why does the author think that human beings are sacred and not their beliefs? – How does the author understand the term “racism”? – What is the difference between religious beliefs and political opinions based on the religion? The problem with cultural relativism is not only that all cultures and beliefs are deemed equally valid, but that they also seem to have been given personas of their own, thus blurring the distinction between individuals and beliefs. As a result, concepts such as rights, equality, respect and tolerance, which were initially conceived in terms of the individual, are now more and more applicable to culture and religion, and often take precedence over human beings. This is why any criticism, ridicule of or opposition to beliefs, cultures, religions, gods and prophets is labelled racist, disrespectful, and even as inciting hatred against believers. Needless to say, cultural relativists have it all wrong. It is the human being who is sacred, worthy of the highest respect and rights and so on, not his or her beliefs. It is the human being who is meant to be equal. Of course, people have the right to their beliefs no matter how absurd they may seem, but that is an entirely different matter. Having the right to a belief, culture, or religion does not mean that the belief or culture or religion must be respected, or that those who disagree, oppose or choose to mock said beliefs must refrain from doing so because such behaviour is unacceptable to believers. I mean, are we really expected to respect, for example, a belief that women are sub-human, that ‘disobedient‘ children need to be exorcised, or that gays are perverts because someone or some religious groups believe it to be so? And does anyone really think that such beliefs are equal or equally valid to humanist ideals fought for by generations? And anyway, how can criticising or mocking or opposing a belief, culture or religion be racist towards or disrespectful of those who believe them – something you tend to hear quite often nowadays? Clearly, ENGLISH FOR SOCIAL WORKERS

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you cannot be racist about an idea or belief or ideology. Racism is composed of distinctions, exclusions, restrictions or preferences based on race, colour, descent or the national or ethnic origins of individuals – of human beings. Clearly, there is a big difference between Muslims and the concept of political Islam – as a contemporary political movement like many others – as well as between Muslims and Islam, which is the ideological aspect of this contemporary movement and a belief like many others. Blurring the distinctions between the two, and using the language of rights and anti-racism here in the West to do so, are devious ways of silencing criticism and opposition – criticism which is particularly crucial, given the havoc that political Islam has inflicted in the Middle East and North Africa, and more recently in the West. This is of course not to deny that racism exists, including against Muslims, but it does so because racism is profitable, not because of the existence of critical thought and freedom of expression. Only an unequivocal defence of universal rights and values will challenge cultural relativism, and its pervading racism, head on and relegate it to where it belongs: the dustbins of history. (www.cre.gov.uk)

Topics for discussion: – Name basic human rights and explain them. – Do we have to respect all beliefs? Give examples of the beliefs that are against human rights. – Could the violating of human rights be justified? If so, under what conditions? – Can racism be profitable? In which ways?

Vocabulary admit (v) alienation (n) alloy (n) antecedent (n) apartheid (n) assimilation (n) assumption (n) barrier (n) border (n) commitment (n) component (n)

          

conceive (v)



contemporary (adj, n) counter (v) crucial (adj)

  

82

připustit, uznat, přijmout odcizení (se) slitina předchůdce, předek apartheid přizpůsobení, asimilace, splynutí předpoklad, domněnka překážka, zábrana, bariéra hranice, pomezí, okraj závazek, povinnost, věrnost složka, komponenta, součást vymyslet, naplánovat, představit si současný, soudobý, současník čelit, kontrovat, odporovat rozhodující, rozhodný, kritický

UNIT 6 REFUGEES, IMMIGRANTS, ETHNIC ISSUES

deploy (v)



deprivation (n)



descendant (n) descent (n)

 

devious (adj)



displace (v), forcibly



distinct (adj)



diversity (n)



division (n) drought (n) emigrant (n) equality (n) equity (n) eradicate (v) exclusion (n) exorcise (v) fever (n), scarlet fever flee, fled, fled (v) flood (n) gender (n) hatred (n), racial hatred heritage (n) hostile (adj) identify (v) immigrant (n) implement (v) incite (v) inference (n) infrastructure (n) insult (n, v) integration (n) isolation (n)

                       

liberation (n)



migrant (n)



rozmístit (se), rozestavit (se) zbavení (čeho), nedostatek, ztráta potomek, nástupce původ, pokles, sestup křivolaký, nevyzpytatelný, vychytralý násilně vyhnat, vystěhovat, vysídlit odlišný, jiný, zřetelný rozmanitost, různorodost, pestrost rozdělení, rozpor, rozdíl sucho vystěhovalec, emigrant rovnost rovnost, spravedlnost, poctivost vymýtit, vyhladit vyloučení zahnat, rozptýlit (obavy) spála uprchnout povodeň, záplava pohlaví rasová nenávist dědictví, odkaz nepřátelský, agresivní rozpoznat, zjistit, určit přistěhovalec, imigrant provést, uskutečnit, realizovat podněcovat, navádět, provokovat závěr, důsledek, dedukce infrastruktura urážka, potupa, urazit integrace, začlenění, zapojení izolace, odloučení osvobození, propuštění na svobodu migrant, přistěhovalec

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multiculturalism (n) office (n), Home Office (UK) origin (n), ethnic origin outcome (n) perpetuate (v) persecution (n) pervade (v) pervert (v) pit (v) precedence (n) prejudice (n) privilege (n) prophet (n) prosecute (v) race (n) racial (adj) racist (n, adj) refoulement (n) refrain (v) refugee (n) relegate (v) religion (n) reveal (v) sacred (adj) seeker (n), asylum seeker segregation (n)

                         

settle (v)



slum (n) spawn (v) status (n) sub-human (n, adj) temporarily (adj) transcend (v) tribe (n) undermine (v) unequivocal (adj) valid (adj)

         

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multikulturalismus ministerstvo vnitra etnický původ výsledek, závěr zachránit pronásledování pronikat, rozšířit se, prostoupit zkazit, narušit, zneužít stát proti (komu, čemu), čelit přednost, priorita předsudek, zaujatost výsada, výhoda, privilegium prorok žalovat, soudně stíhat rasa rasový rasista, rasistický vrácení uprchlíka zdržet se, vyhnout se, nevykonat uprchlík odsunout, přeřadit, zařadit náboženství, víra odhalit, odkrýt, prozradit posvátný, svatý, posvěcený žadatel o azyl, azylant oddělení, vyloučení, izolace vyřešit, urovnat, dohodnout, usídlit (se) chudinská čtvrť, slum zrodit, zplodit postavení, stav, status pod-člověk, nelidský dočasně, prozatímně, přechodně přesahovat kmen (domorodý) podkopat, zničit jednoznačný, jasný platný, legální, oprávněný

UNIT 6 REFUGEES, IMMIGRANTS, ETHNIC ISSUES

value (n), basic values well-wisher (n)

 

základní hodnoty, zásady příznivec

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Unit 7 Families

7.1 Successful families Most parents describe a successful family as one that shares time together and where parents have a good relationship with each other. There are important messages here for policy makers. Far more resources and value need to be placed on supporting relationships, not just at the point of separation and divorce, but at key times of possible crisis, such as the birth of a child. There is a clear message from parents that a good relationship is vital. Time too is clearly a key factor. As many have said, we live in a cash rich, time poor society. With globalisation comes the 24 hours/7 days-a-week economy, bringing long hours, unsocial shifts and pressure at work which all militate against time with the family. Overall, 65 per cent of women with dependent children work, but as many as 54 per cent of women with children under five work, many part-time. With so many women going back to work much earlier, and staying in work, family time can be a casualty. A recent study suggested that only 15 per cent of families sit down to eat together in the evening; most families eat together just on special occasions. However, meals together are a relaxed and informal way of exchanging information, talking and having an opportunity to check that all is well. Flexible working is crucial in allowing families to balance their work and family responsibilities. Term-time working, flexible hours, a right to return part-time after maternity leave and paid parental leave are all options that could help individual families. Other aspects of successful families mentioned by parents were: Having enough money. Setting and enforcing family rules. Having family and friends to ask for help when needed. Having two parents, not one. A loving environment. Sharing responsibility for housework and childcare. Having a decent place to live. Mutual respect. Honesty/openness. Trust. Discipline. (www.csa.gov.uk)

1. Explain the following terms from the text in English: separation divorce globalisation dependent children part-time work

flexible work family rules mutual respect discipline

2. Answer the questions: – What are the key factors of successful families? Describe them in a more detailed way. – What does the sentence “We live in a cash rich, time poor society” mean?

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– How has the globalisation affected family life? – How can families share time together and why is it so important?

7.2 Fill in the gaps with the following expressions: education good behaviour punitive methods happy and loved right and wrong

less popular measures their authority talking and socialising shapes and sizes

Disciplining and punishing children There has been much debate about different ways of disciplining and punishing children, and ways of parenting positively without recourse to ……… . Parents most favour teaching a child the difference between ……… by parents themselves setting a good example. Building up a child’s self-esteem and confidence through making them feel ……… is also important, as is spending time with children. Half of parents say reasoning with children and rewarding ……… would be effective. Grounding children and smacking them continue to be ……… . Today’s parents think communication, negotiation, loving behaviour and reason produce good families, even if they find it difficult and frustrating and less easy to impose ……… . Although we all live busy lives, most parents say that they spend more time with their children – ……… together – than they did with their own parents. While modern families might come in all ……… , they remain an important source of love, support and ……… . (www.csa.gov.uk)

Listen and check. Topics for discussion: – What methods can parents use to impose their authority? – How can corporal punishment destroy child’s self-esteem? – In which situations would you find it appropriate to smack a child? – What methods do parents find more effective for a child’s upbringing? – Describe different methods of disciplining children (punishments and rewards) in accordance with their age.

7.3 21st century family Being a parent has never been easy but social changes in the past 30 years have created several new challenges. ENGLISH FOR SOCIAL WORKERS

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Mums are working more. Today, 70 % of women work. In 1971 the figure was 56 %. More people are caring for elderly parents as well as children. By 2010 the number of adults caring for elderly relatives will have risen to 10 million. Family structures have changed. Today 28 % of children born to married parents will experience divorce before the age of 16. There are more single parents. The number of one-parent families in Britain has tripled since 1971. Technology has made children more powerful and more vulnerable. Mobile phones and computers have increased children’s access to information, but they bring big risks with them. Dads are now playing a bigger part in raising their children. 93 % of dads take time off when their child is born. 87 % of dads feel as confident about caring for their baby as their partner. The average time dads spend with young children has increased by 800 % since the 1970s. In 2006 31 % of dads of babies worked flexitime, compared to 11 % in 2002. Research shows that children with involved dads have stronger relationships, get better academic results and are less likely to commit crimes than children whose dads are absent. It’s also thought that children benefit from the different qualities that mums and dads bring. This is particularly true for boys: a lack of involved male carers can lead to bad behaviour among teenage boys. (www.csa.gov.uk)

1. Sum up the facts in the text. 2. How have these tendencies changed the family life?

7.4 What is parental responsibility? If the parents of a child are married to each other or if they have jointly adopted a child, then they both have parental responsibility. This is not automatically the case for unmarried parents. Having parental responsibility means that you have the right to make important decisions about your child’s life in areas like medical treatment and education. But it also means that you have responsibilities. You have a duty to care for and protect the child. According to current law, a mother always has parental responsibility for her child. A father, however, has this responsibility only if he is married to the mother or has acquired legal responsibility for his child. Living with the mother, even for a long time, does not automatically give a father parental responsibility. Parental responsibility does not mean paying maintenance or child support. The two things are not connected. All birth or adoptive parents have a legal duty to financially support their child, even if they do not have parental responsibility. (www.direct.gov.uk)

– What are the basic rights and duties of parents? Give examples how they are put into use.

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7.5 Divorces fall by 8 per cent in 2006 thousands 180 160 140 120 100 80 60 40 20 0

1961 1965 1969 1973 1977 1981 1985 1989 1993 1997 2001 2005

The divorce rate in England and Wales fell by 8 per cent to 13.0 divorcing people per 1,000 married population in 2006. Over the last 10 years the average age at divorce in England and Wales has risen from 39.6 to 43.1 years for men and from 37.0 to 40.6 years for women, partly reflecting the rise in age at marriage. 1 in 5 men and women divorcing in 2006 had a previous marriage ending in divorce. This proportion has been increasing each year and has nearly doubled since 1981 when 1 in 10 men and women divorcing had a previous marriage ending in divorce. (www.statistics.gov.uk)

1. Comment on the data of divorce rate in England and Wales. 2. Find similar data for the Czech Republic. 3. What are the most frequent reasons for divorce? Is is too easy to get divorced?

7.6 Domestic violence Domestic violence covers a range of situations where one person in some way harms another person, with whom they have some pre-existing relationship. Domestic violence can therefore be one person physically attacking another or it may be another form of abuse such as pestering with phone calls, installing a lover ENGLISH FOR SOCIAL WORKERS

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in the family home, or putting glue in the locks of the victim’s car doors. For the above actions to be counted as domestic violence, the victim and the perpetrator must have had some form of relationship, but they do not need to be heterosexual partners and they need not live in the same property. If you are the victim of a violent relationship, get immediate practical advice on the options available, which may be to: attempt to stop the violence and stay with the perpetrator of the violence; leave home temporarily; leave home permanently; stay in the present home and get the perpetrator of the violence to leave; take legal action. Domestic violence applications and orders: Many cases heard in family and civil court actions relate to a breakdown in relationships. Two types of order can be granted through the courts: a non-molestation order, which can either prohibit particular behaviour or general molestation; and an occupation order, which can define or regulate rights of occupation of the home. Both orders must include the powers of arrest if threat of violence is used against the applicant. Domestic violence applications and orders in 2006 Occupation orders

789

Number of cases where undertakings accepted

245

Warrants of arrest

255

Women’s Aid Refuges Women’s Aid Refuges are safe houses run by and for women suffering domestic violence. Refuges provide somewhere safe for women and their children to stay and allow some time and space for the woman to think about what to do next. Staff at refuges are specialised in dealing with domestic violence, and so can give a lot of emotional and practical support, for example, advice on benefit claims, which solicitors to use and, if necessary, how to contact the police. To find out your nearest refuge with spaces available, you should contact the National Domestic Violence Helpline. (www.direct.gov.uk)

1. Pair the expressions to form terms concerning domestic violence and explain them in English: domestic occupation order claim legal aid refuge action non-molestation benefit violence order Listen and check.

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2. Answer the questions: – Describe the types of domestic violence. – How does violence influence the personality of a victim? – What could the victims do against the perpetrators? – How could the police and social workers help to solve the situation? – What are Women’s Aid Refuges?

7.7 Read the text and answer the questions: 1. What is Home-Start? 2. Why do parents ask for help? 3. What are the most important principles of social work with families? 4. What types of services can Home-Start provide? 5. Why does Home-Start prefer volunteer workers? 6. Why is it so important for children to get proper education? 7. How does Home-Start cooperate with schools? 8. How should parents deal with their teenage children?

Home-Start Parents struggling the most are often the least likely to ask for help. But thanks to organisations like HomeStart, support is getting where it is needed. Only one in four families helped by Home-Start make the first contact. There are many reasons why parents feel unable to ask for help. They might have moved house and feel isolated from friends and family; they could be suffering with illness or depression; or they may be struggling to cope with a child who has a disability or other special needs. This is where outreach services such as Home-Start can make a real difference. Home-Start volunteers visit families in their own home to offer support, friendship and practical help. There are over 17,000 volunteers, all of whom are parents themselves. As well as sharing their own experiences, they can give parents a break and arrange for them to meet others in the same boat, so they know their problems are not unique. Volunteers will only get involved if the family wants them to, which means the parents remain in control, rather than having help forced on them. If the families have more complex problems, Home-Start may involve other services and act as the main co-ordinator for them all. For some parents, making sure their child gets to school can be one of their biggest challenges. For others, a child’s all round behaviour is the bigger concern. In both cases, parents have a vital role to play. But the school, local authority and other organisations are there to provide advice and support to parents during these testing times. Getting a good education is not just about academic learning. School also helps children build their confidence and develop social skills that are vital for their prospects later in life. By skipping school, children

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are missing out on these opportunities. But they are also putting themselves at risk of becoming victims of crime or getting drawn into antisocial behaviour. If children think it is okay to regularly miss school from an early age, they are more likely to play truant when they are older. Parents now have a legal responsibility to make sure their children attend school and need to do everything they can to ensure this happens. If they do not, they could face prosecution. If parents are struggling to get their child to school, they should involve the local authority as quickly as possible. Once they do, there is a range of support they could receive. An Education Welfare Officer might work with them and the school to keep check on when children are missing school and help identify any problems. A common reason children skip school is because they are being bullied. This could be anything from direct physical or verbal attacks, to spreading rumours about another child. As with truancy, parents have a key role to play – but again, there is plenty of support available. If parents think their child might be being bullied, there are several signs they should look out for. Their son or daughter might seem anxious and irritable at home, and find reasons not to go to school. Ultimately, parents should trust their instincts and contact the school if they think their child is being bullied. The first step is to contact the head teacher and raise any concerns. The school will then try and deal with the problem, using its anti-bullying policy – which every school must have in place. If the problem is not sorted out, parents can then contact the Chair of Governors, and their local authority to ask them to get involved. It is just as important for parents to get involved if their child is the one doing the bullying. They should let them know that what they are doing is unacceptable and is hurting other children. And parents should speak to the child’s teacher and discuss how they can work together to stop the child bullying. Increasing numbers of schools are employing dedicated parent support advisers for families and children who need extra help. This might be about putting parents in touch with other parents in similar situations, or organising for the parents to attend a group with other mothers and fathers to get advice and tips on how to deal with difficult situations. Parents also need to set a good example themselves, from when their child first goes to school. It is important not to take their child out of school unless absolutely necessary, and to always let the school know if they are going to be absent. As children grow up, they tend to spend more time with their friends, and less time with their family. It is easy for parents to feel like their child does not need them or want their company. While teens might seem knowledgeable and confident, they still need help and advice. And if they do not get this from their parents, they will go elsewhere – probably to friends their own age, who know as little as them. Parenting of teenagers involves a fine balancing act. On the one hand, you have to encourage independence, on the other, you have to maintain authority as a parent. Striking the right balance is not easy. One thing many parents find particularly hard is talking to their teenagers about sensitive issues like sex and drugs. When it comes to tricky subjects like these, it is important that parents are well informed. The Government is aware that it is not just parents of very young children who want support. The programme Every Parent Matters funds a range of services that help parents of teenagers get through these difficult years. (www.everyparentmatters.gov.uk)

– Find out the information about similar services for parents and families in the Czech Republic.

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7.8 Listen to the recording and fill in the gaps: The Dads against Drugs scheme was set up as a way of helping dads talk to their kids……… . “It’s based on the idea that ……… will only listen to parents if they know what they’re talking about,” explains Pat, one of the dads involved in the scheme. “The organisers set up ……… , which we were invited to join. As well as training and playing together, we get advice about ……… from experts who really know their stuff. One of the most important things we’ve learnt is to involve the kids and listen ……… . This shows you ……… them and that you’re not simply telling them what to do. Playing in the team also gives me and the other dads a chance to talk ……… about problems we’re having with our kids. It’s really useful to hear how others have dealt with ……… .” (www.everyparentmatters.gov.uk)

Listen and check. 1. What were the reasons for setting up the programme? 2. What could fathers give to their children when spending time with them?

7.9 Listen to the recording and find out the differences. Pauline, a mother of four children, was referred to Home-Start by her health visitor. She had postnatal depression after giving birth to her fourth child, and was struggling to cope with older children. “After spending some time with the family, our volunteer Sylvia helped us realise that two of our sons had dyslexia. We also had some concerns about our third son, which she talked through with us. Sylvia then arranged for my partner and I to meet with a group of professionals, including teachers and a child psychologist. With their help, we looked at benefits we could apply for, talked about schools, and agreed the best way to move forward.” Two months later, Pauline and her partner had acted on all the group’s recommendations. “We booked places for our two older boys at local play schemes, we looked at allowances we could apply for, talked about schools and agreed the best way forward.” The programme Every Parent Matters applied for a Disability Living Allowance as well as further support at school. The children have also seen a speech therapist, and the group have made a request to social services for a Disability Assessment. Pauline and her family now have a circle of support they can call on. “It’s a huge comfort to know we aren’t dealing with everything alone and that there’s help out there when we need it.” (www.everyparentmatters.gov.uk)

7.10 Work in pairs. Choose one of the following problems. One of you is a family counsellor, the other is a person asking advice. Discuss the situation with the client and together try to come to a decision what the client should do. ENGLISH FOR SOCIAL WORKERS

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1. My grandson is four years old and my daughter and son-in-law live a few miles away. I have always had him several times a week and we have a very good relationship with him. He has nearly always made a fuss about going home to his mum and dad but we haven’t taken any notice of that and he always gets over it once he is home. Last week my daughter gave birth to a little boy and we looked after my grandson for three days while she was in hospital. We took him every day to see her. Since then when we took him back he has been upset and wants me and my husband, saying that he wishes I was his mum and he doesn’t want to stay at home. I know this is very upsetting for all and I always make a joke of it and try to smooth things over as my daughter is getting upset. I was over every day this week to take him to playschool which probably didn’t help the situation. My problem is that I spoke to my daughter this morning and she said she doesn’t think it is a good idea for me and my husband to see my grandson at the moment as it upsets him and she needs to sort things out with him at home. I am very upset about all of this. It feels so heartbreaking that I can’t see him. 2. My long term partner and father of my three girls left me in January for someone else. We have stayed amicable and friendly. But my girls are still really angry with him and find it hard when he is around. He hasn’t really made much of an effort to make things up with them and can’t see why they are so down on him. My problem is since he has left my oldest two girls 15 and 13 are so nasty to each other and to me, I have done everything I can to make things right, but nothing seems to work. The oldest girl speaks to me as if I am some kind of devil and then in the next breath asks me for a lift or money and when I point out how she has just spoken to me she is off again. I know they are hurt and confused, but none of this is my fault, but they seem to be blaming me. I am not sure how to handle this. I have tried talking to them openly like grown-ups about the situation, I have tried shouting, other people have had a word with them about the way they are and nothing seems to work. I also think my 13 year old has been stealing money from me, I approached her about it and obviously she got really defensive. I tried to explain that if she wants anything, all she has to do is ask nicely and she knows I will get it for her. I told her that now we are on our own, we have to be able to trust each other and help each other and I am always telling them I love them. I have suggested family counselling but they all refuse to talk to anyone. The last thing I need is for this situation to get any worse. 3. I’ve been with my partner now for over two years and in that time he has been a brilliant male ‘role model‘ to my kids. They had regular contact with their real father until June 2006, when he decided he didn’t want to be a father anymore and stopped seeing them and paying me money for them every month. Since then he hasn’t been in contact, even though he has made out to other people that I’m stopping him from seeing them. This I would never do to my children. Recently (even though we have not encouraged them) my children who are now nearly 4 and 5 have started calling my partner ‘daddy‘. In my mind, my children are old enough to make their own minds up who they wish to call ‘daddy‘ and thus has prompted me to consider letting my partner adopt my children. Can anyone give me any information on whether

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there are any time limits or whether the biological father has any rights to stop this. Their father is named on their birth certificates and they currently have his surname. (www.direct.gov.uk)

Vocabulary acquire (v) action (n), civil action adopt (v) amicable (adj)

   

attend (v)



balance (n, v)



blame (n, v)



casualty (n)



certificate (n), birth certificate



challenge (n)



child (n), dependent child co-ordinator (n) dedicated (adj) frustrating (adj)

   

ground (v)



hours (n), flexible working hours irritable (adj) knowledgeable (adj) leave (n), maternity leave leave (n), parental leave maintenance (n) method (n), punitive method militate (v) molestation (n)

        

order (n), occupation order



parent (n), lone parent parent (n), single parent perpetrator (n)

  

získat, nabýt, osvojit si občanskoprávní řízení přijmout, zavést, adoptovat přátelský účastnit se, navštěvovat, věnovat se, starat se rovnováha, udržovat v rovnováze vina, odpovědnost, obviňovat, klást za vinu oběť (např. nehody), zraněný, mrtvý rodný list výzva, námitka, vyzvat, zpochybnit, napadnout dítě bez vlastního příjmu koordinátor oddaný, horlivý nadšený otravný, znechucující, frustrující naučit základní principy, dát domácí vězení pružná pracovní doba podrážděný, nedůtklivý dobře informovaný, erudovaný mateřská dovolená rodičovská dovolená udržování, zachovávání, výživné metoda trestání svědčit, působit, mluvit proti sexuální zneužívání, obtěžování předběžné nařízení týkající se bydlení osamělý rodič osamělý rodič pachatel

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pester (v) postnatal (adj)

 

prompt (adj, v)



prosecution (n)



psychologist (n) punish (v) raise (v) range (n) rate (n), divorce rate reason (v) refuge (n) separation (n) scheme (n), play scheme skill (n) smack (v) solicitor (n) therapist (n) threat (n)

             

undertaking (n)



violence (n), domestic violence



vital (adj)



wicked (adj)



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obtěžovat, trápit poporodní, nastalý po porodu okamžitý, včasný, přimět, pobídnout obžaloba, trestní řízení, soudní stíhání psycholog, psycholožka (po)trestat vychovat, vychovávat škála, rejstřík, rozsah míra rozvodovosti jednat, přemlouvat, diskutovat úkryt, útočiště, útulek oddělení, odloučení, separace plán hry, nácviku dovednost, zručnost, obratnost plácnout, plesknout, dát políček právní zástupce, advokát terapeut hrozba, výhrůžka závazek, záruka, podniknutí (akce) domácí násilí nezbytný, podstatný, životně důležitý zlý, podlý, nemorální

Unit 8 Employment and Unemployment

8.1 Fill in the gaps with the following expressions: homelessness mental stress official unemployment statistics not having a job purchasing food temporarily between jobs financial markets the individual characteristics of the workers

during farm harvest times early retirement skills and opportunities labour productivity job vacancies social security benefits fewer choices lack the skills

Unemployment is the condition of ……… , often referred to as being “out of work”, or unemployed. Not having a job when a person needs one, makes it difficult if not impossible to meet financial obligations such as ……… to feed oneself and one’s family, and paying one’s bills. Failure to make mortgage payments or to pay rent may lead to ……… . Being unemployed, and the financial difficulties and loss of health insurance benefits that come with it, may cause malnutrition and illness, and are major sources of ……… and loss of self-esteem which may lead to depression, which may have a further negative impact on health. In economics, unemployment refers to the condition and extent of joblessness within an economy, and is measured in terms of the unemployment rate, which is the number of unemployed workers divided by the total labour force. Cyclical unemployment – it gets its name because it varies with the business cycle. In this case, the number of unemployed workers exceeds the number of ……… , so that if even all open jobs were filled, some workers would remain unemployed. This kind of unemployment coincides with unused industrial capacity (capital goods). Frictional unemployment – this unemployment involves people being ……… , searching for new ones. (It is sometimes called search unemployment). It arises because either employers fire workers or workers quit, usually because ……… do not fit the individual characteristics of the job. The best way to lower this kind of unemployment is to provide more and better information to job-seekers and employers. Seasonal unemployment – specific industries or occupations are characterised by seasonal work which may lead to unemployment. Examples include workers employed ……… or those working winter jobs in the snowfields or summer jobs such as in retailing. Structural unemployment – this involves a mismatch between the workers looking for jobs and the vacancies available. Even though the number of vacancies may be equal to the number of the unemployed, the unemployed workers ……… needed for the jobs — or are in the wrong part of the country or world to take the jobs offerred. It is a mismatch of ……… due to the structure of the economy changing. Structural unemployment is a result of the dynamic changes of an economy (such as technological change and capital flight) — and the fact that labour markets can never be as fluid as ……… .

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Much technological unemployment (e.g. due to the replacement of workers by robots) might be counted as structural unemployment. Technological unemployment might also refer to the way in which steady increases in ……… mean that fewer workers are needed to produce the same level of output every year. Hidden unemployment – hidden, or covered, unemployment is the unemployment of potential workers that is not reflected in ……… , due to the way the statistics are collected. In many countries only those who have no work but are actively looking for work (and/or qualifying for ………) are counted as unemployed. Those who have given up looking for work (and sometimes those who are on government retraining programmes) are not officially counted among the unemployed, even though they are not employed. Exclusion from the labour market takes many forms: some people can opt for ……… , further education or domestic responsibility, and others cannot. If poor people are unemployed more, it is not just because they are more marginal in the labour market; it is also because they have ……… , and because people who become classified as ‘unemployed‘ are more likely to be poor. (www.dwp.gov.uk)

Listen and check. 1. Look up all the vocabulary concerning employment and unemployment in the text. 2. Answer the questions: – What is a labour market? – What kinds of unemployment do you know? Define them. How can they be reduced? – What are the main reasons of unemployment? – Which groups of people are the most threatened with unemployment? – What are the consequences of unemployment for the unemployed and the economy of the state?

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8.2 Unemployment Rate falls 5.5 % in 3 months The trend in the employment rate is flat and the unemployment rate has levelled off. There has been a further fall in the number of people claiming Jobseeker’s Allowance benefit. The number of job vacancies has increased. Growth in average earnings, both excluding and including bonuses, has fallen. The employment rate for people of working age was 74.5 per cent for the three months ending in December 2006, unchanged over the quarter but up 0.1 over the year. The number of people in employment for the three months ending in December 2006 was 29.04 million, the highest figure since comparable records began in 1971. This is up 51,000 over the quarter and up 278,000 over the year. The quarterly increase in employment is largely due to more women in part-time employment. The unemployment rate was 5.5 per cent, down 0.1 on the quarter but up 0.4 over the year. The number of unemployed people fell by 23,000 over the quarter but increased by 133,000 over the year, to reach 1.69 million. (www.statistics.gov.uk)

Explain the following terms from the text in English: unemployment rate quarterly increase in employment job vacancy

average earnings working age

1. What are the tendencies in employment in England according to the statistics? 2. Find the data for the whole Czech Republic and the regions. 3. What influences the unemployment in the regions and what measures the government and local authorities should/could take?

8.3 Benefits and help National Minimum Wage The National Minimum Wage aims to ensure that workers are treated fairly and receive a minimum level of pay. Almost all workers aged 22 and over are entitled to a minimum rate of £4.85 per hour. The rate for 18–21 year olds is £4.10, and £3.00 for 16–17 year olds who are above school leaving age. If you are starting a new job (and are 22 and over), and doing accredited training (government-approved training that leads to a vocational qualification), you can be paid a development rate of £4.10 per hour during the first 6 months of a job you are doing with a new employer.

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Jobseeker’s Allowance If you are of working age but unemployed and actively seeking work, you may be able to get Jobseeker’s Allowance. If you are out of work or working less than 16 hours a week on average, you may be able to get Jobseeker’s Allowance. You must also be: – capable of working; – available for work; – actively seeking work; – below retirement age (currently 65 for men, 60 for women). Income-based Jobseeker’s Allowance The maximum weekly rates are: Single people aged 18 – 24

£45.50

Single people aged 25 or over

£57.45

Couples and civil partnerships (both aged 18 or over)

£90.10

Lone parents

£57.45

You will get less if you have savings over £6,000. If you have savings over £16,000 you probably will not qualify. An adviser will explain how Jobseeker’s Allowance works and draw up a ‘Jobseeker’s Agreement‘ with you, showing: – your availability for work; – the kind of work you want and how you will look for it; – how you might improve your chances of finding a job; – help and support you will get. You will need to confirm your claim in person every two weeks, and your situation will be reviewed at regular interviews. If you do not find work If you are still out of work after six months, you will be asked to attend a ‘restart interview‘. You will be invited to come to the Jobcentre office to meet with your Personal Adviser. It is their job to: – get to know a little about you so you end up with a job you can enjoy; – discuss with you what kind of job you would like to get; – draw up an action plan to help you get that job; – help you look and apply for suitable jobs; – help you overcome anything that might be stopping you getting work (this could be anything from a problem with reading and writing to difficulties with travelling to a workplace); ENGLISH FOR SOCIAL WORKERS

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– identify any extra support you might need, such as writing letters of application or jobsearch techniques. All of this will last up to a period of four months and will consist of a number of informal discussions. The whole point is to develop a plan that is right for you. (www.direct.gov.uk)

1. Explain the following terms from the text in English: National Minimum Wage Jobseeker’s Allowance income-based allowance Jobseeker’s Agreement

restart interview Jobcentre Personal Adviser jobsearch techniques

2. Answer the questions: – Why does the government set the minimum wages? – What are the conditions to qualify for the Jobseeker’s Allowance and how much is it? – What is demanded from a jobseeker? – What help does the Jobcentre offer to people who have been unemployed for more than six months? 3. Describe the system of services for the unemployed in the Czech Republic. 4. Find out the information about one of the programmes for promoting employment of young people or people over 50.

8.4 Applying for a job Writing Letters It is important that your written work makes a good first impression. It may be the first contact a busy employer will have with you so keep it clear and readable without being too wordy. Your skills and talents need to stand out. It is a good idea to write a rough draft of your letter first to make sure you do not miss anything. What to include Underline the skills in the advert and make sure you have shown you have them in your letter. Be positive and emphasise why you are perfect for the job. Suggested layout First – explain purpose of letter. Summarise your skills and experience (and enthusiasm for this job). Keep it brief and to the point. Then – state when you will be available for interview. Be sure to include your name, address and phone number and the date. Summarise with inclusion of CV and end on a positive note.

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What to say Write clearly. Do not use a long word if a short one will do. If you have been unemployed for a while say how you spend your spare time – for example voluntary work, study etc. Be honest – do not say you enjoy bungee jumping if you get dizzy on the kitchen stool – you will be caught out at an interview. Keep to the facts and try not to oversell yourself. How to say it Try to find out the name of the person you need to write to. If you start with: Dear Sir/Madam, end with – Yours faithfully. If you start with: Dear Mrs Smith, end with – Yours sincerely. Double check your spelling and grammar before sending the letter. The end product Be neat – leave plenty of space around the edges and a clear space between each paragraph or section. Use decent quality plain paper and envelopes. Check against your rough copy to make sure you have not missed anything. Sign the letter and print your name underneath – to make sure it can be easily read. Finally – make sure your letter arrives on time – if it is late it might not even be considered and your time will have been wasted. (www.direct.gov.uk)

1. Sum up the advice in the text in short and clear points. 2. Role play – work in pairs. One of you is a Job Adviser and the other one an immigrant who cannot speak English well – explain to him/her how to write an application.

8.5 Read the text and find the phrases useful for writing an application letter.

Applying in writing to an advertised vacancy If you want to apply for a job and are asked to apply in writing, have a look at the following example. The Vacancy WESTONS – Require responsible reception clerk/telephonist for busy office. Hours 9.00–5.30 Mon-Sat on a 5-day rota. Post involves operating the switchboard, dealing with in-coming and out-going post and acting as first contact point for customers both in person and on the phone. Experience preferred, but training will be given. Keyboard skills essential. Word Processing an advantage. ENGLISH FOR SOCIAL WORKERS

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Apply in writing to Mr Knight, Westons, 100 High Street, LONDON, W1A 4AA The Letter Westons 100 High Street LONDON W1A 4AA

Your address Your phone number

Date Dear Mr Knight I would like to apply for the job of reception clerk/telephonist which was advertised in today’s Journal. For the past four years I have worked as a clerk/telephonist with Browns. Due to their move to another part of the country I will be made redundant in two weeks´ time. My present job involves general reception duties in person and by phone. I also: – operate the switchboard – deal with telephone enquiries – deal with the post – send fax messages – type and word process 10–12 items daily Before this job I was a trainee with Brightsons (Solicitors) in North Street, Invertown and completed a course in Business Administration and Word Processing. I have always enjoyed working with people and my previous experience will enable me to work as a part of the team and to be an effective representative of your company. I am prepared to work Saturdays on a rota basis. I have my own transport. I am available for interview at any time and could start work immediately. References are available from my present and previous employers. Please find enclosed a copy of my CV for your further information. I look forward to hearing from you. Yours sincerely, Samantha White (www.direct.gov.uk)

8.6 Prison Drug Worker Prison Glen Parva has two vacancies for Drug Workers. The Job will be based at Glen Parva. As a Drug Worker you will not normally be expected to transfer to a post outside reasonable travelling distance of your home. If, however, you are promoted or transferred you can be required to transfer to anywhere in the United Kingdom or abroad.

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All applicants must be a British or Commonwealth Citizen, a British Protected Person, an EU national or a national of Iceland, Norway, Liechtenstein or Switzerland. This post is offered on a permanent, full time basis and is pensionable. Salary – £18,539 (rising to £20,079, with annual performance related increments). Hours – 37 hours per week excluding meal breaks. Annual Leave – 25 days per annum, plus 10 days public and privilege holidays. Probation – 12 months. Conditions of service To work as a tutor on the Healthy Relationships Programme and Treatment Manager on the Healthy Relationships Programme. To contribute to regimes research as required by the Senior Psychologist including managing regime surveys, analysis and production of reports for the Senior Management Team. (www.hmprisonservice.gov.uk)

1. Explain the following terms from the text in English: to be promoted, transferred British citizen Protected Person EU national permanent job full time basis pensionable job

salary, wage salary increments meal break annual leave public and privilege holidays probation

2. Role play – you are interested in the job position. Make at least 10 questions to get the information in the job offer.

8.7 Competences required 1. Adopting a systematic approach Allocates and evaluates work schedules. Regularly reviews methods of working. Proposes improvements in systems and procedures. Is precise and pays attention to details. Makes effective use of resources. 2. Rehabilitation Orientation Encourages prisoners to make constructive use of their time, sets realistic targets and evaluates their progress. Demonstrates fairness by personal example.

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Challenges behaviour which may be seen as antisocial. Encourages prisoners to address their offending behaviour. 3. Communicating Clearly Conducts interviews well. Leads and contributes to discussions effectively. Listens to others. Makes effective presentations. Masters a brief report quickly. Written work is accurate, concise and clear. Written work maintains relevance and presents information in manner appropriate to receivers. 4. Motivation and commitment Gives personal example of commitment to the Prison Service purpose, vision, goals and values. Is capable of energising people and encouraging them to contribute. Takes personal responsibility for achieving results and performs well under pressure. 5. Team playing and networking Is a good team player who encourages others to contribute. Is capable of interacting easily with a wide range of people, both colleagues and public. Upholds equality of opportunity and actively rejects discrimination. (www.hmprisonservice.gov.uk)

– Choose one of the competences from each group, explain it in an informal way and give some practical examples of its use in everyday work.

8.8 Read the description of the job positions and find the vocabulary useful when applying for a job in social work. 1. Position Title: Substance Abuse Counsellor Company Name: CommuniCare Health Center Location: West Sacramento and Woodland, California, United States Job Type: Full-Time Job Duration: Indefinite Minimum Education: MSW (Master of Social Work) or equivalent Minimum Experience: 2–3 years Required Travel: 0–10 % $60,000 – $65,000 annually

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Contact Person: Michael Scott Email Address: [email protected] Phone: 530-758-1510 Extinction 1207 Job Description CommuniCare Health Center is a non-profit health care organization providing medical, dental, substance abuse treatment counselling, and outreach services to low income, uninsured residents of Yolo County (California). CommuniCare’s mission is nonjudgmental in its approach to providing preventative care, health education and community referrals in support of a broad spectrum of client health and lifestyle concerns. We are currently seeking a Substance Abuse Counsellor to join our team of treatment professionals. Duties include telephone screenings and intake assessments for adult clients, client treatment alternatives and referrals, chart documentation, managing clients in collaboration with county agencies and other related duties. Qualified candidates will possess a MSW with a minimum of two years experience working in a drug treatment or other human services area. Bilingual Spanish/English skills are highly desired. This position offers a highly competitive compensation package including medical, dental, life insurance, as well as a pension plan. 2. Position Title: Youth Counsellor Company Name: Three Springs Locations: Nunnelly, Tennessee, United States Oldtown, Maryland, United States Trenton, Alabama, United States Job Type: Full-Time Job Duration: Indefinite Minimum Education: BA or equivalent Minimum Experience: 0–1 years Required Travel: 0–10 % $55,000 – $60,000 annually Contact Person: Christin Arnold Email Address: [email protected] Phone: 256-880-3082 Job Description This is a counselling position working with youth experiencing emotional and/or behavioral struggles, ages 11–17. Our Outdoor Therapeutic Programs utilize a traditional psychiatric/psychological group process treatment model along with experiential/adventure outdoor services and activities. Three Springs has been in operation since 1985 and now operates over twenty-seven treatment centers for teenagers in ten states. The mission of Three Springs is the healing and restoration of children and their ENGLISH FOR SOCIAL WORKERS

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families. All of our programs are residential and serve adolescent males/females dealing with emotional/ behavioral issues. 3. Position Title: Family Mediator/Child Custody Evaluator Company Name: Sonoma County (California) Superior Court Location: Santa Rosa, California, United States Job Type: Full-Time Job Duration: Indefinite Minimum Education: MSW (Master of Social Work) or equivalent Minimum Experience: 2–3 years Required Travel: 0–10 % $64,956 – $78,960 annually Contact Person: Ann Brown Email Address: [email protected] Phone: 820-425-1625 Job Description Assist the Court and families in resolving child custody and visitation disputes. Specifically, help resolve custody and visitation disputes by working with parents to develop their own parenting plans thereby avoiding the need for a Court hearing. Requires an MA in Social Work, Psychology, Marriage, Family and Child Counselling, or other related behavioral science, and 2 years’ recent post-Master’s degree experience in a field of family counselling or clinical assessment. (www.socialworker.com)

Project work – work in pairs. Choose one of the vacancies. 1. Compile a list of the competences necessary for the job. 2. What other information would you like to know about the job? Form 5–6 questions and answer them. 3. Fill in the application form and write two letters of reference.

8.9 Application for employment 1. Vacancy details Vacancy applied for: Employer’s name: Return form to:

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2. Personal details Title (Mr., Ms., Mrs., Miss): First name(s): Surname: Address (including Postcode): Email address: Daytime telephone number: Evening telephone number: Please state any driving licences held (include any points on your licence and the reasons for them). 3. Work history (starting with the most recent first): Employer:

Position held and description of duties:

Reason for leaving:

4. Education and training (starting with the most recent first): School/College/University etc. attended:

Qualifications gained or course studied:

Do you hold a current, valid passport or ID card? (For overseas vacancies only.) ENGLISH FOR SOCIAL WORKERS

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Any other information relevant to your application (please use a separate sheet if necessary). Do you consider yourself disabled under the Disability Discrimination Act? Do you require any particular arrangement for an interview? (Please give details.) 5. References: 1. 2. 6. Declaration I confirm that, to the best of my knowledge, the information given on this form is correct. (Print and sign.) Signed Name Date (www.direct.gov.uk)

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Vocabulary accredit (v) accurate (adj)

 

age (n), retirement age



achieve (v)



allowance (n)



allowance (n), Jobseeker´s Allowance applicant (n) application (n) application (n), application form apply for (v) benefit (n) birthrate (n) bonus (n) break (n), meal break

schválit, potvrdit, akreditovat přesný, správný, důkladný věk odchodu do starobního důchodu dosáhnout, docílit, dokázat přídavek, dávka, finanční příspěvek, minimální nezdanitelná částka



podpora v nezaměstnanosti

       

claim (n, v)



coincide (v)



competitive (adj)



concise (adj) conduct (v) (interview) confirm (v) CV, curriculum vitae (n) cyclical (adj) declaration (n) demand (n, v) documentation (n), chart documentation draft (n), rough draft earnings (n) emphasize (v) employment (n), casual employment enclose (v)

      

žadatel, uchazeč žádost, přihláška, využití formulář žádosti žádat o co užitek, prospěch, dávka, přídavek porodnost bonus, zvláštní příplatek přestávka na jídlo nárok, žádost, tvrdit, prohlašovat, žádat probíhat, nastat ve stejnou dobu, shodovat se konkurenční, soutěživý, ctižádostivý stručný, zhuštěný, výstižný provádět, vést, řídit, organizovat potvrdit, potvrzovat, utvrdit životopis cyklický, periodický vyhlášení, prohlášení, přiznání žádost, požadavek, žádat



dokumentace klienta

  

koncept, pracovní verze, náčrtek výdělek, mzda zdůraznit, vyzdvihnout dočasné/příležitostné zaměstnání přiložit, vložit

  ENGLISH

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enclosure (n) enthusiasm (n) figure (n) fire (v) force (n), labour force goods (n), capital goods harvest (n)

      

holidays (n), privilege holidays



intake (n) issue (n) Jobcentre (n) (UK) jobless (adj)

   

judgmental (adj)



layout (n) level off (v) licence (n), driving licence

  

marginal (adj)



market (n), labour market mismatch (v) mortgage (n) nonjudgmental (adj) obligation (n) opt (v) outline (n, v) output (n)

       

pensionable (adj)



procedure (n) qualification (n), vocational qualification quarterly (adj) quit (v) rate (n), unemployment rate readable (adj)

      

114

příloha nadšení, elán, entuziasmus číslo, počet, údaj propustit, vyhodit z práce pracovní síla výrobní/investiční majetek žně, sklizeň dovolená navíc k základní nárokové dovolené příjem, přijaté osoby záležitost, otázka, problém úřad práce nezaměstnaný mající předsudky, odsuzující, kritický plán, návrh, projekt ustálit se, stabilizovat se řidičský průkaz okrajový, druhořadý, nepodstatný trh práce nevhodně spojit, neshodnout se hypotéka bez předsudků závazek, povinnost, úkol vybrat si, rozhodnout se nástin, přehled, nastínit, popsat výstup, výstupní data, výsledek pracovní místo, kde zaměstnavatel platí zaměstnanci penzijní pojištění postup, způsob práce, procedura pracovní kvalifikace čtvrtletní skončit, zanechat, opustit, odejít míra nezaměstnanosti čtivý, čitelný

UNIT 8 E M P LOYM E N T A N D U N E M P LOYM E N T

redundant (adj)



reference (n)



referral (n) regime (n) reject (v) relevant (adj) replacement (n) resource (n) retail (n)

      

rota (n)



salary (n) savings (n) section (n)

  

seeker (n), job seeker



schedule (n) sign (v) signature (n) stand out (v) structural (adj) subemployment (n) summarise (v) technique (n), jobsearch technique trainee (n) trend (n), downward trend tuition (n) underline (v) unemployment (n), cyclical unemployment unemployment (n), frictional unemployment uphold (v) utilize (v) vacancy (n)

      

propuštěný, nadbytečný, nepotřebný odkázání, doporučení do jiné sociální služby odkázání, doporučené poslání režim, systém, řízení, vedení odmítnout, nepřijmout důležitý, významný, náležitý nahrazení, výměna, náhrada prostředek, zdroj, zásoby, nápady maloobchod rozpis, seznam úkolů/ povinností/služeb plat úspory oddělení, díl, úsek nezaměstnaný hledající zaměstnání plán, program, rozvrh podepsat podpis vynikat, vyčnívat, být nápadný stavební, strukturální podzaměstnanost shrnout, stručně vyjádřit techniky pomáhající při hledání práce učeň, posluchač, účastník sestupný trend výuka, školné zdůraznit, vyzdvihnout

    

 cyklická nezaměstnanost 

frikční nezaměstnanost

  

udržovat, podporovat, prosazovat použít, využít volné pracovní místo

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  

wage (n), minimum wage wordy (adj) work (n), seasonal work

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minimální mzda příliš dlouhý, upovídaný sezónní práce

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Unit 9 Homelessness

9.1. Homelessness Homelessness is a complex problem; the circumstances of homeless people vary greatly. At root, though, the reasons for homelessness come down to four main issues: Shortages of housing. If there are not enough places for people to live, then someone has to go without. Because housing is mainly allocated by the market, those who are excluded will generally be the poorest people. Entitlement to land. In many countries, people squat rather than being homeless. Squatters usually build temporary shelters at first, but over time squatter settlements are built up and the housing on them becomes more established. Entitlement to housing. If people are not entitled to use the housing which exists, they may be homeless, even when there is no apparent shortage. Some people are excluded because of their circumstances – street children are an example. The main reason for exclusion, however, is financial – homeless people are those who cannot afford the housing which is available. The personal situation of homeless people. Homelessness is often attributed to the characteristics of the homeless person, such as alcoholism and psychiatric illness, or to the social situation of homeless people, such as unemployment and marital breakdown. This approach needs to be treated with some caution; people in these situations only become homeless if they are excluded from housing or do not have enough resources to secure alternative housing. The central issues are the problems of poverty and exclusion. Homelessness often arises from a change in personal circumstances. Over a quarter of all households accepted as homeless in England are in their situation because parents, other relatives or friends are no longer able or willing to accommodate them, particularly young homeless people. A further quarter give the breakdown of a relationship with a partner as their main reason for the loss of their last settled home. Research has shown that older homeless people also identified family crises, such as widowhood or marital breakdown, alongside eviction, redundancy and mental illness as reasons for homelessness. (www.socialexclusionunit.gov.uk)

1. Explain the following terms from the text in English: shortage of housing to allocate housing entitlement to housing squatters street children 2. Sum up the main causes of homelessness.

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alternative housing personal circumstances marital breakdown eviction

9.2 Fill in the gaps with the following expressions: unemployment a way back putting a roof addressing the factors the root causes

a vicious cycle self-esteem to hold on to a place drug dependency.

Why tackling homelessness is so important Tackling homelessness is about much more than simply ……… over someone’s head. It is about understanding the causes and ……… that so often lead to homelessness, such as: – relationship and family breakdown; – debt and ……… ; – mental health problems; – alcohol or ……… . Tackling these issues helps provide ……. for people on a path to homelessness – helping them ……… to live even when facing other challenges in their lives. We know that – if we do not tackle ……… , many homeless people can get trapped in ……… of deprivation; a cycle that eats away at their confidence and ……… . (www.socialexclusionunit.gov.uk)

Listen and check. – Why should the society help the homeless?

9.3 Homeless or threatened with homelessness You will be considered legally homeless if you have no accommodation which is available and reasonable for you and your household to live in. You will be considered to be threatened with homelessness if you are likely to be homeless within 28 days. Intentionally homeless You may be considered ‘intentionally homeless‘ if you have deliberately done something which has made you lose your home. However, the definition of intentionally homeless is complicated and a decision made by your local authority can often be successfully challenged. The local authority must look at each case individually. If you lost your home because of genuine financial problems you will not be homeless through your own fault. If the local authority decides that you are not homeless, it does not have any duties to arrange long-term accommodation for you. However, it will have some duties to help you and must provide advice and ENGLISH FOR SOCIAL WORKERS

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assistance in finding accommodation, or provide a temporary place to stay while you find a permanent home. Help for homeless people Local authorities have a legal duty to provide help to certain people who are homeless or threatened with homelessness. When a household in difficulty applies to a local authority for housing it must first be assessed as to whether the case is one of homelessness and, if so, whether the applicants are in priority need. The priority need group includes households with dependent children or containing a pregnant woman; people who are vulnerable as a result of old age, mental or physical illness or disability or other special reason; and people who are homeless in an emergency. If both criteria are satisfied then suitable housing must be found, though not necessarily from the council’s own stock. It could be arranged with registered social landlords or private landlords. Local authorities may also, at their discretion, assist homeless households not classified as being in priority need. Local social services authorities also have a duty to provide accommodation for children and young people over 16 who are leaving care or who are in need for other reasons. (www.direct.gov.uk)

1. Answer the questions: – Who are the people threatened with homelessness and intentionally homeless? – What duties do local authorities have to the homeless, above all young people? – How do they assess the applicants? – What is “the priority need group”? – How do local authorities arrange the housing? 2. Find out the information about local coucil duties to the homeless in the Czech Republic.

9.4 Housing associations Housing associations are ‘not-for-profit‘ organisations that provide housing for rent. There are many housing associations providing a range of accommodation. Some provide housing for certain types of people, for example, single parents or disabled people. Others provide general housing in the same way as a local authority. Only some housing associations accept direct applications. Most require you to be nominated by the local authority, which means that you will need to apply to go on the local authority waiting list and ask to be nominated. The Foyer scheme for young people Foyers provide temporary hostel accommodation for young people, mostly aged 16-25, who are homeless or in housing need. Foyer residents are also offered guidance, support, access to learning and help with finding work. The average length of stay in a foyer is between nine and twelve months.

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If you want to stay in a foyer, you can contact the nearest one to you and ask for an interview, or you can ask another agency such as your local housing authority, probation service or care home to refer you. (www.direct.gov.uk)

Salvation Army homelessness services The Salvation Army provides a professional service to meet the needs of homeless people throughout the United Kingdom and in the Republic of Ireland. We reach out to men, women and families through our community and residential services. The Salvation Army social services in the United Kingdom and Republic of Ireland manage 57 homeless centres, 4 family centres, 1 bail hostel, 1 detoxification centre, 1 service for homeless young people and 6 non-residential programmes. Every night of the year the Salvation Army has in excess of 3,200 beds available for homeless people. In conjunction with government initiatives and requirements such as Supporting People and other best practice, we provide a range of support services to empower individuals and families to make positive choices regarding resettlement opportunities within the community. This is achieved through a variety of programmes including soup runs, breakfast clubs, evening support groups (emotional, spiritual and physical), provision of food and clothing, bath and shower facilities, advice and referral. Staff and volunteers build trust with the people using our services, which enable us to help them address the issues surrounding homelessness. The Salvation Army has a National Monitoring and Evaluation Scheme which means that each person can have an assessment and from that individual programmes are developed to meet their specific needs. These are reviewed regularly, monitored and evaluated. Referral can be made to rehabilitation and/or resettlement programmes, residential accommodation, substance misuse/bridge programme (biomedical, psychosocial and spiritual model). (www1.salvationarmy.org.uk)

1. Describe the types of services housing associations, the Foyer scheme and Salvation Army provide. 2. Find out the information about an organisation that provides services for the homeless in the Czech Republic.

9.5 Listen to John’s story. Are following statements true or false? Correct the false ones. 1. John lived in Liverpool. 2. He went to London, to Gatwick Airport. 3. All the hostels were full, so he slept in a night shelter. 4. Then he went to Birmingham. 5. He found a room in the Foyer Centre. 6. He started to work as a carpenter. 7. He sold The Big Issue. 8. He got a resettlement flat. ENGLISH FOR SOCIAL WORKERS

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9. He worked as a volunteer in the Centre kitchen. 10. He did a computer course. 11. He got a part-time job. John’s story “I was living in Manchester in a flat that had a short-term tenancy and had a job working in McDonald’s. Everything was fine until the tenancy was up. The landlord decided not to re-let the property. I was devastated. I was homeless! I made my way to London, slept rough and eventually made my way to Heathrow Airport, where I slept for a few nights. Every day I phoned the Homeless Team. All the hostels were full, so I was forced to spend a week in a night shelter. This was not pleasant. I had to do something. I had been told there were hostels in Birmingham, so made my way there. I was lucky: I got a room at The Salvation Army Centre. I was given a key worker and all the support I needed. During this time, I served my term of probation as a painter and decorator. I joined the Centre football team and took part in all the centre activities. I started selling The Big Issue and continued doing so for around four months. After being at the Centre for ten weeks, I applied for one of the resettlement flats. My application was successful and I moved into the flat: I was determined to make this my home. The Big Issue helped me to purchase a settee and some kitchenware. I started voluntary work in the Centre kitchen. I registered with Learn Direct and did a four-week computer course. At the end of the course, I was given a free computer of my own. Also, around this time, I was speaking with my Probation Officer who informed me that, because of my positive attitude and hard work, my term of probation had now ended six months earlier than expected. I registered with Jobcentre to help me look for employment. They provided me with a bike, some clothes for work and a mobile phone so that I could get to work for the early shifts. Following my four-week placement, I was thrilled to be offered a full-time contract of employment, which I am still doing. Since moving into the Centre, my life has completely turned around. From having nothing, I now have everything: a flat; nice belongings of my own; and not one but two jobs. I do thank everyone at the Centre for their support, trust and faith in me. Without the stability of a roof over my head, I could not have done it.” (www1.salvationarmy.org.uk)

9.6 Listen to Rita’s story and find out the differences between the text and the recording. Rita’s story When mother of three children Rita Black was evicted from her Liverpool council house, she found herself homeless for the first time in her life. Most nights she was ‘couch surfing‘ at the homes of other drug-users, but it reached the point where she preferred to sleep in the railway station.

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“I’ve done it when it was raining so hard the water poured down the ramps. I’ve been robbed, beaten, hit in the kidneys. Once, another addict strangled me. He wanted me to get him drugs but I was refusing. In the end, he stole my last 50 pounds.” Rita, now 36, turned to drugs after having been gang-raped when she was 15. The case went to court but the experience devastated her family. Rita’s father tried to commit suicide, whilst Rita sought oblivion in heroin. “It was horrendous; I was addicted within a month,” she recalls. “Heroin blocks out the fears and the emotional side of things, but when you wake up the problems are still there. So you take more, and it goes away again for a while...” The addiction played a major part in Rita’s falling behind on her rent. “I became too frightened to open my post, in case it was another bill. I had 10 letters in my drawer, which a simple phone call would have sorted out. I stuck my head in the sand. My heart wasn’t in that house – my three children weren’t happy on the estate – but from that to homelessness, to having no fresh water, that was a real shock. Being on the streets at my age is insufferable. I’d always had a home, and I didn’t have a clue.” When she registered with the Foyer scheme, the staff referred Rita to Centre. “I had an interview that day and moved in that night. It was unreal to have a bed and a bath. Without places like these, I hate to think where I’d be. It’s so hard to make the first step, but I put out a hand – and the staff here reached out. I’ll be forever indebted for that.” (www1.salvationarmy.org.uk)

9.7 Answer the questions: 1. What are the opinions on the homeless in the society? 2. In which spheres of everyday life do the homeless need help? 3. What competences do they need to develop? 4. Are the services for the homeless sufficient? 5. Should the state finance the programmes for the homeless? 6. Could homelessness be completely eradicated?

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Vocabulary allocate (v) alternative (n) arise (v)

  

assess (v)



assessment (n) association (n), housing association



attribute (v)



authority (n), local authority



Big Issue (n) (UK)



breakdown (n), marital breakdown



caution (n)



circumstance (n) clue (n)

 

commit (v)



contract (n) crisis (n), crises (pl) criterion (n), criteria (pl) cycle (n), vicious cycle debt (n) eligibility (n) eligible (n) entitle (v) entitlement (n) establish (v) estate (n) eviction (n) excess (n) exclude (v) foyer (n) genuine (adj) home (n), care home

                

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

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přidělit jiná možnost, alternativa nastat, objevit se, vzniknout ohodnotit, posoudit, stanovit, určit hodnocení, posudek organizace poskytující služby týkající se bydlení přisuzovat, připisovat, vysvětlovat místní úřad časopis prodávaný bezdomovci – „Nový prostor“ rozpad manželství opatrnost, výstraha, napomenutí, kauce okolnost, poměry, situace vodítko, klíč, stopa, nápověda spáchat, dopustit se, svěřit, zavázat se smlouva krize, kritická situace kritérium bludný/začarovaný kruh dluh, závazek oprávněnost, způsobilost oprávněný, způsobilý oprávnit, dát právo, pojmenovat oprávnění, nárok zřídit, založit, vybudovat nemovitost, realita, pozemek soudní vystěhování, vyklizení přebytek, nadbytek vyloučit, vyřadit vstupní hala pravý, skutečný, nefalšovaný dům s pečovatelskou službou

household (n) housing (n), shortage of housing initiative (n) insufferable (adj) intentional (adj) landlord, landlady (n) list (n), waiting list misuse (n), substance misuse nominate (v) non-residential oblivion (n) placement (n) pregnant (adj) priority (n)

             

programme (n), bail programme  programme (n), bridge programme psychosocial (adj)

domácnost nedostatek bytů podnět, iniciativa nesnesitelný úmyslný, záměrný bytný/á, majitel/ka bytu čekací listina užívání návykových látek navrhnout, nominovat, dosadit ambulantní bezvědomí, zapomenutí umístění, rozmístění, zařazení těhotná přednost, priorita, prvenství program pro odsouzené k alternativním trestům



překlenující program



psychosociální mluvit, popisovat, týkat se, poslat, odkázat rejstřík, seznam, soupis, záznam znovu pronajmout požadavek, podmínka přesídlení, vystěhování rezidenční Armáda spásy rezidenční služba přístřeší, útulek spát pod širým nebem usadit se neoprávněně v domě škrtit, rdousit sebevražda, sebevrah (pro)nájem hrozit, ohrožovat, zastrašovat nesnesitelný vdovství, vdovský stav

refer (v)



register (n) re-let (v) requirement (n) resettlement (n) residential (adj) Salvation Army (n) service (n), residential service shelter (n) sleep rough (v) squat (n) strangle (v) suicide (n) tenancy (n) threaten (v) unbearable (adj) widowhood (n)

               

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Unit 10 Social Policy and Social Security

10.1 Read the text and translate it.

Social policy Social policy relates to guidelines for the changing, maintenance or creation of living conditions that are conducive to human welfare. Thus social policy is that part of public policy that has to do with social issues. In most European countries, those types of insurance are made mandatory by law. As a result, the number of people living in industrialized democracies without health insurance is very small, with the exception of the USA. However, those policies are facing additional challenges in recent years, as the population is aging and the number of contributors dwindling, while there are more and more beneficiaries. Social policy is thus becoming an important challenge for politicians and policymakers. Social policy aims to improve human welfare and to meet human needs for education, health, housing and social security. Modern-day social policies deal with the following issues: – the rules surrounding issues of marriage, divorce and adoption; – poverty, welfare and homelessness and how it is to deal with these issues. Social policy may be influenced by religion and the religious beliefs of politicians. Right-wing political parties as a whole generally favour a more traditionalist approach that favours individual initiative and private enterprise in social policy. Left-wing political parties, on the other hand favour the guarantee of equal rights and entitlements to all people and tend to favour state regulation or insurance to support this. Social safety net The social safety net is a term used to describe a collection of services provided by the state (such as welfare, unemployment benefit, universal healthcare, homeless shelters, and various subsidized services), which prevent any individual from falling into poverty beyond a certain level. A practical example of how the safety net works would be a single mother with several children, unable to work. By receiving money from the government to support her children, along with universal health care and free education, she can give her children a better chance at becoming successful members of society, rather than be caught up in the hopelessness of extreme poverty.

Social Security Social security is sometimes used to refer specifically to social insurance, but more generally it is a term used for personal financial assistance, in whatever form it may take. It is also referred to as “income maintenance”. The reasons why financial assistance are given include the relief of poverty and social protection. The idea of “social security” implies that people ought to be able to feel secure. This involves, not only being protected against poverty, but being protected against the hardships that may arise through a change in circumstances. 1. Redistribution. Benefits which go to people who have inadequate incomes, at the expense of people who have more.

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2. Solidarity. Social security is seen not simply as charity, but as a form of mutual co-operation. It is a principle which can be extended to the rest of the welfare state. (www.dwp.gov.uk)

1. Explain the following terms in English: living conditions contributor beneficiary social and health insurance

subsidized services social protection personal financial assistance

2. Describe the main principles of social policy. Which issues does it deal with and what problems does it face now? 3. What are the differences between right-wing and left-wing opinions on social policy? 4. What is the social safety net? Give other examples of people who can use it. 5. Describe two main principles of social security. What hardships can social and health insurance protect people from?

10.2 Fill in the gaps with the following expressions: in advance a test of income by contributions earn benefits administratively simple at work any non-insurance benefit broad categories

on low incomes a test of need with physical disabilities social assistance urgent or exceptional needs compensation the discretion of officials appropriate patterns of behaviour

Social security benefits There are five main types of social security benefits. 1. Social Insurance. These are benefits paid for ……… . The principle behind social insurance is that people ……… by contributions, paid while they are……… . 2. Means-tested benefits. These are for people ……… . Means tested benefits are based mainly on ……… , though some also include tests of assets or capital. 3. Non-contributory benefits. There is no test of contribution or of means, but there may be ……… . This is a broad term which can be used for ……… , but which tends to be used specifically for non-means tested benefits. Non-contributory benefits based on a test of need are used, for example, for people ……… , as a form of ……… for severe disability or as a means of meeting special needs (such as a need for social care).

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4. Universal benefits. These benefits are based on ……… of people with no tests of means or needs, like children or old people. The benefits are ……… , but their wide coverage tends to make them expensive. 5. Discretionary benefits. Discretion is widely used in the provision of ……… , the provision of benefits for those in need who are not covered otherwise. Discretionary benefits are given at ……… . Because some needs are unpredictable, many social assistance schemes have some kind of discretionary element to deal with ……… . Where social assistance is tied to social work, discretionary payments may also be used as a means of encouraging and directing ……… . Some provision for discretionary benefits is generally seen as a necessity, because it is impossible to provide for every need ……… . (www.dwp.gov.uk)

Listen and check.

10.3 Welfare state The concept of the welfare state remains controversial and there is continuing debate over governments’ responsibility for their citizens’ welfare. Arguments in favour: Humanitarian – the right to the basic necessities of life is a fundamental human right and people should not be allowed to suffer unnecessarily through lack of provision. Democratic – the gradual extension of social protection is increasingly favoured by the citizens of developed economies, who have approved these as part of political election campaign promises. Ethical – reciprocity (or fair exchange) is nearly universal as a moral principle, and most welfare systems are based around patterns of generalised exchange. Altruism – helping others is a moral obligation in most cultures. Charity and support for people who cannot help themselves are also widely thought to be moral choices. Religious – major world religions emphasize the importance of social organization rather than personal development alone. Religious obligations include the duty of charity and the obligation for solidarity. Economic – social programmes perform a range of economic functions, including e.g. the regulation of demand and structuring the labour market. Social – social programmes are used to promote objectives regarding education, family and work. Economies of scale – some services can be more efficiently paid for when bought “in bulk” by the government for the public, rather than purchased by individual consumers. The highway system, water distribution, the fire department, universal health, and national defense might be some examples. Anti-criminal – people with low incomes do not need to resort to crime to stay alive, thus reducing the crime rate. Empirical evidence indicates that welfare programmes reduce property crime.

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Arguments against: Moral (compulsion) – libertarians believe that the “nanny state” infringes upon individual freedom, forcing the individual to subsidize the consumption of others. They argue that social spending reduces the right of individuals to transfer some of their wealth to others. Anti-regulatory – the welfare state is accused of imposing greater burdens on private businesses, of potentially slowing growth and creating unemployment. Efficiency – advocates of the free market believe that it leads to more efficient and effective production and service delivery than state-run welfare programmes. They argue that high social spending is costly and must be funded out of higher levels of taxation. Motivation and incentives – the welfare state may have undesirable effects on behaviour, fostering dependency, destroying incentives and sapping motivation to work. Illogical – As more people go onto welfare, the people that have jobs will have to pay higher taxes, thus reducing the amount of money they earn from work. If the amount of money people get through welfare is near the amount of money that people earn through legitimate work, they will quit work to go onto welfare. Criticism of welfare states concerns the idea that a welfare state makes citizens dependent and less inclined to work. (www.dwp.gov.uk)

1. Sum up the arguments for and against a welfare state. 2. Pair work – choose two arguments from each group and give a few examples how they are shown in today’s society. 3. Divide into two groups – one favours the idea of welfare state and the other is against it – prepare arguments for your opinion. Discuss your views.

10.4 Social security in Great Britain The health and social welfare system is part of everyone’s life in Britain. It provides help for anyone who is raising a family or who is elderly, sick, disabled, unemployed, widowed or disadvantaged. Everyone at some point in their lives will receive help from its varied services, ranging from health checks for children, home help for disabled or elderly people or cash benefits to cover periods of unemployment. The three pillars of the health and social welfare system are: 1. The National Health Service – the health of the community is the responsibility of the NHS, free to everyone who lives in Britain. More than 90 % of all health care in Britain is provided by the state through the NHS. 2. Personal Social Services – provided by local authorities for elderly and disabled people, those with mental disorders and for families and their children. 3. Social Security – designed to secure a basic standard of living for people who are unemployed, help for families and help towards the cost of disablement. ENGLISH FOR SOCIAL WORKERS

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These publicly-funded services are among the Government’s top priorities, and account for about half of all government spending. They are supported by the work of a great many voluntary social and health care organisations, and by carers who look after members of their own family or friends. (www.nhs.gov.uk)

– Describe the social security system in Great Britain.

10.5 Social Security in the United States Social Security in the United States is a social insurance program funded through dedicated payroll taxes called FICA (Federal Insurance Contributions Act). Tax deposits are formally entrusted to Federal Old-Age and Survivors Insurance Trust Fund, or Federal Disability Insurance Trust Fund and Federal Hospital Insurance Trust Fund. The largest component is the payment of retirement benefits. Throughout a worker’s career, the Social Security Administration keeps track of his or her earnings. The amount of the monthly benefit to which the worker is entitled depends upon that earnings record and upon the age at which the retiree chooses to begin receiving benefits. Supplemental Security Income (SSI) is not based upon insurance coverage. Instead, a system of means-testing is used to determine whether the claimant‘s income fall below certain income and asset thresholds. Medicare is a health insurance program administered by the United States government, covering people who are either age 65 and over, or who meet other special criteria. Individuals who are under 65 years old can also be eligible if they are disabled or have end stage disease. In 2006, Medicare provided health care coverage for 42.5 million Americans. Medicaid is the US health insurance program for individuals and families with low incomes and resources. It is jointly funded by the states and federal government, and is managed by the states. Among the groups of people served by Medicaid are eligible low-income parents, children, seniors, and people with disabilities. In 2006, Medicaid enrollees numbered 39.9 million Americans, the largest group being children (18.4 million or 46 percent). (www.hhs.gov)

– Describe the principles of social security in the USA. What is Medicare and Medicaid?

10.6 Social security in the Czech Republic The basic principle of the whole system of state social support is the principle of solidarity in two basic and overlapping levels of distribution. The first of them is the expression of the solidarity of high-income

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families with low income families and the second one is the solidarity of childless families with the families with children. The objective of the new state social support system is to achieve maximum efficiency of the benefits through the unification of the allowances granted to families with children into one system and to define newly the basic conditions and principles of the individual allowances with respect to new conditions in the society. 1. The pension scheme is based on two pillars at the present: 1. Basic obligatory system of pension insurance which relies on the social solidarity principle. Its funding is continuous (no fund is created – the pensions in the given period are paid directly from the contributions of working citizens). 2. Voluntary state-contributory supplementary pension insurance that is conceived as individual saving and based on capital financing. 2. Currently, there are three systems of sickness insurance in the Czech Republic, namely sickness insurance of employees, officers in the armed services and self-employed persons. The method of calculation of sickness insurance benefits is dependent on the gross salary. In 1995, the benefit system of sickness insurance was reduced to four types of benefits – sickness benefits, short-term benefits for the care of a family member, maternity benefits and compensatory contributions during pregnancy and maternity. 3. Social benefits dramatically influence the income situation of families with an income under the level of minimum subsistence amount that resulted in a decrease in the share of families that receive social care benefits. The amount of benefits based on the subsistence minimum amount is kept at a real level related to the development of the living costs. If the minimum subsistence amount is changed, all benefits (allowances and grants) are recalculated without the necessity to fill a new application. Family possession is not subject of the testing process. Some individual types of state social support are provided with and some without testing of the applicants’ incomes. The first group includes parental benefits, foster care benefits and child birth benefits. The second includes child allowances, social allowances, housing and transport benefits. In 2006, the number of recipients of the benefits of the state social support was 3,495,000 families or recipients, including the number of 2,040,000 children granted child allowance. Social allowance was granted to 455,000 families with children, housing benefit to 334,000 households. Transport benefits were granted to 366,000 recipients and parental benefits to 264,000 parents. 4. Social care is provided to the citizens who need it considering their health or age and also to the citizens unable to resolve their difficult social situation or unfavourable living conditions without help of the society. Regional authorities and some municipal offices provide an important part of social care. Above standard social services at social care centres, the social services are also provided in various forms, e.g. day care services, asylum care etc. In 2006 54.5 % of social care services were provided by the state, 25.7 % by communities and municipal magistrates, 12.9 % by churches, and 6.9 % by other providers. ENGLISH FOR SOCIAL WORKERS

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The most widespread form of the field social care is day care service provided to citizens in their households or in day care centres. The most often required services are preparation and distribution of meals, shopping, personal hygiene services and assistance services for adults as well as for families with children. Older and disabled people use social care most often. Citizens who are 65 years old or older comprise 13.8 % of our population. In this group, the number of 80-year-old and older people is especially important, as these citizens, together with disabled people, need assistance to secure the basic necessities of life. Such services are provided in the form of institutional social care or field social care linked with accommodation (especially in social care establishments and other institutions). Services to senior citizens are provide basically in two types of establishments, namely in the senior citizens’ homes where they are provided with comprehensive care, and in homes or lodgings for the retired where the services provided are based on the health condition of people. Health and social situation of some disabled people require life-long social care provided by the state. This care guarantees the actual needs of disabled persons – health and work rehabilitation, training, qualification and re-training, employment in a protected workshop and accommodation. Social care homes are classified according to the kind of disability of their inhabitants as homes for disabled people, homes for disabled with secondary defects, for people with impaired senses, homes for mentally impaired, people with drug and alcohol problems etc. (www.mpsv.cz)

1. Explain the following terms from the text in English: solidarity unification of the allowances regional authority municipal office self-employed person gross salary

subsistence minimum amount living costs recipient institutional social care field social care

2. Describe: A) social support system and social services: – for families with children – for disabled people – for elderly people B) systems: – of pensions – of sickness insurance. 3. Choose 3–4 a) types of benefits b) social care services and describe them in a more detailed way.

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10.7 Project work. What are the most important social problems in this country now? Find out the information and make a 5-minute presentation.

Vocabulary accuse (v) allowance (n), child allowance allowance (n), social allowance altruism (n) amount (n), subsistence minimum amount asylum (n) authority (n), regional authority beneficiary (n) benefit (n), cash benefit

         

benefit (n), discretionary benefit  benefit (n), foster care benefit benefit (n), housing benefit benefit (n), childbirth benefit benefit (n), maternity benefit

   

benefit (n), means-tested benefit  benefit (n), non-contributory benefit benefit (n), parental benefit benefit (n), sickness benefit benefit (n), transport benefit benefit (n), universal benefit bulk (n), in bulk burden (n) calculate (v)

        

charity (n)



check (n), health check childbirth (n) childless (adj)

  

obvinit, obžalovat přídavky pro děti sociální dávky altruismus životní minimum azyl, útulek krajský, oblastní úřad příjemce dávek, oprávněná osoba dávka vyplácená v hotovosti dávka závisející na uvážení příslušného úřadu pěstounská dávka příspěvek na bydlení porodné mateřská dávka dávka závislá na majetku žadatele dávka nehrazená z pojištění a nezávislá na majetku žadatele rodičovská dávka nemocenská dávka příspěvek na dopravu univerzální dávka (nákup, prodej) ve velkém břemeno, zátěž vypočítat, spočítat, předpokládat charita, dobročinná organizace, dobročinnost zdravotní prohlídka narození dítěte bezdětný

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citizen (n), senior citizens comprise (v) conditions (n), living conditions contribution (n), compensatory contribution cooperation (n), mutual cooperation costs (n), living costs coverage (n) dedicate (v) defence (n) discretion (n) distribution (n) dwindle (v) efficiency (n) elderly (adj) enrollee (n) ethical (adj) evidence (n) expense (n) guarantee (n, v) guideline (n) hardships (n) inadequate (adj) incentive (n) incline (v) infringe (v) inhabitant (n) insurance (n), sickness insurance insurance (n), social insurance left-wing (adj) magistrate (n), municipal magistrate (Czech Republic) mandatory (adj)

    

means (n)



necessity (n), basic necessities net (n), social safety net

 

136

občan pobírající starobní důchod zahrnovat, obsahovat, skládat se životní podmínky kompenzační příspěvek

 vzájemná spolupráce                        

životní náklady záběr, dosah, rozsah úhrady věnovat (se), zasvětit obrana, obhajoba, ospravedlnění uvážení, oprávnění, pravomoc rozdělování, přidělování, šíření ubývat, zmenšovat se, klesat efektivita, schopnost, výkonnost starší, pokročilého věku osoba zapsaná do školy, kursu etický, morální, mravní důkaz, známka, svědek výdaje, náklady, výlohy záruka, zaručit, zabezpečit směrnice, vodítko utrpení, strádání nedostatečný, nevhodný popud, podnět, pohnutka tíhnout, mít sklon, inklinovat porušit, nedodržet, zasahovat obyvatel nemocenské pojištění sociální pojištění levicový

 městský úřad, magistrát 

povinný, závazný, mandatorní finanční prostředky, finanční poměry základní potřeby sociální síť

UNIT 10 SOCIAL POLICY AND SOCIAL SECURITY

obligatory (adj) office(n), municipal office

 

overlap (v)



pillar (n) principle (n) protection (n), social protection

  

publicly-funded (adj)



recipient (n) reciprocity (n) relief (n)

  

resort (n, v)



retiree (n)



retirement (n, adj)



rights (n), human rights right-wing (adj) salary (n), gross salary salary (n), net salary security (n), social security self-employed (adj) service (n), assistance service spouse (n) state (n), welfare state subsidize (v) subsistence (n) tax (n), payroll tax taxation (n) unfavourable (adj) unpredictable (adj) wealth (n) workshop (n), protected workshop

               

závazný, povinný městský úřad, magistrát překrývat se, přesahovat, shodovat se sloup, pilíř, opora zásada, pravidlo, podstata sociální ochrana financovaný z veřejných/státních prostředků příjemce, adresát oboustrannost, vzájemnost úleva, pomoc, útěcha útočiště, poslední pomoc, uchýlit se důchodce odchod do důchodu, důchod, důchodový lidská práva pravicový hrubá mzda čistá mzda sociální zabezpečení samostatně výdělečně činný asistenční služba choť, manžel, manželka sociální stát dotovat, subvencovat, přispívat životní minimum daň z příjmu zdanění, daně nepříznivý, záporný, špatný nepředvídatelný, nevypočitatelný bohatství, majetek



chráněná dílna

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Unit 11 Education

11.1 Education in the United States Education in the United States is provided mainly by government, with control and funding coming from three levels: federal, state, and local. At the elementary and secondary school levels, curricula, funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts. Educational standards and standardized testing decisions are usually made by state governments. Preschool education There are no mandatory public preschool or créche programs in the United States. The federal government funds the Head Start preschool program for children of low-income families, but most families are on their own with regard to finding a preschool or childcare. Elementary and secondary education Schooling is compulsory for all people in the United States, but the age range for which school attendance is required varies from state to state. Most people begin elementary education with kindergarten (usually five to seven years old) and finish secondary education with twelfth grade (usually eighteen years old). Some states allow students to leave school at the age of 16 with parental permission, before finishing high school; other states require students to stay in school until the age of 18. Most parents send their children to either a public or private institution. According to government data, one-tenth of students are enrolled in private schools. Approximately 85 % of students enter the public schools, largely because they are “free”. Most students attend school for around six hours per day. Most schools have a summer break period for about two and half months from June through August. Parents may also choose to educate their own children at home; 1.7 % of children are educated in this manner. Most homeschooling advocates are wary of the established educational institutions for various reasons. Some are religious conservatives who see nonreligious education as contrary to their moral or religious systems. Others feel that they can more effectively tailor a curriculum to suit an individual student’s academic strengths and weaknesses, especially those with singular needs or disabilities. Still others feel that the negative social pressures of schools (such as bullying, drugs, crime, and other schoolrelated problems) are detrimental to a child’s proper development. Elementary school Elementary school, also known as grade school or grammar school, is a school including the first five, six, or eight grades and sometimes having a kindergarten. Students do not choose a course structure and often remain in one or two classrooms throughout the school day, with the exceptions of physical education (“P E.” or “gym”), music, and/or art classes. Junior and senior high school Junior high school usually includes grades seven and eight. Senior high school is a school attended after junior high school.

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Generally, at the high school level, students take a broad variety of classes without special emphasis. The following are the typical minimum course sequences that one must take in order to obtain a high school diploma: Science (biology, chemistry, and physics). Mathematics (usually three years minimum, including algebra, geometry and/or precalculus/ trigonometry). English. Social Science (various history, government and economics courses, always including American history). Physical education. Many high schools offer a wide variety of elective courses, although the availability of such courses depends upon each particular school’s financial resources and desired curriculum emphases. The examples of the courses: Visual Arts (drawing, sculpture, painting, photography, film). Performing Arts (drama, band, chorus, orchestra, dance). Technology education (woodworking, metalworking, automobile repair, robotics). Computers (word processing, programming, graphic design). Publishing (journalism/student newspaper, yearbook, literary magazine). Foreign languages (French, German, and Spanish are common). During high school, students (usually in 11th grade) may take one or more standardized tests depending on their postsecondary education preferences and their local graduation requirements. In theory, these tests evaluate the overall level of knowledge and learning aptitude of the students. The results of the test are decisive for the students´admission to universities. College and University Post-secondary education in the United States is known as college or university and commonly consists of four years of study at an institution of higher learning. Students traditionally apply to receive admission into college, with varying difficulties of entrance. Schools differ in their competitiveness and reputation; generally, the most prestigious schools are private, rather than public. Once admitted, students engage in undergraduate study, which consists of satisfying university and class requirements to achieve a bachelor’s degree in a field of concentration known as a major. The most common method consists of four years of study leading to a Bachelor of Arts (B.A.) or a Bachelor of Science (B.S.). Graduate study, conducted after obtaining an initial degree and sometimes after several years of professional work, leads to a more advanced degree such as a master’s degree, which could be a Master of Arts (MA) or Master of Science (MS). After additional years of study and sometimes in conjunction with the completion of a master’s degree, students may earn a Doctor of Philosophy (Ph.D.) The vast majority of students (up to 70 percent) lack the financial resources to pay tuition up front and must rely on student loans and scholarships from their university, the federal government, or a private lender. All but a few charity institutions charge all students tuition, although scholarships (both merit-based and need-based) are widely available. (www.ed.gov)

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1. Explain the following terms from the text in English: curriculum school district school board educational standards mandatory public program compulsory school attendance public and private school homeschooling

academic strengths special needs elective courses standardized tests admission tuition student loan scholarship

2. Compile a chart describing the school system in the USA. Include following information: a) type of school b) length of school attendance c) age of pupils/students d) holidays e) exams, degrees 3. Answer the questions: – Who sets school policies and funds schools in the USA? – Is there any preschool education? – What are the reasons for homeschooling? – What compulsory and elective courses do you know? Describe their contents.

11.2 Education in Great Britain Primary education Primary education is given to children between the ages of 5 and 11. There are some nursery schools for children between 3 and 5 but not many. Primary schools are usually divided into infant schools for children between the ages of 5 and 7 and junior schools for children aged 7 to 11. The infant school and the junior school together constitute a single primary school. Secondary education In England, Wales and Northern Ireland, students usually transfer from primary school straight to secondary school at the age of 11. The General Certificate of Secondary Education (GCSE) is the name of a set of British qualifications, taken by secondary school students. GCSE courses are taken in a variety of subjects, which are usually decided by the students themselves between the ages of 13 and 14. Study of chosen subjects begins at the age of 14, and final examinations are then usually taken at the age of 16.

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After Year 11 a student can opt to remain at school or to leave education and seek work. Those who stay at school enter Years 12 and 13. These years are traditionally known as the Sixth Form and require students to specialise in three to five subjects for their A Level exams. Independent schools Independent schools are private schools charging tuition fees. There is a wide range of independent schools covering every age group and grade of education. The most important of the independent schools are known as public schools (as to distinguish themselves from church schools in the Middle Ages), which take children from the age of 13 to 18 years old and preparatory (“prep”) schools, which are primary schools preparing pupils for public schools. Most prep schools and public schools are boarding schools, providing residential accommodation for their pupils. Some of the public schools date from the 14th and 15th century – e.g. Winchester from 1382, Eton from 1440. Qualifications There are a wide range of courses and qualifications offered, all of which are harmonised into the National Qualifications Framework. In ever-increasing numbers since the 1990s students undertake more vocational courses at colleges or other such qualification. These courses may lead to a wide variety of qualifications ranging from craftsmen´s certificates to first and higher degrees. Higher education The English universities can be divided into three groups: 1. Oxford and Cambridge (from 12th century) – called “Oxbridge”. 2. “Redbrick universities” (from 19th century) – e.g. London, Manchester, Newcastle, Bristol. 3. The new universities – open after 1960 – e.g. Sussex, York, Kent, Lancaster. Students normally enter university from 18 onwards and study for an academic degree. Apart from a single private university, all undergraduate education is largely state financed (with tuition fees repayable after graduation contingent on attaining a certain level of income, and with the state paying all fees for students from the poorest backgrounds), and students are generally entitled to student loans for maintenance. The typical first degree offered at British universities is the Bachelor’s degree (typically three years). Many institutions now offer an undergraduate Master’s degree as a first degree, typically lasting four years. During a first degree students are known as undergraduates. Some universities offer a Foundation degree, typically between one and two years in length for those students who hope to continue to take a first degree but are not academically strong enough. Postgraduate education Students who have completed a first degree are eligible to undertake a postgraduate degree, which includes: Master’s degree (typically taken in one year) Doctorate degree (typically taken in three years) The admission is in practice highly competitive. Postgraduate education is not automatically financed by the state. ENGLISH FOR SOCIAL WORKERS

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Adult education Adult education, continuing education or lifelong learning is offered to students of all ages. These can include the vocational qualifications mentioned above and also: Access Programme – one or two year courses to allow adults access to university. Open University – a distance learning programme which can result in a degree. (www.dfes.gov.uk)

1. Explain the following terms from the text in English: the GCSE exam A-level exams the Sixth Form boarding school vocational course graduation

undergraduate students postgraduate degree lifelong learning distance learning Open University

2. Compile a chart describing the school system in Great Britain. Include the same types of information as in the chart for the USA. 3. Answer the questions: – Is there any pre-school education in Great Britain? – What is characteristic for prep and public schools? – What is the National Qualifications Framework? – What is a Foundation degree? – Which types of courses are designed for adults?

11.3 Education in the Czech Republic Pre-school education Pre-school education for children normally from 3 to 6 years of age is provided by kindergartens. The children play and carry out individual and group activities in order to acquire basic behavioral habits and communication skills. Pre-school education helps make up for disparities in the level of development of children before entering basic education and provides special pedagogical care for children with special learning needs. Basic education Basic education lasts 9 years, normally from the age of 6 to 15, and covers primary and lower secondary levels of education. The first five-year cycle takes place at basic school. The second, four-year cycle may, apart from basic school, be undertaken at a six- or eight-year secondary general school (grammar school). There is a nine-year compulsory school attendance, but the highest age limit for completion is 17.

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The objectives of basic education include acquisition of the necessary learning strategy, motivation for lifelong learning, capacity for creative thinking, problem-solving, communication nad teamwork skills and application of the skills and knowledge learnt at the basic school in the career choice process. Secondary education Secondary education may take place in various types of secondary schools – secondary general school (grammar school), secondary technical school, secondary vocational school, conservatory. This education may be general or vocational. Education may take the form of daily attendance, evening courses, an individual study plan with consultations, distance learning or a combination of these forms. Schools may be public, private or denominational (church). Education at public schools is free. Tertiary education Higher professional schools – compared to higher education institutions their study programmes are practically oriented and prepare students for the performance of specific occupations which are demanding but do not require a university degree. The studies last three years and include both theory and practical training. University education Bachelor study programme – lasts three to four years and constitutes the first degree of higher education. Master study programme – may either follow up on a Bachelor programme (2–3 years) or may be a full programme (4–6 years) The programmes are focused on the acquisition and application of theoretical knowledge and on the development of creativity and talent. Doctoral programme (normally 3 years) – is designed for graduates from master programmes and focused on research and independent creative activities in research, development or arts. (www.msmt.cz)

1. Explain the following terms from the text in English: behavioral habits communication skills general school denominational school

conservatory technical school higher professional school

Compile a chart describing the school system in the Czech Republic. Include the same types of information as in the chart for the USA. 2. Answer the questions: – What should children learn in kindergartens? – What are the main objectives of primary education? – What is the difference between higher professional schools and bachelor study programmes?

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11.4 Topics for discussion: 1. Should children go to pre-school institutions or stay with mothers at home? 2. Are lessons at basic school boring and “stuffed” with useless dates and facts? How to make them more attractive for pupils? 3. Should pupils learn more from their experience? Suggest some ways to make education more applicable in life. 4. What are the basic qualities of a good teacher? 5. Is it better for children with special needs or disability to study in special schools or classes? 6. Should children at primary schools be divided into classes according to their school results? 7. Do we need more secondary general schools? Or more schools for apprentices? 8. What disadvantages do the studies at higher professional schools have? 9. Why do more and more people need higher education for their profession? 10. Should students at state universities pay tuition fees? 11. Should the entrance exams to universities be abolished?

11.5 Listen to the texts about Oxford University and Ivy League and write down as much information as possible. University of Oxford Oxford is the oldest university in the English-speaking world and lays claim to nine centuries of continuous existence. As an internationally renowned centre for teaching and research, Oxford attracts students and scholars from across the globe, with almost a quarter of students from overseas. More than 130 nationalities are represented among a student population of over 18,000. Oxford is a collegiate university, with 39 self-governing colleges related to the University in a type of federal system. Thirty colleges admit students for both undergraduate and graduate degrees. Seven other colleges are for graduates only; one has Fellows only, and one specializes in part-time and continuing education. Oxford is a historic and unique institution. There is no clear date of foundation, but teaching existed at Oxford in some form in 1096 and developed rapidly from 1167, when Henry II banned English students from attending the University of Paris. In the 13th century, rioting between town and gown (townspeople and students) hastened the establishment of primitive halls of residence. These were succeeded by the first of Oxford’s colleges, which began as medieval ‘halls of residence‘ or endowed houses under the supervision of a Master. Balliol and Merton Colleges, established between 1249 and 1264, are the oldest. Early on Oxford became a centre for lively controversy, with scholars involved in religious and political disputes. John Wyclif, a 14th century Master of Balliol, campaigned for the Bible in the vernacular, against the wishes of the papacy.

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The 18th century was an era of scientific discovery and religious revival. Edmund Halley, Professor of Geometry, predicted the return of the comet that bears his name; John and Charles Wesley’s prayer meetings laid the foundations of the Methodist Society. From 1878, academic halls were established for women, who became members of the University in 1920. Since 1974, all but one of Oxford’s 39 colleges have changed their statutes to admit both men and women. St Hilda’s remains the only women’s college. During the 20th century, Oxford added to its humanistic core a major new research capacity in the natural and applied sciences, including medicine. In so doing, it has enhanced and strengthened its traditional role as an international focus for learning and a forum for intellectual debate. (www.ox.ac.uk)

Ivy League In the USA the term Ivy League commonly refers to a group of eight east-coast colleges and universities renowned for their high academic standards and significant history. These schools were some of the earliest American institutions founded: Harvard in 1636, Yale in 1701, Penn in 1740, Princeton in 1746, Columbia in 1754, Brown in 1764, Dartmouth in 1769 and Cornell in 1865. Taken more literally, the Ivy League refers to the athletic conference in which the eight colleges’ sports teams compete. The term ‘Ivy League‘ was conceived in the 1930s by Stanley Woodward, a New York Herald Tribune sports writer. It was not until years later that an official coalition was actually formed by the universities. Seven of the eight schools were founded during America’s colonial period; the exception is Cornell, which was founded in 1865. The Ivy League’s name derives from the ivy plants, that cover many of these institutions’ historic buildings. The Ivy League universities are also called the “Ancient Eight” or simply the Ivies. The term is now most commonly used to refer to those eight schools considered as a group. The term has connotations of academic excellence, selectivity in admissions, and a reputation for social elitism. They had always had distinguished faculties; some of the first Americans with doctorates had taught for them; now they are world-class research institutions. The Ivies are all located in the Northeast region of the United States and are privately owned and controlled. Although many of them receive funding from the federal or state governments to pursue research, only Cornell has state-supported academic units. The Ivy League schools are highly selective, with acceptance rates ranging from about 9 % to 20 %. The governing body of the Ivy League is the Council of Ivy Group Presidents. During their meetings, the presidents often discuss common procedures and initiatives. Collaboration between the member schools is illustrated by the student-led Ivy Council that meets in the fall and spring of each year, with representatives from every Ivy League school. At these multi-day conferences, student representatives from each school meet to discuss issues facing their respective institutions, with a variety of topics ranging from financial aid to housing. (www.harvard.edu)

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11.6 Project work. Choose one of the outstanding Czech personalities from the fields of humanities or sciences and write an essay about his/her life and work (500–600 words).

Vocabulary acquisition (n)



algebra (n) aptitude (n) arts (n), visual arts arts (n), performing arts attain (v)

    

attendance (n)



bachelor (n) biology (n) board (n), school board body, governing body (n) career (n)

    

certificate (n)



charge (n) chemistry (n) chorus (n) coalition (n)

   

college (n)



collegiate (adj)



competitiveness (n)



completion (n) compulsory (n) conjunction (n) connotation (n)

   

contingent (n, adj)



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získání, nakoupení, koupená/ nabytá věc algebra schopnost, nadání, talent výtvarné umění dramatické umění, divadlo dosáhnout, získat přítomnost, docházka, opatrování bakalář biologie školní rada správní/řídící/dozorčí orgán povolání, kariéra, životní dráha osvědčení, potvrzení, doklad, vysvědčení poplatek, péče, dohled, pověření chemie sbor, sborový zpěv sdružení, koalice vysoká škola, fakulta, kolej univerzity kolejní soutěživost, ctižádost, konkurenceschopnost dokončení, dovršení povinný, nařízený spojení, souvislost, shoda význam (slova), konotace skupina, reprezentace, podmíněný, závislý

core (adj, n)



craftsman (n) créche (n)

 

curriculum (n)



degree (n) denominational (adj) design (n), graphic design detrimental (adj) diploma (n) disparity (n) dispute (v) district (n), school district doctorate (n) education (n), physical education elect (v) elective (adj) elitism (n) emphasis (n) endow (v) evaluate (v) extra-curricular (adj) fee (n)

                 

fellow (n)



foundation (n) framework (n) geometry (n) gown (n)

   

grade (n)



graduate (v, n)



graduation (n)



habit (n), behavioral habit homeschooling (n)

 

hlavní, stěžejní, hlavní vyučovací předměty, hlavní činnost řemeslník jesle učební plán, studijní program, osnovy akademický titul, hodnost církevní, konfesijní grafický design škodlivý diplom nerovnost, rozdíl diskuse, debata, spor školní okrsek doktorát tělesná výchova zvolit, vybrat volitelný, volený elitářství důraz, zaměření dotovat, dodat, obdarovat ocenit, vyhodnotit mimoškolní poplatek, školné, vstupné vyučující na univerzitě, vědecký pracovník základ, nadace, fond soustava, systém, konstrukce geometrie talár třída, ročník, známka, úroveň, stupeň absolvovat, vystudovat, absolvent dostudování, absolvování, promoce navyklý způsob chování domácí škola

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intellectual (adj, n)



Ivy League (n) junior (n) jurisdiction (n) learning (n), lifelong learning lender (n) loan (n, v) major (adj) master (n) mathematics, maths (n) merit (n) occupation (n) orchestra (n) papacy (n) pedagogical (adj) permission (n), parental permission physics (n)

             

rozumový, duševní, vzdělanec, intelektuál Břečťanová liga mladší, nižší, vedlejší pravomoc, jurisdikce celoživotní vzdělávání osoba půjčující peníze půjčka, půjčit hlavní, významný, důležitý magistr matematika význam, hodnota, zásluha zaměstnání, povolání orchestr papežství pedagogický, učitelský



rodičovský souhlas, svolení



precalculus (n)



preference (n) preschool (adj) presume (v) prestigious (adj)

   

qualification (n)



rely (v) renown (n) reputation (n) research (n, v) resources (n), financial resources science (n) selective (adj) senior (n)

       

sequence (n)



scholar (n)



fyzika matematický počet, početní výkon přednost, preference, volba předškolní předpokládat, domnívat se věhlasný, proslulý, prestižní schopnost, způsobilost, kvalifikace spolehnout se, počítat (s čím) proslulost, sláva, dobrá pověst pověst, reputace výzkum, zkoumat finanční zdroje věda, vědecká disciplína výběrový, selektivní starší, vedoucí, vyšší, nadřízený řada, pořadí, posloupnost, důsledek učenec, vědec, student, stipendista

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scholarship (n)



school (n), grammar school



school (n), infant school (UK) school (n), primary school school (n), secondary school schooling (n)

   

statute (n)



strategy (n) tailor (v)

 

tertiary (adj)



theory (n) trigonometry (n) undergraduate (n, adj) vernacular (adj) vocation (n) yearbook (n)

     

stipendium, vědecká práce obecná škola (USA), gymnázium (ČR) nižší stupeň základní školy základní škola střední škola výuka, školní vzdělání nařízení, ustanovení, předpis, statut strategie, taktika upravit na míru, přizpůsobit terciární, vysokoškolský, univerzitní teorie trigonometrie vysokoškolák, vysokoškolský mateřština, národní jazyk povolání, zaměstnání ročenka

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Unit 12 Social Services

12.1 Fill in the gaps with the following expressions: do not feel this approach experience the comparison response a relationship

unfitness in houses the perspective according to a norm do not express set by experts.

Need The idea of need refers to: – the kinds of problem which people ……… ; – requirements for some particular kind of ……… ; and – ……… between problems and the responses available. A need is a claim for service. Four main categories of need: 1. Normative need is need which is identified ……… (or set standard); such norms are generally ……… . Benefit levels, for example, or standards of ……… , have to be determined according to some criterion. 2. Comparative need concerns problems which emerge by comparison with others who are not in need. One of the most common uses of ……… has been ……… of social problems in different areas in order to determine which areas are most deprived. 3. Felt need is need which people feel – that is, need from ……… of the people who have it. 4. Expressed need is the need which they say they have. People can feel need which they ……… and they can express needs they ……… . (www.csci.gov.uk)

Listen and check.

12.2 Social work Social work is to some extent defined by the activities of the personal social services and the client groups they deal with. What social workers do is interpreted in various ways. 1. ‘Casework‘, or ‘direct‘ work, includes: – problem solving (as adviser, broker or advocate); – psycho-social therapy; – meeting the functional tasks of the agency;

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– changing behaviour; and – crisis intervention. Basic skills include assessment, interviewing and recording; others include groupwork, counselling, negotiation and advocacy. The role of the social worker, and the methods used, depend largely on the interpretation of the problems the worker is dealing with. 2. Community care The idea of community care is ambiguous. It can refer to care in the community or by the community. Care in the community includes care that is not in an institution – care in ordinary housing and independence or ‘normalisation‘. Care by the community includes care through solidaristic social networks – care by community services and care by informal carers. Community care also refers to the management of care for people in the community. The central idea behind the development of ‘care management‘ is the development of a ‘package‘ of care from a range of different sources. A ‘package‘ is designed for each person taking account of existing sources of support and making use of a range of options to meet that person’s needs. In principle, this should mean that packages can be selected for each individual. 3. Personal Social Services There is no clear or coherent category of ‘personal social services‘, which cover both social work and social care services to people which fall outside the remit of health services. In Britain, these departments have developed as a residual category of services not provided by other services. The categories include: – mentally ill people; – elderly people; – offenders; – children who are abused, neglected or without support; – physically ill and disabled people; – people with learning disabilities. The services are provided within particular settings, including: – area teams of social work departments; – day care; – residential care; – courts and juvenile courts or children‘s panels; – domiciliary care (services provided at home); – hospitals (and sometimes medical practices); – field social work – which is a relatively minor part of the activity of personal social services overall. (www.csci.gov.uk)

1. Pair the expressions to form terms concerning social services and explain them in English: crisis social work department care client community ENGLISH FOR SOCIAL WORKERS

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carer care group

intervention informal management

Listen and check. 2. Describe principles and methods of casework, community care and personal social services. 3. Choose four of the following social services and describe them in a more detailed way. groupwork day care counselling residential care negotiation children‘s panel advocacy domiciliary care assessment

12.3 Listen to the text, then read it and translate it.

The structure of public services A) Five levels of service provision: 1. Dealing with problems as demands – this is a reactive approach, where service is provided in response to a specific demand; the response made is prescribed for the person who makes it. Social security clerical officers are examples. 2. Dealing with problems as situations – this is generally the level at which professionals work; the test is that the professional is able to define the problem and the response. Doctors, social workers, health visitors, area housing managers and police officers work at this level. 3. Systematic service provision – this is a responsibility for performing particular functions within a service. Examples are schools, residential care homes or the units within a hospital. 4. Comprehensive service provision – this is the organisation and direction of a service or programme, like a housing department or social services department. There is a broad territorial focus, and specific responses are not prescribed. 5. Comprehensive field coverage – this is the level of policy-making and planning, creating a framework of services to meet a range of needs. This level is sometimes missing where coverage is done through programmes and ad hoc services rather than by government. B) Planning Policy has to be put into practice. Service planning is a process of making implementation explicit. This is usually represented as either an ‘incremental‘ or a ‘rational-comprehensive‘ process. Incremental plans are based on what has gone before. The ‘rational‘ model has seven stages:

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1. Evaluation of the environment – decisions have to be taken in the light of existing situations. 2. The identification of aims and objectives – criteria have to be established by which decisions can subsequently be evaluated. 3. Consideration of the alternative methods which are available. 4. Examination of the consequences – possible consequences are judged against the aims and objectives in order to decide their likely effect. 5. Selection of methods – the choice of methods is guided by consideration of efficiency and practical constraints. 6. Implementation – there has to be a plan for how and when things will be done, and who will do them. 7. Re-evaluation – the consequences of policy are monitored, and fed back into a re-assessment of the environment – at which point the process begins again. C) Evaluating policy 1. Effectiveness – the most basic form of evaluation of policy is to ask whether it meets its objectives. A policy is effective if it meets its aims. It is ‘cost-effective‘ if it meets its aims at the lowest cost possible. 2. Efficiency – efficiency is an economic concept, which should be distinguished clearly from effectiveness. A process is efficient if it produces goods at the lowest possible cost per unit. Achieving every aim may be inefficient, because some aims are more expensive and difficult than others, and because when agencies are straining to meet targets costs are likely to rise. Public services often have no choice about meeting certain aims – for example, keeping destitute people alive, or ensuring that long-term nursing care is available for frail elderly people – and they tend to aim for cost effectiveness rather than efficiency. 3. Equity – the principle of ‘equity‘ or fairness is an important issue in service delivery. Equity means that like cases are treated alike. Procedural fairness is concerned with procedures, like nondiscrimination, substantive fairness with outcomes. D) Targeting Social policies have to affect someone and any attempt to identify a client group specifically can be referred to as ‘targeting‘. Policies may be focused on a range of different groups: individuals, households, families, communities and sections of the population. Distribution to everyone is exceptional – most ‘universal‘ benefits are, in fact, categorical and targeted at a broad class of people in need (like children or old people) as a way of addressing needs within the group. Three main problems affect the efficiency of targeted services: 1. Deadweight – people receive the service or benefit but their circumstances are not materially affected by the measure. 2. Spillovers – people are helped whom it was not intended or necessary to help. 3. Low takeup – there is failure to reach those at whom the policy was targeted.

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E) Empowering users The idea of ‘empowerment‘ can be taken individually, to refer to the ability of each user to affect outcomes, or collectively, to refer to the status of disadvantaged and stigmatised groups. Its growing importance reflects long-standing concerns that social services may disempower the people who use them. Six tests for responsiveness to users: 1. Accountability – there has to be some way services can be made to answer to service users for their decisions. 2. Representation and participation – participation in decision making implies not only that the views of consumers are expressed, but also that their views carry some weight. This is often represented in terms of a ‘voice‘ for consumers. 3. Information – lack of information denies users the opportunity for comment or control. 4. Access – inaccessibility denies people the opportunity to use the service. 5. Choice – a lack of options means in itself that users are unable to control outcomes. The possibility of ‘exit‘ is also important. 6. Redress – obtaining redress of grievances, and even having concerns addressed, is important to limit the use of control by agencies as well as to give users the formal opportunity to raise concerns. (www.csci.gov.uk)

– Describe in other words: five levels of service provision planning services evaluating policy

targeting empowering responsiveness to users

12.4 Fill in the gaps with the following words: into practice cash payments to keep records long-term residential care to hire help care services empowering

care assessment arranged a short break to get equipment an advocate arrange your services your council

Direct payments Direct payments are ……… paid directly from the council into your account. You can use direct payments to choose which ……… are right for you. Direct payments are a way of ……… you by giving you choice of how your care is ……… and control over how it is delivered. You can use direct payments ……… from an agency, or you can employ someone directly. You can also use direct payments ……… , to buy a service for your disabled child or to take ……… . The one thing you cannot use a direct payment for is ……… .

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Eligible groups include: 1. disabled adults (this includes older disabled people, people with a learning disability and people who use mental health services); 2. someone caring for a disabled child; 3. someone already receiving social care services. You can only spend direct payments on care services. You will have ……… to show what you have spent the money on. Your council should tell you about direct payments when you have your ……… and your care plan is being drawn up. ……… will give you advice on how you should manage the direct payments. If necessary someone in your family or ……… , someone to speak on your behalf, can help you manage the money and ……… . Your council will also decide how much money you would need as a direct payment to put your care plan ……… . (www.direct.gov.uk)

(Note – Direct payments are in Great Britain also called “In Control”) Listen and check. 1. Sum up the principles of direct payments. 2. Describe the system of payments for social services in the Czech Republic.

12.5 Listen to the description of work of Commission for Social Care Inspection and write down as much information as possible. Commission for Social Care Inspection (CSCI) Millions of people in England have now a better way of judging the quality of care services they or their relatives and friends rely on. Star ratings (1–4) for all 25,000 providers of adult care services in England let the public see at a glance whether care providers are excellent, good, adequate or poor. Paying for a place in a care home can cost as much as £31,000 a year, sometimes more. The ratings system allow the public and local councils to see whether the fees charged by care providers match the quality of services they provide. Information about the national minimum standards that each home meets is publicly available via Commission for Social Care Inspection (CSCI) inspection reports. Allocating each home a quality rating gives people an easy-to-understand way of comparing services and empowers them to make a choice. Under the ratings system four stars represent an excellent quality service, while only one star will signal a poor quality service. There may also be an ‘E‘ rating, which means that enforcement action was being undertaken against that service. As well as a rating, all inspection reports contain a graph that shows how well the service performs in seven main areas: quality of life, choice and control, making a positive contribution, personal dignity and respect, ENGLISH FOR SOCIAL WORKERS

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freedom from discrimination and harassment, improve health and emotional well-being, economic wellbeing and leadership and management. (www.csci.gov.uk)

12.6 Read the text and answer the questions: 1. What are the similarities and differences among key inspections, random inspections and thematic inspections? 2. How do inspectors get information before and during inspections? 3. What do the inspectors’ reports contain? 4. What are the National Minimum Standards? 5. What can inspectors do to make the services improve their care? Types of inspection There are now three different types of inspection: Key inspections Key inspections are a thorough look at how well the service is doing. They take into account detailed information provided by the service’s owner or manager, and any complaints or concerns we have received since the last inspection. Our inspectors also ask the views of the people who use those services and their relatives and supporters (people who speak up for or advocate for the person using services). Inspectors look at how well the service is meeting the standards set by the government and decide how they will inspect the service in future. These inspections are mainly unannounced. Random inspections Random inspections are short, targeted inspections which focus on specific issues that have come up or check on improvements that should have been made. We also use random inspections to investigate complaints, and sometimes visit for no reason at all. Random inspections are normally unannounced and can take place at any time of the day or night. Thematic inspections Thematic inspections focus on a specific issue, such as medication, or a specific area or region so that we can look at trends. Before an inspection We decide how well care homes and services are doing by asking those people who know most about them. We ask: 1. The people who use the services, their families and supporters. 2. Social services and health professionals. The information we get helps us decide what we need to look at during an inspection.

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During an inspection During an inspection of a care home or care service we: 1. Talk to the people who use the service (and often to their relatives as well) to find out what they think of it. 2. Look at how the service is run to see how the staff are recruited, trained and supported, how the managers and staff treat people, how many there are and how they are managed. 3. Look at how well people are cared for to make sure they are treated with dignity and that their wishes are respected. 4. Review paperwork to check that important information is up to date. After an inspection After each inspection we publish a report on our findings. 1. The report looks at how well the service provides good outcomes for the people who use the service. 2. The report also refers to the government’s National Minimum Standards which form the basis of what people should expect from care services. 3. The inspector’s report identifies what the service does well and lists any improvements they need to make. If things are going wrong, our inspectors work with the service to make sure improvements happen quickly. We also have legal powers to insist on changes. If things do not improve, or if people are not being looked after properly, we can take action to close down a service. (www.csci.gov.uk)

Compare with the situation in the Czech Republic: 1. How is the quality of social care services inspected in the Czech Republic? 2. Are there any standads of care? 3. Where can citizens find information about the quality of the services?

12.7 Listen to the text. Are following statements true or false? Correct the false ones. 1. The care home is for adults with physical handicap. 2. The home exceeds many standards. 3. The clients often take part in the home’s decision making. 4. The staff act as facilitators. 5. Most of the staff is in the home only for a short time. 6. The home organises trips and holidays abroad. 7. Two clients recently divorced. 8. It needs a lot of time to run a home. This story is about a care home in southern England for adults with a learning disability. The home has an excellent reputation for meeting and often exceeds many standards. The home is especially good at involving the residents in the home’s decision making. ENGLISH FOR SOCIAL WORKERS

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“We’re very confident in our residents and we always encourage them to take part in deciding how the home is run,” says its owner, Pat. “We want them to feel that it is their own home. It’s rather like a family, except that there are no mother or father figures.The staff are there to act as facilitators. They work with the clients, not for them, and this is very empowering for our residents.” The inspectors had also been impressed by the home’s friendly and caring atmosphere. Most of the staff had been there for a long time and loved their jobs, giving the residents a similar consistency of care as they would receive in a family. “We recently had a big party for three staff members who’d reached their ten year anniversary with us,” said the manager Pat, “and we’ve got another one coming up soon. We give our staff a lot of training as our aim is to get them to a standard where they can run the home in this inclusive way, as quickly as possible.” The home regularly organises outings and holidays for its residents, both in Britain and abroad. Residents have formed strong friendships since meeting at the home. Two of them recently got married and they have their own room and lounge. But, most importantly, although the home regularly meets and exceeds all standards, it still continues to look for, and explore new ways of building on its achievements. “I’m not saying it’s easy to run a home this way,” says Pat. “It’s more time consuming, because you have to sit down and listen to what the clients have to say. But at the end of the day, you have a much happier home where both staff and clients feel valued and respected.” (www.csci.gov.uk)

Vocabulary accountability (n)



ad hoc (adj)



adequate (adj)



adviser (n) advocate (n) aim (n) ambiguous (adj) basis (n), bases (pl) broker (n) care (n), domiciliary care clerical (adj) coherent (adj) comparative (adj) comprehensive (adj) concern (n) counselling (n)

            

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zodpovědnost jen k tomuto účelu, jen pro tento případ dostatečný, přiměřený, postačující poradce, rádce zastánce, stoupenec, obhájce cíl, účel, záměr, smysl dvojznačný, neurčitý, nejasný základ, princip, důvod, důkaz zprostředkovatel domácí péče úřednický, administrativní promyšlený, souvislý, logický poměrný, relativní, srovnávaný všeobecný, široký, komplexní starost, obava, zájem, záležitost poradenství

counsellor (n) court (n), juvenile court

 

coverage (n), field coverage



deadweight (n, adj)



deprive (v)



determine (v) disempower (v) effectiveness (n) emerge (v) equipment (n) explicit (adj) facilitator (n) findings (n) graph (n) grievance (n) groupwork (n)

          

imply (v)



inaccessibility (n)



increment (n) investigate (v) judge (v) medication (n) normative (adj) objective (n) package (n)

      

panel (n), children´s panel



paperwork (n) perspective (n) policy (n) practice (n), medical practice prescribe (v) provider (n), care service provider random (adj) rational (adj)

       

poradce soud pro mladistvé zmapování „terénu“ – např. potřeb dané komunity přítěž odebrat, připravit (někoho o něco) určit, zjistit, rozhodnout oslabit účinnost, efektivnost objevit se, ukázat se, vyjít najevo vybavení, zařízení, výstroj otevřený, neskrývaný, očividný facilitátor závěry, zjištění, výsledky, nálezy graf, diagram křivda, důvod ke stížnosti skupinová práce naznačit, znamenat, zahrnovat v sobě nedostupnost, nedosažitelnost, nepochopitelnost přírůstek, přídavek, příplatek vyšetřovat, zkoumat posuzovat, hodnotit, soudit lék, léčivo, medikace normální, normativní účel, úkol, cíl, plán balíček, balení, sada případová konference při sociálně právní ochraně dětí kancelářské práce, administrativa pohled, hledisko, stanovisko politika, postup, přístup lékařská praxe předepsat, nařídit poskytovatel služeb sociální péče náhodný, nepravidelný racionální, logický, účelný

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             

recruit (v) redress (v) remit (n) residual (adj) responsiveness (n) spillover (n) strain (n) take up (v) thematic (adj) unannounced (adj) unfitness (n) visitor (n), health visitor work (n), case work work (n), field social work

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zjednat, najmout nahradit, odškodnit, odčinit kompetence, pravomoc zbylý, zbývající vstřícnost, citlivost, vnímavost dodatečný/vedlejší efekt napětí, zátěž, stres věnovat se, zabývat se, převzít tématický neohlášený, neoznámený nezpůsobilost, nevhodnost pečovatel/ka případová práce terénní sociální práce

Unit 13 Social and Educational Policy of the European Union

13.1 Read the extract from the Treaty of Lisbon and translate it.

European Treaty (Treaty of Lisbon) Social Policy The Union and the Member States, having in mind fundamental social rights such as those set out in the European Social Charter signed at Turin on 18th October 1961 and in the 1989 Community Charter of the Fundamental Social Rights of Workers, shall have as their objectives the promotion of employment, improved living and working conditions, so as to make possible their harmonisation while the improvement is being maintained, proper social protection, dialogue between management and labour, the development of human resources with a view to lasting high employment and the combating of exclusion. With a view to achieving the objectives, the Union shall support and complement the activities of the Member States in the following fields: a) improvement in particular of the working environment to protect workers’ health and safety; b) working conditions; c) social security and social protection of workers; d) protection of workers where their employment contract is terminated; e) the information and consultation of workers; f) representation and collective defence of the interests of workers and employers; g) equality between women and men with regard to labour market opportunities and treatment at work; h) the combating of social exclusion. (www.europa.eu.int)

1. Explain the main objectives of EU Social Policy and give practical examples. 2. Describe the 8 fields the EU support will focus on.

Education, Youth, Sport and Vocational Training The Union shall contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and complementing their action. It shall fully respect the responsibility of the Member States for the content of teaching and the organisation of education systems and their cultural and linguistic diversity. Union action shall be aimed at: a) developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States; b) encouraging mobility of students and teachers, by encouraging the academic recognition of diplomas and periods of study; c) promoting cooperation between educational establishments;

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d) developing exchanges of information and experience on issues common to the education systems of the Member States; e) encouraging the development of youth exchanges and of exchanges of socio-educational instructors and encouraging the participation of young people in democratic life in Europe; f) encouraging the development of distance education. (www.europa.eu.int)

Describe the 6 main aims of the EU educational policy.

13.2 Read and translate the text.

The Social Policy Agenda 1. If Europe is to preserve its common values, it must reform and modernise its policies. Despite improved standards of living in the EU today, unacceptable realities still exist. 20 million Europeans are out of work and, for many, poverty persists. We are falling behind in research as well as in our ability to create jobs that meet tomorrow’s challenges. This is an uncomfortable development which is threatening Europe and its Member States’ past successes of peace and higher standards of living. 2. Europe needs to create more and better jobs. We need to strengthen active labour market policies and promote active ageing. We also need to create new forms of security for workers through training and social protection which strengthen workers’ and companies’ ability to adapt. Finally, we need to ensure that workers who are affected by restructuring do not become victims of globalisation, but rather benefit from the opportunities it can bring. 3. The Employment Guidelines address the need to implement employment policies which aim to achieve full employment, improve quality and productivity at work, and strengthen social and territorial cohesion. They also cover ways of improving the match of labour market needs and available skills. They recognise that labour market flexibility needs to be combined with employment security and recognise the role of social partners. They advocate employment-friendly labour cost developments and wage-setting mechanisms, expansion and improvement of investment in human capital and adaptation of education and training systems to new skill requirements. 4. Europe should reap the benefits of its enlargement. The Social Policy Agenda is a roadmap for development and reforms, and is to foster a convergence towards the best performance in Europe. To that aim, it should combine all available instruments: legislation – to protect fundamental rights, promote adaptability and lay down minimum standards; coordination of national employment; inclusion and social protection policies; financial support provided by the European Social Fund; social dialogue.

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5. Europe should address the impact of demographic ageing on its social protection systems – pensions, health care, long-term care – and on employment policies. We should invest in skills and improve the quality of work in order to prevent older workers from retiring early. Without reforms, ageing will place a huge burden on the younger generations. Europe should promote an inclusive society. It should continue to roll back all forms of discrimination – based on race or ethnicity, disability, age, sexual preference. Building on its past achievements, Europe should foster equal opportunities between men and women. 6. The Agenda covers policies designed to provide jobs, fight poverty and promote equal opportunities for all. In partnership with public authorities at every level from local to national, employer and worker representatives, and non-governmental organisations, the Agenda is a framework for promoting portability of pension and social security entitlements in order to create a truly European labour market, getting more people – particularly young people and women – into work, updating labour law to reflect new forms of work, such as short-term contracts, and managing restructuring through social dialogue. It is also a framework for supporting member states in reforming pensions and health care, tackling poverty and the employment and social issues emerging as populations age, as well as fostering equal opportunities, and eradicating inequality and discrimination. 7. The EU plays a major role in funding the necessary investment in human capital to develop both the work skills and the social skills which make it easier for people to find work or set up businesses of their own. Special attention is paid to funding for areas of the EU with particularly high levels of unemployment or low average incomes, and to combat discrimination, promote gender equality and prevent social exclusion. 8. The EU has outlawed discrimination on the basis of gender, racial or ethnic origin, disability, sexual orientation, age, and religion or belief. This is bolstered by legislation banning gender-based discrimination in access to goods and services, policy strategies on combating discrimination and xenophobia, and on ensuring that gender issues are taken into account in all EU policies. 9. Social security systems in the individual EU countries reflect specific traditions, social advances and cultural heritage and are a matter for national laws. Member states co-ordinate their policies, however, on the basis that everyone should have access to social benefits, which: – provide a safety net, but make it financially more attractive to work wherever possible; – provide pensions and quality health care at a sustainable cost; – promote social inclusion and fight poverty. (www.europa.eu.int)

Answer the questions: Par. 1 – What are the most important social problems in EU? Par. 2 – What are the main tasks of EU social policy? Par. 3 – What do the Employment Guidelines contain? Par. 4 – What are the most important instruments to achieve social policy aims?

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Par. 5 – What reforms should prevent the heavy impacts of demographic ageing? Par. 6 – What are the principal policies of the Social Policy Agenda? Par. 7 – What does the funding focus on? Par. 8 – What kinds of discrimination are to be combated? Par. 9 – What should the social security systems in EU countries provide?

13.3 The European Social Fund (ESF) The European Social Fund is the EU’s financial instrument for investing in people. Its mission is to help prevent and fight unemployment, to make Europe’s workforce and companies better equipped to face new challenges, and to prevent people from losing touch with the labour market. It helps develop the skills of people, especially those who face particular difficulties in finding a job, staying in work, or returning to work after an absence. It supports Member States in their efforts to put new active policies and systems in place to fight the underlying causes of unemployment and to improve skills. It tailors this support to the specific requirements of regions facing particular problems. The ESF is one of the EU’s Structural Funds; their common mission is to reduce the differences in living standards between the peoples and the regions of the EU. Objective 1 promotes the development of regions whose development is lagging behind. Over two thirds of Structural Fund money is to go to regions whose GDP (Gross Domestic Product) per head is below 75 % of the EU average. Objective 2 supports the economic and social conversion of four types of areas with specific difficulties: those facing problems adjusting to change in the industrial and service areas, declining rural areas, urban areas in difficulty, and depressed areas heavily dependent on fisheries. Objective 3 provides funding for all areas of the EU except Objective 1 regions, to help adapt and modernise education, training and employment policies and systems. The five ESF policy fields: 1. Developing and promoting active labour market policies. 2. Promoting equal opportunities for all in accessing the labour market. 3. Promoting and improving training, education and counselling as part of a life long learning policy. 4. Promoting a skilled, trained and adaptable workforce. 5. Improving women’s access to and participation in the labour market. (www.esf.eu.int)

– Explain the main aims and principles of the European Social Fund.

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13.4 Socrates Socrates is the main European educational programme. Its aims are: a) to strengthen the European dimension of education at all levels; b) to improve the knowledge of European languages; c) to promote cooperation and mobility throughout education; d) to encourage innovation in education; e) to promote equal opportunities in all sectors of education. The eight actions: 1. Comenius: school education. 2. Erasmus: higher education. 3. Grundtvig: adult education and other educational pathways. 4. Leonardo da Vinci: vocational education and training. 5. Lingua: learning European languages. 6. Minerva: information and communication technologies (ICT) in education. 7. Observation and innovation of education systems and policies. 8. Joint actions with other European programmes. School partnerships A) School projects enable schools (at least three schools from three participating countries) to work on a theme of common interest. Encouraging the active participation of pupils is a priority and henceforth a limited number of pupils may be given the opportunity of going to another country to prepare and plan the European project in conjunction with their teachers. B) Language projects involve two schools from two European countries and must focus on the learning of foreign languages. The projects will generally entail an exchange involving a stay in the partner establishment and a return visit (minimum age of pupils: 14). C) School development projects involve schools (at least three schools from three participating countries) as institutions, the idea being to share their experience and to compare notes on teaching methods, organisation, management or themes of common interest, e.g. preventing violence at school or the challenge of integrating pupils from different social and cultural environments. (www.socrates.eu.int)

1. Describe the aims and structure of Socrates programme. 2. What are school projects, language projects and school development projects? 3. Choose one of the Socrates sub-programmes (actions) and find out information about it.

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13.5 Listen to the description of the two projects funded by ESF. 1. Fill in the gaps. Unemployed young people from some of the most socially deprived areas of ……… are benefiting from drop-in centres where they can learn IT skills while carrying out different community projects. There are now ten such ‘Bytes‘ centres, two of which received support through the European Social Fund. Two new Bytes centres were opened ……… offering activities that motivate youngsters to step off ……… and bring the two sides of the community together. The centres are open to ……… who are registered unemployed. There are no referrals – the youngsters usually hear about the centres ……… – and there is no obligation to attend. Some are ‘casual users‘ who come in only occasionally, while others are ……… who commit themselves to completing a specific project. Young people have the opportunity to work towards a recognised qualification in ICT that is entirely portfolio-based. They choose the topic and then ……… around it, such as searching the internet, producing graphics, or typing a document. “Using ICT in a way that is ……… can really motivate young people to go on to further personal development,” says Jane Brown, Project Director for Bytes. “Our aim is to encourage them back ……… or into employment.” Every week around ……… use the Bytes centre. Since opening some 24 young people have obtained a qualification, 67 have moved into employment and 44 into ……… . 2. Why was Vision 21 created? What services does it offer? One individual’s vision has become a pioneering social enterprise in Wales. Vision 21 runs a wide range of projects including a café, garden centre, retail outlet, pottery and carpentry workshop, where people with disabilities have access to vocational training and supported employment. The idea behind Vision 21 stems from James Smith’s desire to treat people with disabilities with respect and to give them opportunities to move forward in their lives. “As a social worker in Cardiff back in 1989, I was increasingly angered by the way people with disabilities were put together in large groups and given pointless tasks to occupy them,” says Mr. Smith, now director of the company Vision 21. “I started to teach basic woodturning skills to a few disabled students on a parttime basis. From there, we set up a small charity in 1993 offering different vocational training options.” Some 13 years later Vision 21 has 15 on-going projects throughout Cardiff and the Vale of Glamorgen and, in any one week, involves around 175 students with disabilities. Students can choose from a wide range of practical training options from gardening to office administration. “All our training programmes lead to some kind of qualification,” says Mr. Smith. “We have also teamed up with an employment agency that helps disabled people into employment once they’ve finished the training.” The results are impressive. Of the 80 students who completed their training between July 2005 and December 2006, 75 gained a qualification and 20 entered work on leaving the project. ENGLISH FOR SOCIAL WORKERS

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Vision 21 has attracted much interest locally and abroad. “We’ve also recently established a network of social enterprises in Wales, which already has a membership of 28,” says Mr. Smith. “It is an exciting time in our development.” (www.esf.eu.int)

Vocabulary absence (n) agenda (n) bolster (n) centre (n), drop-in centre cohesion (n) complement (n) convergence (n) dissemination (n) economy (n), knowledge-based economy education (n), distance education employability (n) enlargement (n) entail (v) environment (n)

       

nepřítomnost, nedostatek program, agenda podpořit, posílit, upevnit nízkoprahové zařízení soudržnost doplněk, dodatek sbližování šíření, rozšiřování



znalostní ekonomika

    

establishment (n)



harmonisation (n) inclusion (n), social inclusion innovation (n) instructor (n) instrument (n) labour (n) lag behind (v) legislation (n) linguistic (adj) mission (n)

         

numeracy (n)



observation (n) opportunity (n), equal opportunities



dálkové studium zaměstnatelnost zvětšení, rozšíření mít za následek, znamenat prostředí, životní prostředí založení, zřízení, organizace, instituce harmonizace, uvedení v soulad sociální zařazení novinka, zlepšení, inovace učitel, instruktor nástroj, zařízení pracovní síla, zaměstnanci zaostávat, opožďovat se zákonodárství, legislativa lingvistický, jazykovědný mise, poslání, úkol znalost základních početních úkonů pozorování, vnímání



rovné příležitosti

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outlaw (v)



outlet (n), retail outlet partnership (n) pioneering (n, adj) portability (n) portfolio (n) product (n), Gross Domestic Product (GDP) recognition (n), academic recognition re-skilling (n) restructure (v) rural (adj) stakeholder (n) strenghten (v) sustainable (adj) urban (adj) wage (n) watchword workforce (n)

      

prohlásit za nezákonné, zakázat zákonem maloobchodní prodejna partnerství, spolupráce, sdružení průkopnictví, průkopnický přenosnost portfolio, složka, soubor hrubý domácí produkt

          

uznání dosaženého vzdělání v jiném státě přeškolení, rekvalifikace restrukturalizace venkovský podílník, vlastník akcií posílit, podpořit, zvětšit udržitelný městský mzda heslo, slogan pracovní síla

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Unit 14 Counselling Services

14.1 Listen to the text and write down the number of: 1. locations – 2. volunteers – 3. problems a year – 4. benefit problems – 5. debt problems – 6. employment problems – 7. housing problems – 8. legal problems – and other information about Citizens Advice.

The Citizens Advice Bureaux The Citizens Advice service is the largest advice-giving network in the UK, regularly providing advice from over 3,000 locations. It helps people resolve their legal, money and other problems by providing free information and advice and by influencing policymakers. All Citizens Advice Bureaux in England, Wales and Northern Ireland are members of Citizens Advice, the national charity which sets standards for advice and equal opportunities and supports bureaux with an information system, training and other services. Citizens Advice and each Citizens Advice Bureau are registered charities reliant on over 20,000 volunteers and need to raise funds to provide these vital services. The majority of our advisers are trained volunteers, helping people to resolve nearly 5.5 million problems every year in bureaux, by phone and email, at outreach sessions in places like GP (General Practitioner) surgeries and courts – even in people’s homes. Top five CAB client problems in 2006: Benefits (1,500,000 new problems). Debt (1,437,000 new problems). Employment (473,000 new problems). Housing (402,000 new problems). Legal (294,000 new problems). (www.citizensadvice.org.uk)

14.2 Read the text and translate it. Answer the questions: – What are the aims and roles of CAB? – Explain its main principles of work. – Describe the main types of services. – Where do they provide their services?

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The objects of Citizens Advice are to promote any charitable purpose for the advancement of education, the protection and preservation of health and the relief of poverty, sickness and distress. In carrying out these objects and in all aspects of our work we are committed to promoting equality and diversity, to preventing prejudice and discrimination, to ensuring equal access to and promoting good relations between all sections of the community. The role of Citizens Advice is to: – develop, support, represent and lead the Citizens Advice service; – set, maintain and monitor standards for the service; – ensure that the voice of Citizens Advice Bureau clients and the service is heard; – provide quality services and products to bureau and the public. The aims of the Citizens Advice service are: – to ensure that individuals do not suffer through lack of knowledge of their rights and responsibilities or of the services available to them, or through an inability to express their needs effectively; – to exercise a responsible influence on the development of social policies and services both locally and nationally. The principles of CAB advice: Independent – we will always act in the interests of our clients, without influence from any outside bodies. Impartial – we do not judge our clients or make assumptions about them. Our service is open to everyone, and we treat everyone equally. CAB advice is available to everyone regardless of race, gender, disability, sexual orientation, age or nationality. Confidential – we will not pass on anything a client tells us – or even the fact that they have visited us – without their permission. Free – no-one has to pay for any part of the service we provide. Our service is provided by trained volunteers. How CAB advisers can help There are a number of different ways that CAB advisers can help people to resolve a problem. Advisers do not tell clients what to do, but explain their options and the possible outcomes of different courses of action. Clients are encouraged to make their own decisions and act on their own behalf. We enable clients to manage their own problems by focusing on their needs as individuals. CAB advisers, most of whom are trained volunteers can: – interview clients face-to-face and by phone to find out what the problems are; – access our regularly updated electronic information database for up to the minute information; – help clients to negotiate with companies or service providers such as creditors or to appeal against decisions, for example, social security benefit claims; – write letters or phone companies and service providers on behalf of clients; – help clients to prioritise their problems, for example, to sort out which debts are most important; ENGLISH FOR SOCIAL WORKERS

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– help clients with form filling, for example, to claim for social security benefits; – represent clients in court and at tribunals; – refer clients to CAB specialist caseworkers for complex problems or to other agencies when appropriate. Where advice is provided CAB advice is provided from over 3,000 locations – through Citizens Advice Bureaux, online, by email, by telephone, in community venues such as GP surgeries and in courts, prisons, schools and leisure centres. (www.citizensadvice.org.uk)

Explain the following terms from the text in English: relief of poverty citizen’s rights and responsibilities policy maker to monitor standards lack of knowledge outreach sessions options and outcomes to focus on their needs

up to the minute information to negotiate with service providers creditor to appeal against decisions to prioritise problems to represent clients in court to refer clients to agencies community venue

14.3 1. Read the text and translate it. 2. Answer the questions: – What are the new gateways for clients? – What is the meaning of the term “a self-help pack”? – Describe the principles of out of hours services and pilot centres. New approach to service delivery This approach sees us managing demand more effectively by creating a series of gateways: – provision of information; – assessment of problem; – advice and/or intervention; – casework. Each gateway is exactly that, a gateway through which our clients can pass effortlessly to access the level of information and advice that is appropriate to them. By adopting this approach we will ensure that those who can help themselves have the resources that they need, those who need preliminary advice receive it promptly and those who need more detailed advice and/or work carried out on their behalf have this facility available to them. An adviser says: “I hated the thought of packing her off with a self-help debt pack but she was perfectly capable of doing the work herself. She later called to say how helpful the pack had been.”

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Out of hours service The out of hours service provides advice by telephone, email and chat between 18.00 and 20.00 on weekdays and between 10.00 and 12.00 on Saturdays. The service is very popular with those in work and with younger people, they particularly like the chat and e-mail facilities. Pilot centres The centres see sets of two to five bureaux working together to provide services across a distinct geographic area in an integrated way. They will all be using the new approach to service delivery and will have: – on-site public internet access; – single telephone numbers; – on-line appointments systems; – single email addresses. (www.citizensadvice.org.uk)

1. Read the advice for a person looking for social services. 2. What steps should a person take to get appropriate service? 3. Where can a client find the necessary information?

14.4 How to arrange care Find out what steps you need to take to arrange your care: where to start, who to speak to and what questions to ask. Step 1: Get advice – talk to your friends and family first. There is a lot to think about and they may raise questions you have not thought about. Find out more about where to get advice Step 2: Get a care assessment – contact your council for a care assessment. This is when they work with you to find the right care for you. Find out about some of the different types of care that may be available to you. Step 3: Find the right care for you – after you have spoken to friends and family and your council has helped find out what sort of help you need, you may be ready to choose your care. Your rights You are entitled to a care needs assessment no matter what your ability is to pay for any care that you may get in future. No one can force you to do anything you do not want. You have a right to decide: – how to live your life; – where you want to live; – who you want to live with. ENGLISH FOR SOCIAL WORKERS

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Ask questions – Do not be afraid to ask questions – remember you are entitled to expect a service that suits your needs. Any good care home or service will be more than happy to answer your queries. In the case of a home or an adult placement, they may even be able to offer you a trial period before you move in. – Read the inspection report. We write reports on every care home and care service in England saying what they do well and where they need to improve. You can find and download inspection reports on our website or ask the care home or care service themselves. Good and bad care Here are some important questions to ask and things to think about when looking for a care home. Get information about the home – you should be offered information about the services the home provides. The official document explaining this is called the statement of purpose. Ask to see: – An example of a service user’s contract with the home and a plan setting out their own particular needs, whether it’s medication, special equipment or a special diet. – The latest CSCI (Commission for Social Care Inspection) report about the home. Find out if residents have: – Their personal possessions in their rooms, such as pictures, plants and furniture. – Privacy, and a clean, hygienic and homely environment. – A choice of what and when to eat every day. Are special diets catered for? And can they invite relatives and friends to come and have a meal with them? Can they prepare food or drink themselves if they get hungry or thirsty in the middle of the night? – Their religious, ethnic and cultural needs taken care of. – The flexibility to have visitors pop in to see them at any time. – The choice of when to get up in the morning, and when to go to bed. – A telephone in their own rooms to make private calls. If there is a shared telephone, is it in a place where they can talk without being overheard? – The freedom to come and go as they please – to the shops, to the pub or a club in the evening. – A range of activities to take part in (if this is set out in the service user’s guide). – Confidence that there is a clear complaints procedure and that their complaints will be listened to, understood and acted upon. – A happy and positive atmosphere to live in. (www.csci.gov.uk)

1. Explain following expressions from the text in English: care assessment trial period inspection report

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special equipment special diet personal possessions

statement of purpose service user’s contract

homely environment complaints procedure

2. Work in pairs: a. Make at least 15 questions the client should ask when looking for a care home. b. Make a dialogue between a client and a care home manager.

14.5 This is a part of the website of the Greenwich Council – www.greenwich.gov.uk. Look up the website and describe the system of offerred services. Health & social care Here you will find information about accessing social services and healthcare in the borough. Whether you are worried about a child’s welfare, in need of advice on drug abuse, or wanting to arrange meals on wheels service, this section is for you. Contact our social services teams. Children and family support page This section aims to provide help with support and advice for parents, carers of children, looked after children and other young people in need. Child at risk? If you are worried about a child’s safety, get in touch with us. You could be a child, parent, friend, relative, teacher, doctor, nurse, or anyone who is concerned about a child they know. Looking for advice on childcare? Our Children’s Information Service can provide you with advice on childcare facilities, details of information and support groups in the borough, help with information about costs and other support services. Children and crime Worried your child is getting out of hand? Maybe your teenager has already been involved in crime and you want to know how to deal with it? Or perhaps, you are a young person already in the youth justice system who wants to move on? Need a break? If you care for a sick or disabled child or young person, you may be eligible for respite care help. Respite care is short-term substitute care provided by someone other than the parents or usual carers for the child.

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14.6 Work in pairs. 1. Think off 5–6 examples of people who could be looking for social services – for example: – parents whose child takes drugs; – a retired person looking for home services; – a lone mother looking for childcare; – parents with a disabled child etc. 2. Look up one of the pages of local councils and find services for those clients (www.direct.gov.uk – Directories – Local councils). 3. Role play. One of you is an adviser and the other a person looking for social services.

Vocabulary advancement (n) appointment (n) bureau (n), bureaux (pl) caseworker (n) cater (v) charitable (adj) combat (v) confidential (adj) contract (n), service user´s contract creditor (n) database (n)

       

distress (n)



download (v) effortlessly (adj) fund (n) GP (n), general practitioner group (n), support group impartial (adj) inability (n)

      

mediation (n)



overhear (v)



182

postup, pokrok schůzka, funkce, úřad, jmenování úřad, kancelář případový sociální pracovník starat se, zajišťovat, živit charitativní, dobročinný bojovat, zápasit, potírat důvěrný, tajný, důvěryhodný

 smlouva s klientem  

UNIT 14 COUNSELLING SERVICES

věřitel databáze, soubor údajů utrpení, strádání, nouze, ohrožení nahrát, zkopírovat, stáhnout data lehce, snadno, bez námahy zdroje, prostředky, peníze, fond praktický lékař podpůrná skupina nestranný, nezaujatý neschopnost vyjednávání, zprostředkování, mediace zaslechnout, tajně vyslechnout

period (n), trial period preliminary (adj) procedure (n), complaints procedure promptly (adv) query (n)

 

zkušební doba předběžný, přípravný, úvodní



procedura při podávání stížností

 

raise funds (v)



regardless (adv)



reliant (adj)



statement (n)



surgery (n), GP surgery tribunal (n) venue (n)

  

ihned, okamžitě otázka, dotaz sbírat, získávat finanční prostředky přesto, navzdory, bez ohledu na odkázaný, závislý (na něčí pomoci) prohlášení, oznámení, výkaz, bilance ordinace praktického lékaře soudní dvůr, tribunál místo

ENGLISH FOR SOCIAL WORKERS

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Unit 15 Parents and Children

15.1 Read the text and translate it.

Piaget’s four stages in the development of children Swiss psychologist Jean Piaget has described four stages in the development of children. 1. The first one is called the Sensorimotor Period (from birth until about 2 years). In this period children should get what is called “a sense of trust” – their primary attachment to caretakers (usually mothers). The child’s relationship to the mother is a motivation of the child’s learning. Children who are loved and cared for find the world a pleasant, interesting place, but the children who are neglected may develop a sense of mistrust of the world as fearful and dangerous place. 2. The Preoperational Period lasts from about 2 to 6 years of age. Children learn the language, which enables them to express their intellectual discoveries and their wants and feelings. But they also discover their relative powerlessness, dangers, unpleasant people and experiences. Around the age of four children have relatively good motor control, language ability and reasoning powers. They are curious about their world and want to explore it. It is expressed in endless “why” questions. If parents are too busy or too tired to answer the child’s questions, the child may feel guilty about asking them and he or she becomes afraid of being initiative and doing new things. 3. The Concrete Operational Period (from 8 to 11–12). Children are able to learn so called “concrete operations” – reading, number understanding – that means to learn and apply the rules. Children also learn to deal with peers (children of the same age). It is also the period of the beginning of their separation from parents. Young children think that their parents are all-powerful and all-knowing, but now they can see that parents make mistakes and say things that the child knows are not true. Children also get a sense of their abilities – whether they can do work and do it well or that whatever they do will end badly. If parents or teachers complain about everything the child does or ignore what he or she does well – the children develop the feeling that they are not good enough, are worse than others, and may become passive and their self-confidence is very low. 4. The Formal Operational Period (from 11–12 – adolescence). There are dramatic changes in both children’s body and thinking. They change their relationships to parents and other adults – become more independent and want to decide about their lives. Adolescents think that their parents do not know how to talk, dress or eat. They need to be critical of their parents and find fault with them so that they can separate from them and start their independent life. It is the period of creating personal identity. Young people who have a good sense of their sex role, their success as students, their relations to adults and peer group are very likely to become self-confident and responsible people. On the other hand if young people are unclear as to their sex role, unsure about their abilities and ambivalent in their relations to parents and peers, the construction of personal identity can be inhibited. (www.dfes.gov.uk)

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Answer the questions: 1. What are the typical features of each stage? 2. What can threaten the proper development of children in each stage? 3. How can parents influence the development of children?

15.2 Help for families and children There are several different benefits for families to help with the extra costs of children. These include benefits for women who are pregnant or who have just had their baby, benefits for the partners of women who have given birth, benefits for people who adopt, and benefits, tax credits, Child Trust Fund payments and other help which you may be able to get when you have responsibility for a child or young person. Benefits for maternity Statutory Maternity Pay You can get Statutory Maternity Pay if you have been working for the same employer for at least 26 weeks, by the time you are 15 weeks away from the date your baby is due. This means that you must have worked for the same employer throughout your pregnancy. You should also earn at least as much as the lower earnings limit each week. The lower earnings limit is the level of wages where national insurance contributions start. Maternity Allowance Maternity Allowance is a benefit for women who have been working but who do not meet the work and earnings conditions for Statutory Maternity Pay. The amount of Maternity Allowance you get is either 90 per cent of your average earnings or £108.85 a week, whichever is less. You may get an additional amount for your husband, civil partner or someone else who looks after your children, if that person is on a very low income. If you are pregnant or you have recently had a baby, you may be able to claim Incapacity Benefit. This will depend on the stage of your pregnancy and whether there would be a risk to your health or your baby’s health if you worked. If you cannot claim Incapacity Benefit you may be able to claim Income Support, if you are on a low income. You can claim Income Support once you are 29 weeks’ pregnant or earlier if you are incapable of work because of your pregnancy. Before this, if you are capable of work, you could claim Jobseeker’s Allowance. Benefits for paternity If you are a working father or the partner of a woman having a child (including a same-sex partner), you may be able to get Statutory Paternity Pay for two weeks during your paternity leave. You can also get Statutory Paternity Pay for paternity leave you take when you are adopting a child.

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Benefits for children Child Benefit Child Benefit is a tax-free benefit paid to most people with children. You do not need to have paid any national insurance contributions to get Child Benefit and it does not matter how much money you have coming in. You can get Child Benefit if you are responsible for a child aged under 16, or a young person aged under 20 if they are still in full-time education up to A level or equivalent, or on certain approved training courses. Child Benefit for oldest child – £17.45 – weekly rate. Child Benefit for other children – £11.70. Adoption leave and pay Adoption leave and pay may allow one member of an adoptive couple to take up to a year off work when their new child starts to live with them, with 26 weeks Statutory Adoption Pay. Unpaid leave to care for a young or disabled child If you have been at work for a year or more, you may be entitled to take up to 13 weeks’ unpaid leave to look after a young child, or 18 weeks’ unpaid leave to look after a disabled child. This is called Parental Leave. Guardian’s Allowance Guardian’s Allowance is a tax-free benefit which you can claim if you look after a child who is not your own (biologically or by adoption). Guardian’s Allowance is paid at the rate of £12.50 each week for each qualifying child. Child Trust Fund The government will give every eligible child a voucher worth at least £250 to start the fund. You use the government voucher to invest in a special account that your child will be able to access when they reach 18. Parents, family and friends can add up to £1,200 to the account each year. There is no tax to pay on the CTF income or any gains (profits) it makes until your child reaches age 18. To qualify for a voucher you have to be claiming Child Benefit for your child. If you don’t open a Child Trust Fund account within 12 months of the date shown on the voucher, the government will open an account for your child. (www.direct.gov.uk)

1. Look up all the vocabulary concerning parents and children in the text. 2. Describe the following benefits and allowances from the text in English: Statutory Maternity Pay Child Benefit Maternity Allowance Statutory Adoption Pay Incapacity Benefit Parental Leave Income Support Guardian’s Allowance Jobseeker’s Allowance Child Trust Fund Statutory Paternity Pay 3. Find out the information about the system of benefits for parents and children in the Czech Republic.

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15.3 Fill in the gaps with the following expressions: under five years old children of any age registered childminders occasional care

integrated collect school-aged children stimulating environment early education

Types of childcare: a) Créches – provide ……… for children under eight months old. b) Toddler groups – informal groups of parents and carers that meet locally with their children on a regular basis, usually including children who are ……… . c) Pre-schools and playgroups – provide play time and often ……… to under fives. d) Day nurseries – provide care for children from birth to four or five and beyond, often ……… with early education and other services. e) Out-of-school or ‘kids’ clubs – offer children aged four to 12 a safe and ……… in which they can play and learn outside school hours. f) Childminders – usually look after children under 12 in the childminder’s own home and often ……… from a nearby school. g) Home childcarers – ……… who work in your own home. h) Nannies – provide childcare in your own home and can look after ……… . (www.direct.gov.uk)

Listen and check. – Compare with the childcare in the Czech Republic.

15.4 Lone parents Child Maintenance The Child Support Agency calculates and collects maintenance from parents who do not live with their child(ren) – the amount you get will depend on the income of the parent who does not live with the child(ren). The Child Support Agency usually collects payment if the parent with care of the child is receiving Income Support or income-based Jobseeker’s Allowance. Lone Parents Benefit Run-on If you have been getting Jobseeker’s Allowance for at least 26 weeks and have been a lone parent then you may get Lone Parents Benefit Run-on. This is where you can get financial help until you are paid from your job. You do not need to claim but you do need to tell the office that was paying your benefit straight away if you are starting work. (www.direct.gov.uk) ENGLISH FOR SOCIAL WORKERS

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1. Explain the types of benefits for lone parents in English – – Child Maintenance – Child Support Agency – Lone Parents Benefit Run-on 2. What special benefits can lone parents get in the Czech Republic?

15.5 Helping lone parents into work Getting advice and support The first step is to get some advice from your local Jobcentre. A personal adviser can discuss your situation and goals with you, and help you work out what is right for you and your children. If you are claiming Income Support, you will have to go to your local office from time to time for a Work-Focused Interview. This means sitting down with your personal adviser to discuss whether work is an option for you either now or in the future. Mentoring: independent help and support Mentors are independent people who are trained to listen, remain unbiased, encourage and support you. You can discuss issues in confidence with them and get advice to help you overcome barriers and achieve your goals. Work to suit your needs There are lots of options when you are ready to get into work. If you have been away from work for a while, you might find you need to spend some time getting used to being back in a work environment. Or if you are looking for a new job or flexible working arrangements, you might want to explore alternatives to full-time work. These can include: a) Part-time work – a good way to fit work around your family while getting experience and earning money. If you are getting certain benefits, you may be able to get help with childcare costs for up to a year. b) Job-sharing – sometimes two people can share a single full-time job. Look out for jobs advertised as job-share or, if you want to share a job with someone you know, you may be able to suggest it to an employer. c) Term-time working – being off work during the school holidays could be ideal if you have got children at school. d) Voluntary work – this is one way of getting work experience and finding out about an area that interests you. e) Flexible working – some employers offer flexible working arrangements. This might mean choosing your own start and finish times, or working longer hours so you can take more time off, e.g. in the school holidays.

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f) Self-employment – offers flexibility and freedom, but you will need to take on extra responsibility, for example paying your own income tax. Your Jobcentre personal adviser can tell you about specialist training for people who want to work for themselves. Know your rights The Government is committed to helping you balance your work and family life. If you have children aged under 6, or a disabled child aged under 18, you have the right to ask your employer for flexible working hours. By law, they must seriously consider your request by following a set process. (www.direct.gov.uk)

1. Explain the following terms from the text in English: Work-Focused Interview mentoring part-time work job-sharing

term-time working voluntary work flexible working self-employment

2. What services help lone parents to get work? 3. Describe the working arrangements offered to lone parents. Compare with the situation in the Czech Republic.

15.6 Families Need Fathers Families Need Fathers provides information and support to parents, including unmarried parents, of either sex. FNF is chiefly concerned with the problems of maintaining a child’s relationship with both parents during and after family breakdown. What we believe: Children have a right to a continuing loving relationship with both parents. Children need to be protected from the harm of losing contact with one parent. Both parents should be treated equally and shared parenting should be encouraged. Each parent has a unique contribution to make to their children’s development. The Family Courts should be backed by a nationally funded mediation service. What we do: We work to increase awareness of the problems of family breakdown. We produce booklets, leaflets, a website and a regular newsletter. We hold local self-help branch meetings throughout the U.K. We provide support to members through our internet forums. We operate a national helpline. We run Parenting Support workshops. ENGLISH FOR SOCIAL WORKERS

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1. What are the aims of Families Need Fathers and what services do they offer? 2. Why is it important for children to have contacts with both parents?

15.7 Listen to the text and fill in the gaps. Dear friends, ……… I joined FNF for help and support with a battle I was having to re-establish contact with my ……… daughter. At that point I had not seen her for a whole year, during which time she had been subject to Parental Alienation Syndrome. With the help of FNF I got in touch ……… and made an appointment to see where I was going and what I should be doing. She told me what I should do and she wrote a letter to my ex-wife telling her that I am not going to give up on my child. Another letter was sent out to my ex-wife telling her to come to court for ……… and another person (mediation). I successfully took my ex-wife to court and got a good ……… issued. My ex-wife is now much less problematic and over the past couple of weeks I have seen my daughter regularly. On behalf of myself and my daughter thanks to FNF for all your support over the past three months. Good luck to all of you who are presently battling ……… . I wish you all well. (www.fnf.com)

15.8 Listen to the texts and write down the information about the problems. 1. I have been separated from my husband for two years now and we have agreed to divorce. In February my ex stopped paying me anything. I have had no money from him since. Despite him working with his father, he says he has not received any salary since July 2005. Now, this is where things get interesting. My ex does not live here in the U.K. full time, he doesn’t have a home. He has an apartment, which he somehow pays for, in Malaysia. He is able to fly from Malaysia to London and return. Yet he is unable to pay me any money for his kids. I have spoken to a solicitor about my ex and he says there is no point going to the court as he has no money. My ex is a very good dad to my two kids, he says he misses them and loves them very much. He tells me as soon as he is in a financial position he will start to pay me back what I have lost and also what I am owed in unpaid child maintenance. I am getting a bit sick of waiting. My kids hate it whenever I mention this fact about their dad, so I try very hard not in front of them, but I feel to a certain extent they need to know why I can’t afford that extra treat for them or why they have to wait another month for a new pair of shoes. 2. When I split up with my ex I never stopped access to his grandmother until two months ago when my son opened up to me and I was disgusted with what he was telling me, he is nine years old, telling me the things his granny was telling him. I went in to another room and cried for hours. I couldn’t believe a grandmother could try and turn my son against me in every way possible. She has started court

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proceeding against me. Does anyone know if she will get her way because I’m terrified I’m going to lose. And my son will have to continue to lead this life and there is nothing I can do to protect him. (www.everyparentmatters.gov.uk)

1. Role play. – You are a family counsellor. Suggest possible ways of solution of these problems. 2. Topics for discussion: – What are the main problems of lone parents and their children? – What services are available to them? – Should grandparents be allowed to have contacts with the grandchildren?

Vocabulary adolescent (adj, n) allowance (n), maternity allowance ambivalent (adj) benefit (n), Incapacity Benefit childminder (n) control (n), motor control



dospívající, adolescent



mateřská dávka

   

equivalent (n, adj)



guardian (n)



helpline (n)



inhibit (v)



job-sharing (n)



leave (n), paternity leave maternity (n, adj) mistrust (n,v)

  

nursery (n)



order (n), contact order



pay (n), maternity pay period (n), concrete operational period

  

rozpolcený, rozkolísaný dávka pro postižené osoba hlídající děti motorické dovednosti ekvivalent, stejný jako, rovnocenný opatrovník, poručník, zákonný zástupce linka důvěry zpomalit, potlačit, zabránit, zakázat více pracovníků dělících se o jedno pracovní místo otcovská dovolená mateřství, mateřský nedůvěra, nedůvěřovat jesle, mateřská škola, školicí středisko rozhodnutí soudu upravující kontakt příbuzných s dítětem mateřská dávka období konkrétních operací

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period (n), formal operational period period (n), preoperational period period (n), sensorimotor period powerlessness (n) powers (n), reasoning powers tax-free (adj) toddler (n) voucher (n) working (n), term-time working

194

         

UNIT 15 PA R E N T S A N D C H I L D R E N

období formálních operací preoperační období sensorimotorické období bezmocnost schopnost logicky myslet osvobozený od daní batole poukázka, kupon práce pouze v době školního roku

Unit 16 Projects and grants

16.1 Read the text and translate it.

Office of the Third Sector The Office of the Third Sector (OTS) has been set up to drive forward the Government’s role in supporting a thriving sector, and brings together sector-related work from across government. The third sector includes voluntary and community organisations, charities, social enterprises and faith groups. The OTS works as an advocate for the third sector across government, as well as delivering its own policy programmes. For instance, it will work closely with the new Department for Communities and Local Government (DCLG) on embedding the role of third sector organisations in communities and decisionmaking at a local and regional level; and on promotion of enterprise and creating the environment for business success. The Directory of Social Change (DSC) was established in 1975 to help voluntary and community organisations become more effective, and to promote positive social change. It does this by providing practical, affordable information and training to meet the needs of the sector. Over the past thirty years DSC has become the largest training provider and publisher of information for the UK voluntary sector, covering topics such as fundraising and communication, organisational development, management, finance and law, and skills development. (www.cabinetoffice.gov.uk/thirdsector)

1. What are the differences between the following types of social work organisations: – voluntary organisation – community organisation – charity – social enterprise – faith group 2. What does OTS, DGLG and DSC stand for? What are their tasks? 3. Are there any similar offices in the Czech Republic? Find out the information.

16.2 Read the text and translate it.

Types of grants In addition to policy criteria many funders, both government and non-statutory, are quite specific about the types of grants they will make. With government funding, the main distinctions are between capital and revenue, core and project costs, small and large grants, and one-off and regular distributions.

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Capital / Revenue Grants schemes may say that funding is available for either capital or revenue costs. Capital costs are one-off costs: buildings, equipment, vehicles – spending on items that become capital assets of your organisation. Revenue costs are your ongoing running costs, items of expenditure such as heat, light, rent, wages, pensions, transport, insurance and so on. Core / Project costs Another important distinction in terms of types of costs that may be funded is between core costs and project costs. Many funders will only fund projects and are reluctant to fund core costs, the central costs of running your organisation. Statutory funders are more likely (than company or trust funders) to fund an organisation’s core costs, although they are also unlikely to support groups in a long-term funding agreement. Small / Large Statutory funders are more likely to make larger grants for longer periods than charitable trusts or companies. Make sure that the department and funding scheme you are applying to gives grants of the scale you need before you do a lot of work on an application. Regular / One-off distribution For some annual programmes there will be just one chance a year to apply, for other shorter-term or oneoff funding programmes there may be a number of deadlines. For longer-term schemes there may be one application round every three years. (www.governmentfunding.gov.uk)

1. Explain the following terms from the text in English: capital costs revenue costs core costs project costs

small grants large grants regular distribution one-off distribution

2. What types of funders are mentioned in the text? Describe them. (Note – Funders are in Great Britain also referred to as “commisioners”.)

16.3 Read the text and answer the questions: 1. What information should you get before filling in the form? 2. What is advisable to do when you want to persuade funders that you are serious? What should you avoid? 3. What are funders’ criteria for financing a project? 4. What information about the organisation are applicants usually asked for? ENGLISH FOR SOCIAL WORKERS

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Things to consider before applying Check your eligibility carefully before you apply. Think about the amount of work the application will require and who will do it. Think about the timescale: Can you meet the deadline? Are there other major pieces of work or funding applications within your organisation that will need to be completed at the same time? When would the funding actually arrive in your bank account? Get a copy of the guidelines and criteria for the scheme and information about the way your application will be dealt with. Check the contact details for more information. There is a special officer whom you can talk to about your application before you apply. Each funding scheme has established systems of application, notification, fixed schedules of payment and monitoring systems. However impossible or bizarre funders’ demands seem to be, you ignore them at your peril. Like it or not, funders are in a much more powerful position than grant-seekers. Perhaps they have spent ages deciding what information they want and how they want it. If you ignore their guidelines, you insult them. Look at what they want from you and do not just concentrate on what you want from them. They will definitely want evidence that you are serious about your approach to them and they will also want to see that you are serious about what you want funding for. One consequence of the imbalance in power is that funders believe that grant-seekers do not tell them the whole truth, they tell them what they think they want to hear. So the more your application feels genuine and truthful, the more it seems to come out of your experience and not be created just to suit their funding regime, the more likely it is you will get the money. The way to show you are serious about what you do is to give detail. Generalisations and vague statements are much less convincing than specifics. Imagine that your application is successful. The cheque arrives. You write and say thank you. Then what? What exactly are you going to do? How exactly will you know you are doing it well enough? The more you think it through the more convincing you will be. Although you need to explain what you want to do quite specifically, you need to explain why you want to do it as well. Make sure you have given a strong explanation of why there is a need for the work you want funded. It is one thing to show there is a problem that needs tackling. Even more important is to show that your work will actually address the problem, make a difference and lead to change. You need to think about the outcomes you can expect to see. What changes will your project bring about and how will you be able to demonstrate them? Try and be realistic and practical about outcomes. One consequence of being reasonably honest is that you are more likely to achieve what you said you would. And if you make a success of one grant, you are much more likely to get others – for two reasons. One is that funders reward success. They like to give money to things that have a reasonable chance of succeeding, so a track record of achievement is a great asset. The other reason is that funders often fund groups they know rather than groups that come to them ‘cold‘. You are trying to build an on-going relationship with a funder, not just get one grant.

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You will not always get it right, or get it right first time. There is luck involved in getting grants as well as skill. Do not despair if you get turned down. See what you can learn from the experience and keep trying. Most funders will require some background information about your organisation and the project you are applying for in support of your application. This will vary from funder to funder and will depend on the complexity of your application and the amount of money you are asking for. Here are some of the things you can expect to be asked for: Constitution. Annual report. Audited accounts (or independently examined accounts depending on your income). Business plan. Project budget and multi-year budget for the whole organisation / Detailed costings / Cashflow analysis. Membership list. Members of governing body/ board/management committee. Organisation – how the organisation is managed, lines and structures of accountability and user involvement. Equal opportunities policy. Complaints procedure. Health and safety policy. Detailed timetable/ work plan of the project. (www.governmentfunding.gov.uk)

Explain the following terms from the text in English: eligibility timescale deadline guidelines funding scheme fixed schedule monitoring outcomes constitution

annual report audited account business plan project budget cashflow analysis equal opportunities complaints procedure timetable

16.4 Read the text and look up all the vocabulary concerning projects.

Completing the application form Before completing your application form, read these guidance notes. Application forms will be judged on whether your application meets the fund requirements, therefore make sure that you focus on the content of what you write not on how much you write. ENGLISH FOR SOCIAL WORKERS

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If we are over subscribed, priority will be given to those organisations who meet the preferential requirements in questions 9–11 and 29–30. You might want to read those first. The application form is divided into numbered sections. If you provide further information on additional pages, you should let us know on the application form where you have added them. These should have clearly marked on them which section they belong to. We will only consider the information we ask you for. Please do not send us any additional material, as we will not consider it or return it to you. Where did you hear about this fund? This helps us understand what the most successful routes are to get information to locally run and managed voluntary and community organisations with an income of less than £50,000 per year. It also tells us how best to advertise the fund to this audience in the future. About your organisation. 1. Name of organisation. Tell us the name of the organisation that is applying for the funding. If you are applying in partnership with another organisation(s) tell us who they are too. Note: we cannot fund individuals, we can only fund organisations. 2. Name of the main contact person. Tell us the name of the person who will act as the spokesperson for your organisation in explaining what you plan to spend the funds on. 3. Position in organisation. Tell us the position in your organisation that your contact person has, e.g. group organiser, co-ordinator, secretary, chair, treasurer. 4. Contact details for the organisation. Tell us the contact address for the organisation, including the full address where the organisation’s post normally goes to. 5. Please explain the aims of your organisation and outline your main activities. If you are a new organisation, tell us about any relevant experience of your main organisers. 6. When did your organisation start? Tell us which month and year your organisation started. Remember, we don’t mind funding new organisations but we don’t want to fund organisations only established to qualify for this funding (e.g. a larger organisation setting up a new organisation so that it does not have funds over £50,000. This is not in the spirit of this fund.) 7. Does your organisation have a set of rules/terms of reference or constitution? You will need to send us the set of rules/terms of reference or constitution by which your organisation is managed. If you don’t have any we will expect you to develop some, with our help, if you gain funding.

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8. Type of organisation. Tell us what type of organisation you are or describe yourself as: e.g. community organisation, charity, voluntary organisation, faith organisation. Please include your charity number if you have one. 9. Is your organisation locally managed? As stated in the guidance notes, we want to fund locally run and managed voluntary and community organisations, run by and for local people or community members, so we are asking you to tell us how your organisation is managed. We also ask that you provide details of any larger regional or national organisation of which you are a member. 10. How many paid staff do you have in your organisation? Again, because this fund is prioritised towards organisations run by volunteers or with one or fewer full time staff, we need you to tell us how many employees you have in your organisation and the total hours they work. Full time is defined as 37.5 hours a week. 11. Policies and Procedures. We will expect you to work towards having a range of relevant policies and procedures in place if you gain funding. We will help you create them if you don’t already have them in place. You will only need the policies that are relevant to your organisation and its work. These policies and procedures could include: equal opportunities; health and safety; recruitment and selection; complaints; volunteering; financial; public and employers liability insurance; Criminal Records Bureau (CRB) checks for staff and volunteers; child/vulnerable adults protection; grievance and disciplinary. If you are applying to run activities for children or young people you will need to have child protection policies and procedures in place. 12. Who are your members? We don’t need numbers or names, just an indication of the types of members you have. We want to know who’s in your organisation, so this could refer to your membership or your committee, and to a dozen people or to hundreds. About your project that you want us to fund. 13. Please tell us which priority you are applying for. We need to be able to categorise your project into one of the priorities so please tick the one you think most closely matches the project you want us to fund. ENGLISH FOR SOCIAL WORKERS

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14. Please give us a brief description of your project. How does your project contribute to the priority you ticked in question 13? Only use up to 300 words to describe your project. We might use this information in publicity material so it should describe, in a few words, what you want to do and how it relates to the priority of the fund you are applying under. 15. How will your proposed project complement the aims and regular activities of your organisation? Tell us how this project fits into the normal activities of your organisation. We would expect the project to relate to what you normally do. 16. What does your organisation plan to spend this money on? Tell us the following: a) what you will be spending the money on; b) why you think it is important to your organisation/wider community. If you have named a partner organisation in question 1. please make sure you tell us here how they will be involved. 17. How will you know if you have achieved your project objectives? We ask you to explain how you will measure your outcomes and how you will know you have achieved what you set out to do. 18. Which geographical location(s) will you be working in? 19. Who will benefit from your project? 20. Main beneficiaries’ ethnic origin. 21. Main beneficiaries’ faith. 22. Approximately how many people will benefit from this grant? Tell us how many people your organisation thinks will benefit from you receiving this grant. Where appropriate, include committee members, members, those who will be involved in activities and the wider community. 23. How will the people who will benefit from this grant be involved in planning, managing, delivering and evaluating the activities? Tell us how local people and those who will benefit from the grant are involved in its planning and management. We want people to be involved in and responsible for the activities, rather than having them imposed on them “from outside”. For example, if you want to run anti-racism activities for young people in your local community, how are these young people involved in identifying what needs to change and planning the activities, as well as participating in them?

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Finances. 24. Do you have a bank account in the organisation’s name with two signatories? We will be unable to fund your organisation unless you have a bank account in the organisation’s name that requires two signatures to cash cheques. If you do not have one yet, and you are successful, you will have to open one before we can give you any money. The two signatories must not to be related, close friends or living at the same address. 25. Do you receive funding for your organisation? We want to know if your organisation has any experience of managing grants, donations and other funding. 26. How much has your annual income and expenditure been in the past five years? Because we want to give preference to organisations with an annual income under £50,000, we want to check your annual income/expenditure for the past five years to ensure that your income is below this level (and has been for the past five years). 27. Annual audited accounts We need you to send us a copy of your last set of annual audited accounts. If you do not have audited accounts, please provide us with your last set of annual accounts or income and expenditure details, signed and dated by the Chair or Treasurer of your organisation. If you are a new organisation, less than a year old, we need a signed 12-month cash-flow forecast, and to know what income you have received during the year. 28. How much money are you applying for? The total amount is not to exceed £12,000. 29. Your project’s budget We need you to complete the outline budget in the table provided. If you cannot recover VAT, include VAT in both columns where applicable. A short explanation of the table is given below: a) Staff and volunteer costs This is where you put any costs incurred by staff or volunteers, e.g. travel expenses, wages. b) Operational/activity costs This is where you put any costs of the actual activity, e.g. refreshments, workshop costs, transport, training, insurance. c) Office, overhead, premises costs This is where you put any costs for office resources e.g. photocopying, postage. ENGLISH FOR SOCIAL WORKERS

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d) Capital costs This is for the assets you buy over £1,000 (exclusive of recoverable VAT) and with an expected life of more than one year, e.g. equipment. e) Publicity costs This is for leaflets, websites, marketing and any other publicity costs you might have. We expect you to be insured to carry out the activities we fund, so if you need insurance for your project, you can include it in the budget. 30. Do you want to continue this project after our grant ends? We would like to help you to make your project sustainable. Tell us now about your future plans for this project, your long-term fundraising strategy and how you would like to continue your activities. 31. Will you need help from us to make sure that your project is a success? We will provide advice and support to those organisations we fund that may need support to run their activities. Sometimes organisations need help to do new things. If you think you might need help, this will not disadvantage you during the application process. If you get funding we will also help you with your policies and procedures, if necessary. Declaration. Signatures of applicants. Please provide the signatures of two people within the organisation that know about the application for funding and know about the organisation’s work. By signing the form, these people are confirming that to their best knowledge, all details are accurate. (www.governmentfunding.gov.uk)

16.5 Project work: 1. Compile the form. 2. Choose one of the following grant programmes for funding, think off the project idea and fill in the form. Grant programmes: 1. Understanding and dialogue among faith groups. 2. Small voluntary organisations working with children and young people. 3. Community groups tackling gang issues in their local areas. 4. Centres for victims of domestic violence and sexual abuse. 5. Organisations working with offenders and their families. 6. People renewing their neighbourhoods 3. Make the presentation of your project in the class.

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Vocabulary account (n), audited account affordable (adj) amend (v) analysis (n), cashflow analysis annual (adj) assign (v) bizarre (adj) budget (n) chair, chairperson (n) cheque (n), cash cheque committee (n)

          

constitution (n)



convincing (adj) costs (n), core costs costs (n), overhead costs deadline (n) despair (n) disciplinary (adj) discretionary (adj)

      

distinction (n)



distribution (n), one-off distribution distribution (n), regular distribution embed (v)

  

enterprise (n), social enterprise



forecast (v)



funder (n), statutory funder



fundraising (n)



generalisation (n) imbalance (n) incur (v)

  

auditovaný/kontrolovaný účet dostupný, dosažitelný opravit, doplnit, pozměnit analýza příjmů a výdajů výroční, roční, každoroční zadat, uložit, přidělit bizarní, zvláštní, divný rozpočet předseda, předsedkyně hotovostní šek výbor, komise ústava, zakládací listina organizace přesvědčivý hlavní/základní náklady režijní náklady konečný termín zoufalství, beznaděj disciplinární, kárný přenechaný volnému uvážení rozdíl, odlišnost, mimořádná kvalita mimořádné přidělení prostředků, pro mimořádnou příležitost pravidelné/obvyklé přidělení prostředků vtisknout, zakotvit, zasadit „sociální podnik“ – ziskové podnikání v sociální oblasti – řídí se jinými zákony než komerční podnikání předpovědět, odhadovat statutární poskytovatel finančních prostředků sbírání, získávání finančních prostředků zevšeobecňování, generalizování nevyrovnanost, nevyváženost způsobit, přivodit, utrpět

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leaflet (n)



liability (n)



notification (n) percentage (n) peril (n, v) prioritise (v) proposal (n) publisher (n) record(s) (n), criminal record(s)

      

recoverable (adj)



recruitment (n) report (n), annual report revenue (n) seeker (n), grant seeker selection (n) signatory (n) spokesperson (n)

      

subscribe (v)



subsequent (adj) thrive (v) timescale (n) treasurer (n) (UK) vague (adj) VAT (value added tax) (n)

     

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leták, prospekt, propagační materiál nevýhoda, finanční závazky, odpovědnost oznámení, sdělení procento nebezpečí, riziko, ohrozit určit prioritu, preferovat návrh, nabídka vydavatel, vydavatelství trestní rejstřík, záznam v rejstříku návratný, vymahatelný, žalovatelný získávání, nábor, přijímání výroční zpráva příjem, výnos, důchod žadatel o grant výběr, vybírání podepsaný, signatář mluvčí podporovat, přispět, předplatit (si) následný, pozdější, dodatečný prospívat, vzkvétat, prosperovat časový rozvrh, časový plán pokladní, účetní, ekonom nejasný, neurčitý, nekonkrétní daň z přidané hodnoty

Unit 17 Humanitarian Aid, NGOs, Charities

17.1 Fill in the gaps with the following expressions and explain them: natural disasters man-made disaster civil war respect for the individual the law of armed conflict impartial civilians hostilities human dignity government policies donations the vulnerability of victims major emergencies religious creeds alleviating suffering local resources

Humanitarian crisis A humanitarian crisis (or humanitarian disaster) is an event or series of events which represents a critical threat to the health, safety, security or well-being of a community or other large group of people, usually over a wide area. The International Federation of Red Cross and Red Crescent Societies lists categories which include different types of ……… , technological disasters (i.e. hazardous material spills, nuclear accidents, chemical explosions) and long-term man-made disasters related to civil strife, ……… and international war. International humanitarian law, also known as the law of war, or ……… , is the legal corpus comprised of the Geneva Conventions and the Hague Conventions, as well as subsequent treaties and customary international law. It defines the conduct and responsibilities of belligerent nations, neutral nations and individuals engaged in warfare, in relation to each other and to protected persons, usually meaning ……… .

Humanitarian aid Humanitarian aid is material or logistical assistance provided for humanitarian purposes, typically in response to humanitarian crises. The primary objective of humanitarian aid is to save lives, alleviate suffering, and maintain ……… . It may therefore be distinguished from development aid, which seeks to address the underlying socioeconomic factors which may have led to a crisis or emergency. It is funded by ……… from individuals, corporations, governments and other organizations. The funding and delivery of humanitarian aid is increasingly being organized at an international level to facilitate faster and more effective responses to ……… affecting large numbers of people.

Humanitarian principles Humanitarian pertains to the practice of saving lives and ……… . It is usually related to emergency response whether in the case of a natural disaster or a ……… such as war or other armed conflict. Humanitarian principles govern the way humanitarian response is carried out. Core humanitarian principles 1. Humanity – the principle of humanity means that humankind shall be treated humanely in all circumstances by saving lives and alleviating suffering, while ensuring ……… .

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2. Impartiality – provision of humanitarian assistance must be ……… and not based on nationality, race, religion, or political point of view. It must be based on need alone. 3. Independence – humanitarian agencies must formulate and implement their own policies independently of ……… or actions. 4. Neutrality – neutrality means not to take sides in ……… or engage at any time in controversies of a political, racial, religious or ideological nature. 5. Proselytism – the provision of aid must not exploit …….. and be used to further political or ……… . Agencies should operate with respect to culture and custom. Humanitarian response should use ……… and capacities as much as possible. (www.un.org)

Listen and check. Answer the questions. – Define a humanitarian crisis and give examples. – What are the Geneva Conventions? – Name the forms of humanitarian aid and describe them. – How is humanitarian aid funded? – Explain the core humanitarian principles.

17.2 Read the text and explain the differences between charities, non-governmental and non-profit organizations.

Charitable organization A charitable organization (also known as a charity) is a trust, company or unincorporated association established for charitable purposes only. Charities are non-profit organizations. Charities often take over services that used to be provided by the state, such as health, old age and unemployment, as the state ceases to fulfill these traditional social responsibilities. Charities are normally subject to some form of supervision by the government. Most countries require registration of charities, and the charity is then required to report its activities (especially financial ones) to the government, usually on an annual basis. In common law jurisdictions, charities generally enjoy tax exemption for their income, and donors generally enjoy tax reliefs for gifts to charity.

Non-governmental organization The term non-governmental organization (NGO) can refer to many different types of organizations. In its broadest sense, a non-governmental organization is one that is not directly part of the structure of government. Globalization during the 20th century gave rise to the importance of NGOs. Many problems could not be solved within a nation. NGOs exist for a variety of purposes, usually to further the political or social goals of ENGLISH FOR SOCIAL WORKERS

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their members or funders. Examples include improving the state of the natural environment, encouraging the observance of human rights, improving the welfare of the disadvantaged, or representing a corporate agenda.

Non-profit organization A nonprofit organization (abbreviated NPO, or “non-profit” or “not-for-profit”) is an organization whose primary objective is to support an issue or matter of private interest or public concern for non-commercial purposes. Nonprofits may be involved in an innumerable range of areas relating to the arts, charities, education, politics, religion, research, sports or some other endeavour. (www.un.org)

Role play – work in pairs. 1. You are journalists. Prepare at least 10 questions for a head of a charity or a NGO. 2. Find out the answer to your questions on the website of one of the charities or NGOs in the Czech Republic. 3. Write down an interview.

17.3 Read the text and sum up the information about UNICEF.

UNICEF UNICEF helps children receive the support, healthcare and education they need to survive the threats of childhood poverty – such as preventable disease or malnutrition – and grow up to become healthy adults. We encourage families to educate girls as well as boys, so both men and women can play a full role in family life and broader society. We strive to protect children from violence and abuse, and from exploitation through child labour or trafficking. We also protect children in the midst of war and natural disasters, and provide emergency assistance, usually within 48 hours. UNICEF supports young people, wherever they are, in making informed decisions about their own lives, and strives to build a world in which all children live in dignity and security. UNICEF is the leading children’s organisation, reaching children in more than 150 countries around the world. We work with local communities, organisations and governments to make a lasting difference to children’s lives. UNICEF believes that every child should have clean water, food, health care, education, and a safe environment in which to grow up. UNICEF upholds the UN Convention on the Rights of the Child and works to hold the international community responsible for their promises to children. UNICEF is not funded by the UN. Instead, we rely on voluntary donations to fund our work for children worldwide. (www.unicef.org)

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17.4 Child trafficking Children can be trafficked for a whole host of reasons including sexual exploitation or to provide cheap labour for domestic or commercial purposes. Although there are no exact figures of the numbers of children trafficked, it is estimated by the UN that some 1.2 million children are trafficked annually. With globalisation and the increasing demand for sexual services and cheap labour, this number is expected to rise significantly. Child victims of trafficking often come from poor families and lack economic and educational opportunities. Children who have been separated from their families, have minimal education, lack vocational skills or have few job opportunities are most at risk. These factors, when coupled with gender, racial or ethnic discrimination or insecurity caused by, for example, armed conflict or natural disaster, create the ideal environment for trafficking networks to thrive. (www.unicef.org)

1. What is child trafficking? 2. What are its causes?

17.5 Listen to Michael’s story and fill in the gaps. On a warm spring evening in Thessaloniki, Greece’s ……… , tourists walk along the waterfront promenade and wander into the shops that circle one of the city’s famous squares. In front of ……… , a young boy with black hair and an infectious smile plays ……… as people toss him a few coins for his efforts. The boy is Michael. He is a street child from neighbouring ……… He is 11 years old and one of the approximately 3,000 Albanian children who have been trafficked to Greece and Italy ……… . “I must bring 5,000 drachmas to my owner each day,” says Michael. If he does not make his daily quota, he says he ……… by the man who ‘owns‘ him. Michael is Roma, the ethnic minority often referred to as ……… , and his family is poor. He attended school for only ……… and is illiterate. His mother gave permission to a neighbour to take Michael ……… so that the boy could earn money for the family. The trafficker promised to send back around ……… . Michael is trapped between two violent worlds. He is abused on the streets of Greece and is not safe at home. “If I go home, my mother will beat me,” he explains. Asked about marks on his neck, he says: “……… scratched me.” His arm, however, is marked by ……… . (www.unicef.org)

17.6 Listen to Pamela’s story. Are the following statements true or false? 1. Pamela comes from Asia. ENGLISH FOR SOCIAL WORKERS

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2. 3. 4. 5. 6.

When she was 16, she came to France. She was forced to prostitution. Then she was sent to the USA. Her false documents were recognised. Now she attends school and is a good student.

Pamela, a Congolese girl, was looked after by her aunt when her mother died. She never knew her father. When Pamela was 16 years old, her aunt could no longer support her and sent her to France on false documents. Once in France, she lived with a Congolese family and the man began to prostitute her. After five months, she was given new documents and told to go to the U.K. and then to the United States. Pamela arrived in the U.K. and stayed with friends of one of her abusers. She was taken to the airport for her onward flight to the USA, but her false documents were recognised as such by Immigration Control and she was referred to Social Services. Pamela is now 17, and although still traumatised, she is attending school for the first time, and is proving to be an excellent student. (www.unicef.org)

17.7 Read the text and answer the questions: – What is AI’s mission? – What are the basic human rights? – Who works in AI? – Who does AI work for? – What methods does AI use? – Who are prisoners of conscience? – Why does AI speak about hope?

Amnesty International Amnesty International (AI) is a worldwide movement of people who campaign for internationally recognized human rights. Amnesty International’s vision is of a world in which every person enjoys all of the human rights enshrined in the Universal Declaration of Human Rights and other international human rights standards. In pursuit of this vision, Amnesty International’s mission is to undertake research and action focused on preventing and ending grave abuses of the rights to physical and mental integrity, freedom of conscience and expression, and freedom from discrimination. Amnesty International is independent of any government, political ideology, economic interest or religion. It does not support or oppose any government or political system, nor does it support or oppose the views of the victims whose rights it seeks to protect. Amnesty International has a varied network of members and supporters around the world. At the latest count, there were more than 2.2 million members, supporters and subscribers in over 150 countries and territories in every region of the world.

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Amnesty International works to improve human rights through the actions of ordinary people around the world. We have a record of real achievement. Prisoners of conscience are released. Death sentences are commuted. Torturers are brought to justice. Governments are persuaded to change their laws and practices. Sometimes our solidarity keeps hope alive. Hope is a precious weapon for prisoners battling to survive, relatives trying to obtain justice or human rights, defenders bravely continuing their work despite danger and isolation. (www.amnesty.org)

17.8 Listen to the recordings and write down as much information as possible.

Burundi The government estimates that at least 30,000 children are associated with armed forces or groups. Children are associated with armed groups and armed forces sometimes from the age of six and can have spent up to 10 years in these forces. They usually suffer violent treatment during their training and are often sent into combat. They are also used to carry the supplies, water, food and ammunition or to serve as cooks or domestic servants. Girls and some boys are used as sex slaves by the commanders or adult fighters. Some children have been instructed to kill their own families, and children are often given drugs and alcohol. Children are singled out for recruitment by armed forces and group commanders because they are easily manipulated and often unaware of the dangers they face. Some children are forcibly recruited, while others enrol themselves, primarily in a search for food, protection, clothes and money and a desire to escape extreme poverty. The report urged the government and international community to take concrete and urgent steps to protect children from recruitment, to ensure the release of the children from the armed forces or groups, and to promote their durable reintegration into civilian life.

Yemen Qursan Ahsan, Abdullah Saliha, Ali Tahoos and Ibrahim Huthi are among at least 50 people detained following clashes between security forces members of the Shi’a community in Sa’da in northern of Yemen, at the end of January. The detainees are reportedly held incommunicado in undisclosed locations. Amnesty International is concerned that they are at risk of torture and ill-treatment and that many of them may be prisoners of conscience, held solely for expressing their conscientiously-held beliefs. The latest violence is reported to have claimed the lives of dozens of people, including members of the security forces. According to press reports, a number of civilians may have been killed during a bombardment by the military. Amnesty International is concerned if these reports are accurate, those killed may have been victims of excessive use of force, in violation of Yemen’s obligations under international law. (www.amnesty.org)

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17.9 Read the text and sum up the main aims and principles of work of Greenpeace.

Greenpeace Greenpeace stands for positive change through action. We defend the natural world and promote peace. We investigate, expose and confront environmental abuse by governments and corporations around the world. Greenpeace does not solicit or accept funding from governments, corporations or political parties. Greenpeace relies on the voluntary donations of individual supporters, and on grant-support from foundations. Greenpeace has played a pivotal role in, among other things, the adoption of: a ban on toxic waste exports to less developed countries; a United Nations convention providing for better management of world fisheries; a 50-year moratorium on mineral exploitation in Antarctica; bans on the dumping at sea of radioactive and industrial waste and disused oil installations; a ban on all nuclear weapons testing – our first ever campaign. Our ultimate goal is to ensure the ability of the earth to nurture life in all its diversity. To achieve this, we work in a wide range of ways – from taking direct action and bearing witness to scientific research on solutions, improving public understanding of global ecology, and working with policymakers and industry to affect change. Underlying all of our work is a fundamental commitment to non-violence, political independence, integrity and internationalism. (www.greenpeace.org)

17.10 Listen to the text and fill in the gaps.

Climate The world is warming up. Already ……… are dying every year because of climate change and, within 50 years, one-third of all land-based species could face extinction. If we carry on the way we are now, ……… the planet will likely be hotter than it’s been at any point in the past two million years. But catastrophic climate change isn’t inevitable. We know that climate change is caused by ……… The technologies that could dramatically reduce our dependence on fossil fuels – decentralised energy, renewables and efficiency, hybrid cars, ……… – already exist and have been proven to work. If we start cutting our emissions now, using these ……… technologies, then there is still a chance to avoid the most catastrophic impacts of climate change. Two thirds of all energy going into the UK’s ……… is lost as waste heat – up the chimney and in the cooling towers. If we captured this ……… , there would be enough of it to heat every building and business in the UK.

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To capture and use this heat, we would need to stop relying on our archaic, centralised ……… and start producing energy in smaller, local combined heat and power plants. With a decentralised energy system based on ……… , we could double the efficiency of our power stations, slash our ……… and reduce our reliance on foreign gas. Transport is responsible for ……… of the UK’s carbon emissions and vehicles in the UK are pumping out more greenhouse gases than ever before. At the moment, EU ……… only have a voluntary agreement to reduce the emissions of their cars. To make real progress towards ……… , binding efficiency targets need to be imposed on manufacturers and gas-guzzlers need to be ……… . (www.greenpeace.org)

Vocabulary abbreviate (v) aid (n) alleviate (v) ammunition (n) amnesty (n) association (n), unincorporated association belligerent (adj) campaign (n, v) catastrophic (adj) cease (v) civilian (n, adj) coercion (n) commander (n) commute (v)

              

conscience (n)



conscientiously (adv) controversy (n) convention (n) creed (n), religious creed crescent (n), Red Crescent cross (n), Red Cross detainee (n) disaster (n) disuse (v) donor (n)

         

zkrátit, zestručnit pomoc, podpora, pomůcka ulehčit, zmírnit, zmenšit střelivo, munice amnestie nečlenská, neregistrovaná organizace bojující, válčící kampaň, vést kampaň katastrofický, tragický přestat, zanechat (čeho), zastavit civilní osoba, civilní nátlak, donucení velitel změnit, zmírnit svědomí, svědomitost, mravní přesvědčení svědomitě, pečlivě polemika, spor, kontroverze smlouva, dohoda, ujednání víra, náboženské přesvědčení Červený půlměsíc Červený kříž zadržená osoba (ve vazbě) pohroma, katastrofa, neštěstí nepoužívat dárce, sponzor

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dump (v) ecology (n) emergency (n) emission (n), carbon emission endeavour (n) enshrine (n) epidemic (n) exemption (n), tax exemption explosion (n), chemical explosion extinction (n) famine (n) fuel (n), fossil fuel gas (n), greenhouse gas harbour (v) hazardous (adj) hostility (n) hybrid (n) ideology (n) illiterate (adj, n) impartiality (n)

                   

incommunicado (adj)



 inevitable (adj)  infectious (adj) installations (n), oil installations 

instruct (v)



livelihood (n), sustainable livelihood



logistical (adj)



nuclear (adj) nurture (v) observance (n) plight (n)

   

proselytism (n)



prostitute (v) quota (n)

 

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uložit, vysypat, ukládat odpad ekologie stav nouze, naléhavý případ emise uhlíku/oxidu uhličitého snažení, úsilí, námaha uchovat, uchovávat epidemie osvobození od daně výbuch chemikálií vyhynutí, vyhlazení hlad, hladomor fosilní palivo skleníkový plyn poskytnout útulek, ukrývat nebezpečný, riskantní nepřátelství, odpor, nesouhlas hybrid, kříženec, míšenec ideologie negramotný, analfabet nestrannost, nezaujatost držený ve vězení bez možnosti komunikace nevyhnutelný, neodvratný nakažlivý, infekční zařízení na těžbu ropy vyučovat, nařizovat, dávat instrukce udržitelný rozvoj/životní způsob logistický, týkající se dopravy, ubytování jaderný, atomový, nukleární pečovat, starat se, živit dodržování, zachovávání kritická/vážná situace získávání druhých pro svou vlastní náboženskou víru prostituovat (se) stanovený počet, kvóta

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radioactive (adj) receipt (n) relief (n), tax relief renewable (adj) Roma (n)

    

scratch (v)



significant (adj) socioeconomic (adj) solely (adv) species (n) station (n), power station strife (n) strive (v)

      

subscriber (n)



toss (v) trafficking (n) traumatise (v) treaty (n)

   

ultimate (adj)



unaware (adj) underlying (adj) undisclosed (adj) violation (n) warfare (n)

    

waste (n, v)



radioaktivní přijetí, příjímání daňová úleva obnovitelný Rom škrábat, vymazat, vyškrtnout, zrušit významný, podstatný socioekonomický výhradně, jedině, pouze živočišný druh, třída elektrárna spor, hádka, boj snažit se, namáhat se, usilovat přispěvatel, podporovatel, účastník odhodit, vyhodit, uvrhnout obchodování, prodávání traumatizovat, způsobit trauma smlouva, dohoda, pakt závěrečný, základní, rozhodující, maximální netušící, neuvědomující si zásadní, základní, spodní utajený, anonymní porušení, nedodržení, znásilnění boj, konflikt, válka odpad(ky), pustina, plýtvat, promarnit

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UNIT 17 H U M A N I TA R I A N A I D, N G O S , G A R I T I E S

Tapescripts Unit 1 1.2 Get high – stimulants, “uppers” Calm down – depressants, “downers” Trip out – hallucinogenic drugs Get knocked out – opiate type drugs

1.3 Cannabis Grass or weed = the dried, chopped leaves. Skunk = a type of herbal cannabis. Can be 2–3 times stronger than other varieties. Usually mixed with tobacco and smoked as a spliff or joint. Can also be used to make tea or can be baked in hash cakes and cookies. Smoking a spliff makes a lot of people happy and relaxed and the effects can last a few hours. It can make colours and sounds 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 affect memory and concentration levels, which can hinder performance in school, college or work – in some cases causing people to give up or drop out. Skunk is a very strong and artificially modified form of cannabis, known for its powerful smell and effects 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, cool and confident. It can give your ego a real boost, so you might end up thinking you are the world’s greatest flirt, dancer or comedian. Crack cocaine is extremely addictive and it is an expensive habit because the effects wear off 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, it can be fatal. Heavy users often get anxious and paranoid, have trouble sleeping and feel sick quite a lot. Ecstasy Ecstasy sold on the street usually doses in tablets. 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 you love everyone around you. Ecstasy can cause anxiety, panic attacks and confusion. It raises your temperature and makes your heart beat faster. 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 how you will react. ENGLISH FOR SOCIAL WORKERS

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1.9 “I first started when I was about 12 years old. All I remember is the first 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 flat where there was a heroin 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 mum 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 prostitution, earning about £600 at night and spending it the next day on crack and whatever else. You do what you need to in order to get your fix, 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 amputate my arm. And that’s when I decided I had to do something. The best move for me was going into a rehabilitation place in a private home. 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 12, I never would have done drugs in the first place. It’s taken ten 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 two years and nine months – it’s been the most difficult 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.”

Unit 2 2.5 Dignity in care Lack of respect for an individual’s dignity in care can take many forms and the experience may differ from person to person. 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 worthless or a nuisance; – 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 a wheelchair and supported to use the bathroom; – a disrespectful attitude from staff or being addressed in ways they find disrespectful, e.g. by first names; – having to eat with their fingers rather than being helped to eat with a knife and fork; – generally being rushed and not listened to.

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Symptoms of abuse Physical abuse – cuts, lacerations, puncture wounds, open wounds, bruises, untreated injuries in various stages of healing or not properly treated, poor skin condition or poor skin hygiene, dehydration and/or malnourished without illness-related cause, soiled clothing or bed, inappropriate use of medication, overdosing or under-dosing. Psychological abuse – anger without apparent cause; sudden change in behaviour; unusual behaviour (sucking, biting, or rocking); unexplained fear; denial of a situation; extremely withdrawn and non communicative or non responsive, deliberate isolation 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 an unexplained withdrawal 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 outside the family; numerous unpaid bills, overdue rent, when someone is supposed to be paying the bills for them, the unexplained disappearance of funds or valuable possessions such as art, silverware, or jewellery.

Unit 3 3.2 Classification of disabilities: 1. Physical disability – Mobility impairment – e.g. paralysis, polio, amputation, multiple sclerosis, muscular dystrophy, arthritis – Visual impairment – e.g. blindness, low vision, colour blindness, cataract – Hearing impairment 2. Mental disability – e.g. depression, bipolar disorder, schizophrenia 3. Learning (in the USA developmental) disability – e.g. mental impairment, Down’s syndrome, attention deficit disorder and attention deficit hyperactivity disorder, autism

3.10 Social care services – direct payments and individual budgets. People with a disability are taking more control of their own services. This is really important to help people live independently. Individual budgets are also helping. Direct payments are when people are given money to pay for the services they need themselves. They can choose what services to spend the money on. They can pay people to give them the support they want, in the way they choose. Individual budgets are when people are told how much money there is for services and support for them. People say what services they really want and need.They do not have to pay service providers themselves if they do not want to. We said that both direct payments and individual budgets would make services better. People would use the money for services they wanted – so good services would get more money. Services would have to listen more to what people want, otherwise they would not get any money. Person-centred planning means supporting a person to work out what they want in their life and how services should help them do this. Services should then be planned to give them the things they want ENGLISH FOR SOCIAL WORKERS

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and need. Person-centred planning can help disabled young people think about what they want to do when they leave school and what services they need. It can help them make choices, make friends and get involved in the area where they live. More is being done to involve families. Regional networks enable family carers to learn from each other and share ideas.

Unit 5 5.2 1. Robbery Burglary of a dwelling. Criminal damage to a dwelling. Arson. Theft from the person. Theft from shops. Handling stolen goods. 2. Drug offences. Possession of controlled drugs. Trafficking in controlled drugs. 3. Fraud and forgery Deceiving members or creditors of a company about its affairs. Manipulating or falsifying an account, record or accounting document for personal gain. Cheque and credit card fraud. Obtaining property by deception, with the intent to permanently deprive the owner of it. 4. Sexual Offences. Rape of a female. Rape of a male. Abuse of trust. Abuse of children through prostitution and pornography. 5. Violence against the person. Homicide. Murder. Manslaughter. Infanticide. Common assault (includes some minor injury). Harassment. Cruelty to or neglect of children. Procuring illegal abortion.

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Riot. Violent disorder. Blackmail. Kidnapping. 6. Others. Treason. Perjury. Libel. Perverting the course of justice. Customs and Revenue offences. Bail offences.

5.9 Tony’s story “I dropped out of school at 13 and later I was kicked out. I started to get in trouble – stealing things, doing robberies and street crime. The crowd I hung about with weren’t in schools. You are bored and so are they – that’s why you go around committing crime. Eventually I was caught and sentenced to four years. I was in prison from when I was 15 to 18. I lost the best years of my life. Prison was a wake up call, it made me realise crime is not worth it. The Outside Link project helped me get through my time. I learnt about the Outside Link project in prison on posters. The Outside Link helped me with my thinking skills, and prepared me for the community. I now think before I act. I was released four weeks ago. I’m now working and soon I’m going to start a new job in motorway maintenance and highway control. What I’d say to people in prison is get in touch with the Outside Link. Think about the future – with their help you can turn it around.”

Unit 6 6.1 Racially and religiously motivated attacks Racially motivated attacks and religiously motivated attacks are attacks which are carried out because of someone’s racial or ethnic origin, or their religion or lack of religion. Racial and religious offences If you have been attacked or abused because of your race or religion, the person who attacked or abused you may have committed an offence. In addition, if someone incites other people to hatred of a particular racial group, for example, by publishing or distributing insulting pamphlets, they may be prosecuted for racial hatred. There is no law which covers inciting hatred against a particular religious group. According to the British Crime Survey the estimated number of racially motivated offences in England and ENGLISH FOR SOCIAL WORKERS

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Wales fell from 390,000 in 1996 to 280,000 in 2006. The number of racially motivated incidents against Black, Indian, Pakistani and Bangladeshi people also fell, from 145,000 in 1996 to 98,000 in 2006. This indicates that increased levels of racially motivated incidents as recorded by police statistics, relate to improvements in recording and higher levels of reporting such incidents.

Unit 7 7.2 Disciplining and punishing children There has been much debate about different ways of disciplining and punishing children, and ways of parenting positively without recourse to punitive methods. Parents most favour teaching a child the difference between right and wrong by parents themselves setting a good example. Building up a child’s self-esteem and confidence through making them feel happy and loved is also important, as is spending time with children. Half of parents say reasoning with children and rewarding good behaviour would be effective. Grounding children and smacking them continue to be less popular measures. Today’s parents think communication, negotiation, loving behaviour and reason produce good families, even if they find it difficult and frustrating and less easy to impose their authority. Although we all live busy lives, most parents say that they spend more time with their children – talking and socialising together – than they did with their own parents. While modern families might come in all shapes and sizes, they remain an important source of love, support and education.

7.6 domestic violence legal action non-molestation order occupation order aid refuge benefit claim

7.8 The Dads against Drugs scheme was set up as a way of helping dads talk to their kids about drugs. “It’s based on the idea that teenagers will only listen to parents if they know what they’re talking about,” explains Pat, one of the dads involved in the scheme. “The organisers set up a football team, which we were invited to join. As well as training and playing together, we get advice about the dangers of drugs from experts who really know their stuff. One of the most important things we’ve learnt is to involve the kids and listen to their opinion. This shows you respect them and that you’re not simply telling them what to do. Playing in the team also gives me and the other dads a chance to talk to each other about problems we’re having with our kids. It’s really useful to hear how others have dealt with similar situations.”

7.9 Pauline, a mother of three children, was referred to Home-Start by her health visitor. She had postnatal depression after giving birth to her third child, and was struggling to cope with two other young children.

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“After spending some time with the family, our volunteer Sylvia helped us realise that two of our sons had learning difficulties. We also had some concerns about our third son, which she talked through with us. Sylvia then arranged for my partner and I to meet with a group of professionals, including a school nurse and a child psychologist. With their help, we looked at benefits we could apply for, talked about schools, and agreed the best way to move forward.” Two months later, Pauline and her partner had acted on all the group’s recommendations. “We booked places for our two older boys at local play schemes, we looked at benefits we could apply for, talked about schools and agreed the best way forward.” Every Parent Matters applied for a Disability Living Allowance as well as further support at school. The boys have also seen a speech therapist, and the group have made a request to social services for a Disability Assessment. Pauline and her family now have a network of support they can call on. “It’s a huge comfort to know we aren’t dealing with everything by ourselves and that there’s help out there when we need it.”

Unit 8 8.1 Unemployment is the condition of not having a job, often referred to as being “out of work”, or unemployed. Not having a job when a person needs one, makes it difficult if not impossible to meet financial obligations such as purchasing food to feed oneself and one’s family, and paying one’s bills. Failure to make mortgage payments or to pay rent may lead to homelessness. Being unemployed, and the financial difficulties and loss of health insurance benefits that come with it, may cause malnutrition and illness, and are major sources of mental stress and loss of self-esteem which may lead to depression, which may have a further negative impact on health. In economics, unemployment refers to the condition and extent of joblessness within an economy, and is measured in terms of the unemployment rate, which is the number of unemployed workers divided by the total labour force. Cyclical unemployment – it gets its name because it varies with the business cycle. In this case, the number of unemployed workers exceeds the number of job vacancies, so that if even all open jobs were filled, some workers would remain unemployed. This kind of unemployment coincides with unused industrial capacity (unemployed capital goods). Frictional unemployment – this unemployment involves people being temporarily between jobs, searching for new ones. (It is sometimes called search unemployment). It arises because either employers fire workers or workers quit, usually because the individual characteristics of the workers do not fit the individual characteristics of the job. The best way to lower this kind of unemployment is to provide more and better information to job-seekers and employers. Seasonal unemployment – specific industries or occupations are characterised by seasonal work which may lead to unemployment. Examples include workers employed during farm harvest times or those working winter jobs in the snowfields or summer jobs such as in retailing. Structural unemployment – this involves a mismatch between the workers looking for jobs and the vacancies available. Even though the number of vacancies may be equal to the number of the unemployed, the unemployed workers lack the skills needed for the jobs — or are in the wrong part of the country or world to take the jobs offerred. It is a mismatch of skills and opportunities due to the structure of the ENGLISH FOR SOCIAL WORKERS

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economy changing. Structural unemployment is a result of the dynamic changes of an economy (such as technological change and capital flight) — and the fact that labour markets can never be as fluid as financial markets. Much technological unemployment (e.g. due to the replacement of workers by robots) might be counted as structural unemployment. Technological unemployment might also refer to the way in which steady increases in labour productivity mean that fewer workers are needed to produce the same level of output every year. Hidden unemployment – hidden, or covered, unemployment is the unemployment of potential workers that is not reflected in official unemployment statistics, due to the way the statistics are collected. In many countries only those who have no work but are actively looking for work (and/or qualifying for social security benefits) are counted as unemployed. Those who have given up looking for work (and sometimes those who are on government retraining programmes) are not officially counted among the unemployed, even though they are not employed. Exclusion from the labour market takes many forms: some people can opt for early retirement, further education or domestic responsibility, and others cannot. If poor people are unemployed more, it is not just because they are more marginal in the labour market; it is also because they have fewer choices, and because people who become classified as ‘unemployed‘ are more likely to be poor.

Unit 9 9.2 Why tackling homelessness is so important Tackling homelessness is about much more than simply putting a roof over someone’s head. It is about understanding the causes and addressing the factors that so often lead to homelessness, such as: – relationship and family breakdown; – debt and unemployment; – mental health problems; – alcohol or drug dependency. Tackling these issues helps provide a way back for people on a path to homelessness – helping them to hold on to a place to live even when facing other challenges in their lives. We know that – if we do not tackle the root causes, many homeless people can get trapped in a vicious cycle of deprivation; a cycle that eats away at their confidence and self-esteem.

9.5 Listen to John’s story. Are following statements true or false? Correct the false ones. 1. John lived in Liverpool. (F) 2. He went to London, to Gatwick Airport. (F) 3. All the hostels were full, so he slept in a night shelter. (T) 4. Then he went to Birmingham. (T) 5. He found a room in the Foyer Centre. (F)

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6. 7. 8. 9. 10. 11.

He started to work as a carpenter. (F) He sold The Big Issue. (T) He got a resettlement flat. (T) He worked as a volunteer in the Centre kitchen. (T) He did a computer course. (T) He got a part-time job. (F)

John’s story “I was living in Manchester in a flat that had a short-term tenancy and had a job working in McDonald’s. Everything was fine until the tenancy was up. The landlord decided not to re-let the property. I was devastated. I was homeless! I made my way to London, slept rough and eventually made my way to Heathrow Airport, where I slept for a few nights. Every day I phoned the Homeless Team. All the hostels were full, so I was forced to spend a week in a night shelter. This was not pleasant. I had to do something. I had been told there were hostels in Birmingham, so made my way there. I was lucky: I got a room at The Salvation Army Centre. I was given a key worker and all the support I needed. During this time, I served my term of probation as a painter and decorator. I joined the Centre football team and took part in all the centre activities. I started selling The Big Issue and continued doing so for around four months. After being at the Centre for ten weeks, I applied for one of the resettlement flats. My application was successful and I moved into the flat: I was determined to make this my home. The Big Issue helped me to purchase a settee and some kitchenware. I started voluntary work in the Centre kitchen. I registered with Learn Direct and did a four-week computer course. At the end of the course, I was given a free computer of my own. Also, around this time, I was speaking with my Probation Officer who informed me that, because of my positive attitude and hard work, my term of probation had now ended six months earlier than expected. I registered with Jobcentre to help me look for employment. They provided me with a bike, some clothes for work and a mobile phone so that I could get to work for the early shifts. Following my four-week placement, I was thrilled to be offered a full-time contract of employment, which I am still doing. Since moving into the Centre, my life has completely turned around. From having nothing, I now have everything: a flat; nice belongings of my own; and not one but two jobs. I do thank everyone at the Centre for their support, trust and faith in me. Without the stability of a roof over my head, I could not have done it.”

9.6 Rita’s story When mother of two Rita Black was evicted from her Liverpool council house, she found herself homeless for the first time in her life. Most nights she was ‘couch surfing‘ at the homes of other drug-users, but it reached the point where she preferred to sleep in car parks. “I’ve done it when it was raining so hard the water poured down the ramps. I’ve been robbed, beaten, hit in the kidneys. Once, another addict strangled me. He wanted me to get him drugs but I was refusing. In the end, he stole my last 20 pounds.” ENGLISH FOR SOCIAL WORKERS

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Rita, now 36, turned to drugs after having been gang-raped when she was 17. The case went to court but the experience devastated her family. Rita’s mother tried to commit suicide, whilst Rita sought oblivion in heroin. “It was horrendous; I was addicted within a month,” she recalls. “Heroin blocks out the fears and the emotional side of things, but when you wake up the problems are still there. So you take more, and it goes away again for a while...” The addiction played a major part in Rita’s falling behind on her rent. “I became too frightened to open my mail, in case it was another bill. I had 15 or 20 letters in my drawer, which a simple phone call would have sorted out. I stuck my head in the sand. My heart wasn’t in that house – my two children weren’t happy on the estate – but from that to homelessness, to having no fresh water, that was a real shock. Being on the streets at my age is unbearable. I’d always had a home, and I didn’t have a clue. When she registered with The Salvation Army, the staff referred Rita to the Centre. “I had an interview that day and moved in that night. It was unreal to have a bed and a shower. Without places like these, I hate to think where I’d be. It’s so hard to make the first step, but I put out a hand – and the staff here reached out. I’ll be forever grateful for that.”

Unit 10 10.2 Social security benefits There are five main types of social security benefits. 1. Social Insurance. These are benefits paid for by contributions. The principle behind social insurance is that people earn benefits by contributions, paid while they are at work. 2. Means-tested benefits. These are for people on low incomes. Means tested benefits are based mainly on a test of income, though some also include tests of assets or capital. 3. Non-contributory benefits. There is no test of contribution or of means, but there may be a test of need. This is a broad term which can be used for any non-insurance benefit, but which tends to be used specifically for non-means tested benefits. Non-contributory benefits based on a test of need are used, for example, for people with physical disabilities, as a form of compensation for severe disability or as a means of meeting special needs (such as a need for social care). 4. Universal benefits. These benefits are based on broad categories of people with no tests of means or needs, like children or old people. The benefits are administratively simple, but their wide coverage tends to make them expensive. 5. Discretionary benefits. Discretion is widely used in the provision of social assistance, the provision of benefits for those in need who are not covered otherwise. Discretionary benefits are given at the discretion of officials. Because some needs are unpredictable, many social assistance schemes have some kind of discretionary element to deal with urgent or exceptional needs. Where social assistance is tied to social work, discretionary payments may also be used as a means of encouraging and directing appropriate patterns of behaviour. Some provision for discretionary benefits is generally seen as a necessity, because it is impossible to provide for every need in advance.

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Unit 12 12.1 Need The idea of need refers to: – the kinds of problem which people experience; – requirements for some particular kind of response; and – a relationship between problems and the responses available. A need is a claim for service. Four main categories of need: 1. Normative need is need which is identified according to a norm (or set standard); such norms are generally set by experts. Benefit levels, for example, or standards of unfitness in houses, have to be determined according to some criterion. 2. Comparative need concerns problems which emerge by comparison with others who are not in need. One of the most common uses of this approach has been the comparison of social problems in different areas in order to determine which areas are most deprived. 3. Felt need is need which people feel – that is, need from the perspective of the people who have it. 4. Expressed need is the need which they say they have. People can feel need which they do not express and they can express needs they do not feel.

12.2 Crisis intervention Client group Care management Social work department Community care Informal carer

12.4 Direct payments Direct payments are cash payments paid directly from the council into your account. You can use direct payments to choose which care services are right for you. Direct payments are a way of empowering you by giving you choice of how your care is arranged and control over how it is delivered. You can use direct payments to hire help from an agency, or you can employ someone directly. You can also use direct payments to get equipment, to buy a service for your disabled child or to take a short break. The one thing you cannot use a direct payment for is long-term residential care. Eligible groups include: 1. disabled adults (this includes older disabled people, people with a learning disability and people who use mental health services); 2. someone caring for a disabled child; ENGLISH FOR SOCIAL WORKERS

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3. someone already receiving social care services. You can only spend direct payments on care services. You will have to keep records to show what you have spent the money on. Your council should tell you about direct payments when you have your care assessment and your care plan is being drawn up. Your council will give you advice on how you should manage the direct payments. If necessary someone in your family or an advocate, someone to speak on your behalf, can help you manage the money and arrange your services. Your council will also decide how much money you would need as a direct payment to put your care plan into practice.

12.7 Listen to the text. Are following statements true or false? Correct the false ones. 1. The care home is for adults with physical handicap. (F) 2. The home exceeds many standards. (T) 3. The clients often take part in the home’s decision making. (T) 4. The staff act as facilitators. (T) 5. Most of the staff is in the home only for a short time. (F) 6. The home organises trips and holidays abroad. (T) 7. Two clients recently divorced. (F) 8. It needs a lot of time to run a home. (T) This story is about a care home in southern England for adults with a learning disability. The home has an excellent reputation for meeting and often exceeds many standards. The home is especially good at involving the residents in the home’s decision making. “We’re very confident in our residents and we always encourage them to take part in deciding how the home is run,” says its owner, Pat. “We want them to feel that it is their own home. It’s rather like a family, except that there are no mother or father figures.The staff are there to act as facilitators. They work with the clients, not for them, and this is very empowering for our residents.” The inspectors had also been impressed by the home’s friendly and caring atmosphere. Most of the staff had been there for a long time and loved their jobs, giving the residents a similar consistency of care as they would receive in a family. “We recently had a big party for three staff members who’d reached their ten year anniversary with us,” said the manager Pat, “and we’ve got another one coming up soon. We give our staff a lot of training as our aim is to get them to a standard where they can run the home in this inclusive way, as quickly as possible.” The home regularly organises outings and holidays for its residents, both in Britain and abroad. Residents have formed strong friendships since meeting at the home. Two of them recently got married and they have their own room and lounge. But, most importantly, although the home regularly meets and exceeds all standards, it still continues to look for, and explore new ways of building on its achievements. “I’m not saying it’s easy to run a home this way,” says Pat. “It’s more time consuming, because you have to sit down and listen to what the clients have to say. But at the end of the day, you have a much happier home where both staff and clients feel valued and respected.”

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Unit 13 13.5 Unemployed young people from some of the most socially deprived areas of Northern Ireland are benefiting from drop-in centres where they can learn IT skills while carrying out different community projects. There are now ten such ‘Bytes‘ centres, two of which received support through the European Social Fund. Two new Bytes centres were opened in October 2002 offering activities that motivate youngsters to step off the poverty cycle and bring the two sides of the community together. The centres are open to 16–25 year olds who are registered unemployed. There are no referrals – the youngsters usually hear about the centres through word-of-mouth – and there is no obligation to attend. Some are ‘casual users‘ who come in only occasionally, while others are ‘regular users‘ who commit themselves to completing a specific project. Young people have the opportunity to work towards a recognised qualification in ICT that is entirely portfolio-based. They choose the topic and then develop their skills around it, such as searching the internet, producing graphics, or typing a document. “Using ICT in a way that is creative and fun can really motivate young people to go on to further personal development,” says Jane Brown, Project Director for Bytes. “Our aim is to encourage them back into further education or into employment.” Every week around 100 young people use the Bytes centre. Since opening some 24 young people have obtained a qualification, 67 have moved into employment and 44 into full-time training.

Unit 15 15.3 Types of childcare: a) Créches – provide occasional care for children under eight months old. b) Toddler groups – informal groups of parents and carers that meet locally with their children on a regular basis, usually including children who are under five years old. c) Pre-schools and playgroups – provide play time and often early education to under fives. d) Day nurseries – provide care for children from birth to four or five and beyond, often integrated with early education and other services. e) Out-of-school or ‘kids‘ clubs – offer children aged four to 12 a safe and stimulating environment in which they can play and learn outside school hours. f) Childminders – usually look after children under 12 in the childminder’s own home and often collect school-aged children from a nearby school. g) Home childcarers – registered childminders who work in your own home. h) Nannies – provide childcare in your own home and can look after children of any age.

15.7 Dear friends, three months ago I joined FNF for help and support with a battle I was having to re-establish contact with my 10-year old daughter. At that point I had not seen her for a whole year, during which time she had been ENGLISH FOR SOCIAL WORKERS

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subject to Parental Alienation Syndrome. With the help of FNF I got in touch with a lawyer and made an appointment to see where I was going and what I should be doing. She told me what I should do, she wrote a letter to my ex-wife telling her that I am not going to give up on my child. Another letter was sent out to my ex-wife telling her to come to Court for a meeting with me and another person (mediation). I successfully took my ex-wife to court and got a good Contact Order issued. My exwife is now much less problematic and over the past couple of weeks I have seen my daughter regularly. On behalf of myself and my daughter thanks to FNF for all your support over the past three months. Good luck to all of you who are presently battling to see your children. I wish you all well.

Unit 17 17.1 Humanitarian crisis A humanitarian crisis (or humanitarian disaster) is an event or series of events which represents a critical threat to the health, safety, security or well-being of a community or other large group of people, usually over a wide area. The International Federation of Red Cross and Red Crescent Societies lists categories which include different types of natural disasters, technological disasters (i.e. hazardous material spills, nuclear accidents, chemical explosions) and long-term man-made disasters related to civil strife, civil war and international war. International humanitarian law, also known as the law of war, or the law of armed conflict, is the legal corpus comprised of the Geneva Conventions and the Hague Conventions, as well as subsequent treaties and customary international law. It defines the conduct and responsibilities of belligerent nations, neutral nations and individuals engaged in warfare, in relation to each other and to protected persons, usually meaning civilians. Humanitarian aid Humanitarian aid is material or logistical assistance provided for humanitarian purposes, typically in response to humanitarian crises. The primary objective of humanitarian aid is to save lives, alleviate suffering, and maintain human dignity. It may therefore be distinguished from development aid, which seeks to address the underlying socioeconomic factors which may have led to a crisis or emergency. It is funded by donations from individuals, corporations, governments and other organizations. The funding and delivery of humanitarian aid is increasingly being organized at an international level to facilitate faster and more effective responses to major emergencies affecting large numbers of people. Humanitarian principles Humanitarian pertains to the practice of saving lives and alleviating suffering. It is usually related to emergency response whether in the case of a natural disaster or a man-made disaster such as war or other armed conflict. Humanitarian principles govern the way humanitarian response is carried out. Core humanitarian principles 1. Humanity – the principle of humanity means that humankind shall be treated humanely in all circumstances by saving lives and alleviating suffering, while ensuring respect for the individual.

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2. Impartiality – provision of humanitarian assistance must be impartial and not based on nationality, race, religion, or political point of view. It must be based on need alone. 3. Independence – humanitarian agencies must formulate and implement their own policies independently of government policies or actions. 4. Neutrality – neutrality means not to take sides in hostilities or engage at any time in controversies of a political, racial, religious or ideological nature. 5. Proselytism – the provision of aid must not exploit the vulnerability of victims and be used to further political or religious creeds. Agencies should operate with respect to culture and custom. Humanitarian response should use local resources and capacities as much as possible.

17.5 On a warm spring evening in Thessaloniki, Greece’s second largest city, tourists walk along the waterfront promenade and wander into the shops that circle one of the city’s famous squares. In front of a corner café, a young boy with black hair and an infectious smile plays his guitar as people toss him a few coins for his efforts. The boy is ‘Michael‘. He is a street child from neighbouring Albania. He is 11 years old and one of the approximately 3,000 Albanian children who have been trafficked to Greece and Italy to beg for money. “I must bring 5,000 drachmas to my owner each day,” says Michael. If he does not make his daily quota, he says he will be beaten by the man who ‘owns‘ him. Michael is Roma, the ethnic minority often referred to as ‘gypsy‘, and his family is poor. He attended school for only two years and is illiterate. His mother gave permission to a neighbour to take Michael to Greece so that the boy could earn money for the family. The trafficker promised to send back around £40 each month. Michael is trapped between two violent worlds. He is abused on the streets of Greece and is not safe at home. “If I go home, my mother will beat me,” he explains. Asked about marks on his neck, he says: “A dog scratched me.” His arm, however, is marked by cigarette burns.

17.6 Listen to Pamela’s story. Are the following statements true or false? 1. Pamela comes from Asia. (F) 2. When she was 16, she came to France. (T) 3. She was forced to prostitution. (T) 4. Then she was sent to the USA. (F) 5. Her false documents were recognised. (T) 6. Now she attends school and is a good student. (T) Pamela, a Congolese girl, was looked after by her aunt when her mother died. She never knew her father. When Pamela was 16 years old, her aunt could no longer support her and sent her to France on false documents. Once in France, she lived with a Congolese family and the man began to prostitute her. After five months, she was given new documents and told to go to the U.K. and then to the United States. Pamela arrived in the U.K. and stayed with friends of one of her abusers. She was taken to the airport for her ENGLISH FOR SOCIAL WORKERS

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onward flight to the USA, but her false documents were recognised as such by Immigration Control and she was referred to Social Services. Pamela is now 17, and although still traumatised, she is attending school for the first time, and is proving to be an excellent student.

17.10 Climate The world is warming up. Already 150,000 people are dying every year because of climate change and, within 50 years, one-third of all land-based species could face extinction. If we carry on the way we are now, by 2100 the planet will likely be hotter than it’s been at any point in the past two million years. But catastrophic climate change isn’t inevitable. We know that climate change is caused by burning fossil fuels. The technologies that could dramatically reduce our dependence on fossil fuels – decentralised energy, renewables and efficiency, hybrid cars, efficient buildings – already exist and have been proven to work. If we start cutting our emissions now, using these ready-to-go technologies, then there is still a chance to avoid the most catastrophic impacts of climate change. Two thirds of all energy going into the UK’s power stations is lost as waste heat – up the chimney and in the cooling towers. If we captured this waste heat, there would be enough of it to heat every building and business in the UK. To capture and use this heat, we would need to stop relying on our archaic, centralised energy system and start producing energy in smaller, local combined heat and power plants. With a decentralised energy system based on renewable technologies, we could double the efficiency of our power stations, slash our carbon emissions and reduce our reliance on foreign gas. Transport is responsible for 22 per cent of the UK’s carbon emissions, and vehicles in the UK are pumping out more greenhouse gases than ever before. At the moment, EU car manufacturers only have a voluntary agreement to reduce the emissions of their cars. To make real progress towards low carbon cars, binding efficiency targets need to be imposed on manufacturers and gas-guzzlers need to be taxed more highly.

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Vocabulary A abbreviate (v) abortion (n) absence (n) abuse (n), substance abuse abuse (v) abusive (adj) accommodation (n), residential accommodation accommodation (n), supported accommodation accomplish (v) account (n), audited account accountability (n) accredit (v) accurate (adj) accuse (v) acquire (v)

     

zkrátit, zestručnit potrat nepřítomnost, nedostatek užívání návykových látek zneužívat urážlivý, zneužívající umístění (pobyt) v ústavu  (zařízení) sociální péče 

podporované bydlení

      

vykonat, splnit, uskutečnit auditovaný/kontrolovaný účet zodpovědnost schválit, potvrdit, akreditovat přesný, správný, důkladný obvinit, obžalovat získat, nabýt, osvojit si získání, nakoupení, koupená/ nabytá věc občanskoprávní řízení akutní, naléhavý, vážný jen k tomuto účelu, jen pro tento případ adaptace, přizpůsobení závislý, narkoman závislý na závislost dostatečný, přiměřený, postačující upravit, přizpůsobit (se), zvyknout si spravovat, řídit, vykonávat, podat (lék)

acquisition (n)



action (n), civil action acute (adj)

 

ad hoc (adj)



adaption (n) addict (n) addict to (adj) addiction (n)

   

adequate (adj)



adjust (v)



administer (v)



admission (n), hospital admission admit (v) adolescent (adj, n)



přijetí do nemocnice

 

připustit, uznat, přijmout dospívající, adolescent

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adopt (v)



adoption (n)



advancement (n) adviser (n) advocate (n) aerosol (n) affairs (n), financial affairs

    

affection (n)



affordable (adj)



age (n), retirement age



agenda (n) achieve (v)

 

achievement (n)



aid (n) aim (n) alert (adj) algebra (n) alienation (n) alight (v) alleviate (v) allocate (v)

       

allowance (n)



allowance (n), child allowance allowance (n), Jobseeker´s Allowance allowance (n), maternity allowance allowance (n), social allowance alloy (n) alternative (n) altruism (n) ambiguous (adj) ambivalent (adj) amend (v)



přijmout, zavést, adoptovat přijetí, zavedení (zákona, normy), adopce postup, pokrok poradce, rádce zastánce, stoupenec, obhájce aerosol finanční záležitosti, otázky láska, náklonnost, postižení, onemocnění dostupný, dosažitelný věk odchodu do starobního důchodu program, agenda dosáhnout, docílit, dokázat úspěch, dosažení (čeho), splnění (čeho) pomoc, podpora, pomůcka cíl, účel, záměr, smysl bdělý, pozorný algebra odcizení (se) vystoupit ulehčit, zmírnit, zmenšit přidělit přídavek, dávka, finanční příspěvek, minimální nezdanitelná částka přídavky pro děti



podpora v nezaměstnanosti



mateřská dávka

      

sociální dávky slitina jiná možnost, alternativa altruismus dvojznačný, neurčitý, nejasný rozpolcený, rozkolísaný opravit, doplnit, pozměnit

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VOCABULARY

amicable (adj) ammunition (n) amnesty (n) amount (n), subsistence minimum amount amputation (n) analysis (n), cashflow analysis annual (adj) antecedent (n) anxious (adj) apartheid (n) applicant (n) application (n) application (n), application form apply for (v) appointment (n) appropriate (adj) approximately (adv) aptitude (n) arise (v) arson (n) arthritis (n) artificially (adv) arts (n), visual arts arts (n),performing arts assault (n)

                         

assess (v)



assessment (n) asset(s) (n) assign (v) assimilation (n) assistance (n), one-to-one assistance association (n), housing association association (n), unincorporated association assumption (n)

   

amputace analýza příjmů a výdajů výroční, roční, každoroční předchůdce, předek úzkostný, zneklidněný, dychtivý apartheid žadatel, uchazeč žádost, přihláška, využití formulář žádosti žádat o co schůzka, funkce, úřad, jmenování vhodný, přiměřený, náležitý přibližně, asi schopnost, nadání, talent nastat, objevit se, vzniknout žhářství artritida uměle, nepřirozeně výtvarné umění dramatické umění, divadlo útok, napadení, přepadení ohodnotit, posoudit, stanovit, určit hodnocení, posudek aktiva, jmění, majetek zadat, uložit, přidělit přizpůsobení, asimilace, splynutí



osobní asistence

   

přátelský střelivo, munice amnestie životní minimum

organizace poskytující služby týkající se bydlení nečlenská, neregistrovaná organizace předpoklad, domněnka

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asthma (n) asylum (n) attain (v)

  

attend (v)



attendance (n)



attention (n)



attributable (adj)



attribute (v)



authority (n), local authority authority (n), regional authority autism (n) B bachelor (n) bail (n, v) balance (n, v) ban (n, v) barrier (n) basis (n), bases (pl) basis (n), trial basis beg (v) behaviour (n), challenging behaviour belligerent (adj) beneficiary (n) benefit (n) benefit (n), cash benefit

  

astma azyl, útulek dosáhnout, získat účastnit se, navštěvovat, věnovat se, starat se přítomnost, docházka, opatrování pozornost, péče lze připsat/přičíst na vrub (komu, čemu) přisuzovat, připisovat, vysvětlovat místní úřad krajský, oblastní úřad autismus

       

bakalář kauce, propustit na kauci rovnováha, udržovat v rovnováze zakázat, zákaz překážka, zábrana, bariéra základ, princip, důvod, důkaz na zkoušku, zkušebně žebrat, úpěnlivě prosit



problémové chování, protest

   

bojující, válčící příjemce dávek, oprávněná osoba užitek, prospěch, dávka, přídavek dávka vyplácená v hotovosti dávka závisející na uvážení příslušného úřadu pěstounská dávka příspěvek na bydlení porodné dávka pro postižené mateřská dávka dávka závislá na majetku žadatele

benefit (n), discretionary benefit  benefit (n), foster care benefit benefit (n), housing benefit benefit (n), childbirth benefit benefit (n), Incapacity Benefit benefit (n), maternity benefit

    

benefit (n), means-tested benefit 

238

VOCABULARY

benefit (n), non-contributory benefit benefit (n), parental benefit benefit (n), sickness benefit benefit (n), transport benefit benefit (n), universal benefit

     

Big Issue (n) (UK)



biology (n) birthrate (n) bizarre (adj) blackmail (v)

   

blame (n, v)



blind (adj), blindness (n) blindness (n), colour blindness board (n), school board body (n), governing body bolster (n) bonus (n) boost (v) border (n) Braille, braille (n) break (n), meal break breakdown (n), marital breakdown brochure (n) broker (n) Broker (n), Job Broker bronchitis (n) bruise (n) budget (n) budget (n), individual budget bulk (n), in bulk bully (v) burden (n) bureau (n), bureaux (pl) burglary (n)

         

dávka nehrazená z pojištění a nezávislá na majetku žadatele rodičovská dávka nemocenská dávka příspěvek na dopravu univerzální dávka časopis prodávaný bezdomovci – „Nový prostor“ biologie porodnost bizarní, zvláštní, divný vydírání, výkupné vina, odpovědnost, obviňovat, klást za vinu slepý, slepota barvoslepost školní rada správní/řídící/dozorčí orgán podpořit, posílit, upevnit bonus, zvláštní příplatek zvýšit, zesílit, pozvednout hranice, pomezí, okraj Braillovo písmo přestávka na jídlo



rozpad manželství

           

brožura zprostředkovatel zaměstnanec pracovního úřadu zánět průdušek, bronchitida pohmožděnina, podlitina rozpočet individuální účet (nákup, prodej) ve velkém týrat, šikanovat, zastrašovat břemeno, zátěž úřad, kancelář vloupání (do bytu, domu)

ENGLISH FOR SOCIAL WORKERS

239

C calculate (v) campaign (n, v) cane (n) cannabis (n)

   

capacity (n)



care (n), alternative care care (n), domiciliary care care (n), foster care care (n), inpatient care care (n), nursing care

    

care (n), residential care



care (n), respite care care, aftercare (n) career (n) caregiver (n)

   

careleaver (n)



carer (n) caseworker (n)

 

casualty (n)



cataract (n) catastrophic (adj) cater (v)

  

caution (n)



cease (v) cell (n) centre (n), drop-in centre

  

certificate (n)



certificate (n), birth certificate certificate (n), death certificate chair, chairperson (n)

  

240

VOCABULARY

vypočítat, spočítat, předpokládat kampaň, vést kampaň hůl konopí, hašiš schopnost, možnost, kapacita, obsah alternativní péče domácí péče pěstounská péče lůžková péče, hospitalizace zdravotní, ošetřovatelská péče rezidenční péče, péče v pobytových zařízeních respitní péče následná péče, ochranný dozor povolání, kariéra, životní dráha pečovatel/ka, opatrovatel/ka klient opouštějící služby sociální péče – např. dítě opouštějící dětský domov pečovatel/ka, opatrovatel/ka případový sociální pracovník oběť (např. nehody), zraněný, mrtvý šedý zákal katastrofický, tragický starat se, zajišťovat, živit opatrnost, výstraha, napomenutí, kauce přestat, zanechat (čeho), zastavit cela, buňka nízkoprahové zařízení osvědčení, potvrzení, doklad, vysvědčení rodný list úmrtní list předseda, předsedkyně

challenge (n)



charge (n) charitable (adj)

 

charity (n)



check (n), health check chemistry (n) cheque (n), cash cheque child (n), dependent child childbirth (n) childless (adj) childminder (n) choral (adj) chorus (n) chromosome (n) circumstance (n) citizen (n), senior citizens citizenship (n) civilian (n, adj)

             

claim (n, v)



classroom (n), self contained classroom

 

clerical (adj) clue (n) coalition (n) cocaine (n) coercion (n) coherent (adj) cohesion (n)

      

coincide (v)



college (n)



collegiate (adj) combat (v) comedown (n)

  

výzva, námitka, vyzvat, zpochybnit, napadnout poplatek, péče, dohled, pověření charitativní, dobročinný charita, dobročinná organizace, dobročinnost zdravotní prohlídka chemie hotovostní šek dítě bez vlastního příjmu narození dítěte bezdětný osoba hlídající děti chorální, sborový sbor, sborový zpěv chromozóm okolnost, poměry, situace občan pobírající starobní důchod občanství, státní příslušnost civilní osoba, civilní nárok, žádost, tvrdit, prohlašovat, žádat víceúčelová učebna, učební místnost se speciálním vybavením úřednický, administrativní vodítko, klíč, stopa, nápověda sdružení, koalice kokain nátlak, donucení promyšlený, souvislý, logický soudržnost probíhat, nastat ve stejnou dobu, shodovat se vysoká škola, fakulta, kolej univerzity kolejní bojovat, zápasit, potírat zklamání, ostuda

ENGLISH FOR SOCIAL WORKERS

241

commander (n)



commit (v)



commitment (n) committee (n) commode (n) commute (v) comparative (adj)

    

competitive (adj)



competitiveness (n)



complement (n) completion (n) comply (v) component (n) comprehensive (adj) comprise (v) compulsory (n)

      

conceive (v)



concern (n) concession (n), transport concession concise (adj) conditions (n), living conditions



velitel spáchat, dopustit se, svěřit, zavázat se závazek, povinnost, věrnost výbor, komise nemocniční židle s nočníkem změnit, zmírnit poměrný, relativní, srovnávaný konkurenční, soutěživý, ctižádostivý soutěživost, ctižádost, konkurenceschopnost doplněk, dodatek dokončení, dovršení splnit, vyhovět složka, komponenta, součást všeobecný, široký, komplexní zahrnovat, obsahovat, skládat se povinný, nařízený vymyslet, naplánovat, představit si starost, obava, zájem, záležitost



sleva na dopravu

 

conducive (adj)



conduct (v) (interview) conference (n), child protection conference confess (v) confidential (adj) confirm (v) confusion (n) conjunction (n) connotation (n)

        

conscience (n)



conscientiously (adv)



stručný, zhuštěný, výstižný životní podmínky způsobující (co), vedoucí (k čemu), napomáhající (čemu) provádět, vést, řídit, organizovat případová konference o péči o dítě přiznat (se), doznat (se) důvěrný, tajný, důvěryhodný potvrdit, potvrzovat, utvrdit zmatek, zmatení spojení, souvislost, shoda význam (slova), konotace svědomí, svědomitost, mravní přesvědčení svědomitě, pečlivě

242

VOCABULARY

zvážení, úvaha, ohleduplnost, ohled ústava, zakládací listina organizace porada, konzultace spotřeba současný, soudobý, současník skupina, reprezentace, podmíněný, závislý smlouva

consideration (n)



constitution (n)



consultation (n) consumption (n) contemporary (adj, n)

  

contingent (n, adj)



contract (n) contract (n), service user´s contract contribution (n) contribution (n), compensatory contribution control (n), motor control controversy (n) convention (n) convergence (n)



convict (n, v)



conviction (n)



convincing (adj) cooperation (n), mutual cooperation co-ordinator (n) cope (v)



core (adj, n)



costs (n), core costs costs (n), living costs costs (n), overhead costs council (n), local council counselling (n) counsellor (n) counter (v) court (n), juvenile court coverage (n)

        

 smlouva s klientem       

příspěvek kompenzační příspěvek motorické dovednosti polemika, spor, kontroverze smlouva, dohoda, ujednání sbližování uznat vinným, usvědčit, odsouzený, trestanec přesvědčení, usvědčení, odsouzení přesvědčivý

 vzájemná spolupráce  

koordinátor zvládnout, vypořádat se (s čím) hlavní, stěžejní, hlavní vyučovací předměty, hlavní činnost hlavní/základní náklady životní náklady režijní náklady místní úřad, obecní rada poradenství poradce čelit, kontrovat, odporovat soud pro mladistvé záběr, dosah, rozsah úhrady

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243

coverage (n), field coverage



crack (v, n) craftsman (n) crave (v) creditor (n) creed (n), religious creed créche (n) crescent (n), Red Crescent crisis (n), crises (pl) criterion (n), criteria (pl) cross (n), Red Cross crucial (adj) crutch (n) curfew (n)

            

curriculum (n)



custody (n)



CV, curriculum vitae (n) cycle (n), vicious cycle cyclical (adj) D damage (n, v) database (n) deadline (n) deadweight (n, adj) deaf (adj), deafness (n) deafblind (adj), deafblindness (n) debt (n) deceive (v) deception (n) declaration (n)

  

decline (v, n)



dedicate (v) dedicated (adj)

 

244

          

VOCABULARY

zmapování „terénu“ – např. potřeb dané komunity praskat, crack (droga) řemeslník dožadovat se, snažně prosit věřitel víra, náboženské přesvědčení jesle Červený půlměsíc krize, kritická situace kritérium Červený kříž rozhodující, rozhodný, kritický berla zákaz vycházení učební plán, studijní program, osnovy vazba, věznění, opatrovnictví dítěte životopis bludný/začarovaný kruh cyklický, periodický škoda, poškodit databáze, soubor údajů konečný termín přítěž hluchý, hluchota hluchoslepý, hluchoslepota dluh, závazek podvádět, klamat podvod, klam vyhlášení, prohlášení, přiznání klesat, slábnout, upadat, odmítnout, pokles, úbytek, úpadek věnovat (se), zasvětit oddaný, horlivý nadšený

defence (n) degree (n) dehydration (n) delay (n), developmental delay deliberate (adj, v) demand (n, v) dementia (n)

      

obrana, obhajoba, ospravedlnění akademický titul, hodnost dehydratace opoždění ve vývoji úmyslný, záměrný, uvažovat žádost, požadavek, žádat demence popření, odmítnutí, porušení  denial (n) (práv)  církevní, konfesijní denominational (adj)  závislost dependency (n)   rozmístit (se), rozestavit (se) deploy (v)  uklidňující prostředek depressant (n) zbavení (čeho), nedostatek,  deprivation (n) ztráta odebrat, připravit (někoho o  deprive (v) něco)  potomek, nástupce descendant (n)   descent (n) původ, pokles, sestup  grafický design design (n), graphic design  zoufalství, beznaděj despair (n)  zadržená osoba (ve vazbě) detainee (n)  určit, zjistit, rozhodnout determine (v)  detoxification (n) detoxifikace  škodlivý detrimental (adj)  deviace, odchylka deviation (n)  pomocná zařízení, pomůcky device (n), assistive device křivolaký, nevyzpytatelný,  devious (adj) vychytralý  diabetes (n) cukrovka primární/první (předběžná) diagnosis (n), primary diagnosis  diagnóza  dignity (n) důstojnost  diploma (n) diplom  disability (n) postižení  disability (n), learning/ vývojová porucha učení  developmental disability mentální postižení disability (n), mental disability  kombinované postižení disability (n), multiple disability 

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disability (n), physical disability disabled (adj) disaster (n) disciplinary (adj) discretion (n) discretionary (adj) disempower (v) disfigurement (n) disorder (n), attention deficit disorder disorder (n), attention deficit hyperactivity disorder

       

fyzické postižení postižený pohroma, katastrofa, neštěstí disciplinární, kárný uvážení, oprávnění, pravomoc přenechaný volnému uvážení oslabit fyzické postižení, zmrzačení



porucha pozornosti

 

disorder (n), bipolar disorder



disparity (n)



displace (v), forcibly



dispute (v) disrespectful (adj) dissemination (n) distinct (adj)

   

distinction (n)



distort (v)



distress (n)



distribution (n) distribution (n), one-off distribution distribution (n), regular distribution district (n), school district disuse (v)



diversity (n)



division (n) doctorate (n) documentation (n), chart documentation donor (n)

 

porucha pozornosti a hyperaktivita bipolární porucha, maniodepresivní psychóza nerovnost, rozdíl násilně vyhnat, vystěhovat, vysídlit diskuse, debata, spor neuctivý, nezdvořilý šíření, rozšiřování odlišný, jiný, zřetelný rozdíl, odlišnost, mimořádná kvalita zkroutit, pokřivit, zkreslit utrpení, strádání, nouze, ohrožení rozdělování, přidělování, šíření mimořádné přidělení prostředků, pro mimořádnou příležitost pravidelné/obvyklé přidělení prostředků školní okrsek nepoužívat rozmanitost, různorodost, pestrost rozdělení, rozpor, rozdíl doktorát



dokumentace klienta



dárce, sponzor

246

   

VOCABULARY

dose (n, v) download (v) draft (n), rough draft drawback (n) drought (n) drug-related (adj) dump (v) dwindle (v) dyslexia (n) dystrophy (n), muscular dystrophy E earnings (n) ecology (n) economy (n), knowledge-based economy ecstasy (n) education (n), distance education education (n), physical education effectiveness (n) efficiency (n) effortlessly (adj) echolalia (n) elderly (adj) elect (v) elective (adj) eligibility (n) eligible (n) elitism (n) embed (v) emboss (v) emerge (v) emergency (n) emigrant (n) emission (n), carbon emission emphasis (n) emphasize (v) employ (v)

        

dávka (drogy), dát si dávku nahrát, zkopírovat, stáhnout data koncept, pracovní verze, náčrtek nevýhoda, nedostatek sucho mající souvislost s drogami uložit, vysypat, ukládat odpad ubývat, zmenšovat se, klesat dyslexie



svalová dystrofie

 

výdělek, mzda ekologie



znalostní ekonomika

                     

extáze (droga) dálkové studium tělesná výchova účinnost, efektivnost efektivita, schopnost, výkonnost lehce, snadno, bez námahy echolálie starší, pokročilého věku zvolit, vybrat volitelný, volený oprávněnost, způsobilost oprávněný, způsobilý elitářství vtisknout, zakotvit, zasadit označit, vyrýt, vyřezat objevit se, ukázat se, vyjít najevo stav nouze, naléhavý případ vystěhovalec, emigrant emise uhlíku/oxidu uhličitého důraz, zaměření zdůraznit, vyzdvihnout zaměstnat

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247

employability (n) employee (n) employer (n) employment (n), casual employment employment (n), integrated employment empower (v) enclose (v) enclosure (n) endeavour (n) endow (v) enforce (v) enhance (v) enlargement (n)

  

enquiry (n)



enrol (v)



enrollee (n)



enshrine (n) entail (v)

 

enterprise (n), social enterprise



enthusiasm (n) entitle (v) entitlement (n) environment (n) epidemic (n) equality (n) equipment (n) equity (n)

       

equivalent (n, adj)



eradicate (v) establish (v)

 

248



zaměstnatelnost zaměstnanec zaměstnavatel dočasné/příležitostné zaměstnání

 integrované zaměstnávání        

VOCABULARY

zmocnit, posílit přiložit, vložit příloha snažení, úsilí, námaha dotovat, dodat, obdarovat vynutit (si), vymáhat, prosadit zvýšit, zvětšit, pozvednout zvětšení, rozšíření dotazování, vyšetřování, průzkum zapsat se, zaregistrovat se, přihlásit se osoba zapsaná (např. do školy, do organizace), člen uchovat, uchovávat mít za následek, znamenat „sociální podnik“ – ziskové podnikání v sociální oblasti – řídí se jinými zákony než komerční podnikání nadšení, elán, entuziasmus oprávnit, dát právo, pojmenovat oprávnění, nárok prostředí, životní prostředí epidemie rovnost vybavení, zařízení, výstroj rovnost, spravedlnost, poctivost ekvivalent, stejný jako, rovnocenný vymýtit, vyhladit zřídit, založit, vybudovat

establishment (n)



estate (n) ethical (adj) evaluate (v) eviction (n) evidence (n) evidence-based (adj) examination (n), medical examination exceed (v) excess (n) exclude (v) exclusion (n)

     

založení, zřízení, organizace, instituce nemovitost, realita, pozemek etický, morální, mravní ocenit, vyhodnotit soudní vystěhování, vyklizení důkaz, známka, svědek založený na důkazech



lékařská prohlídka

   

execution (n)



exemption (n), tax exemption exorcise (v) expenditure (n) expense (n) explicit (adj)

    

exploitation (n)



explosion (n), chemical explosion extinction (n) extra-curricular (adj) ex-user (n) F facilitator (n) facility (n)

   

překonat, převýšit, přesáhnout přebytek, nadbytek vyloučit, vyřadit vyloučení provedení, vykonání, uskutečnění osvobození od daně zahnat, rozptýlit (obavy) výdaj, náklad výdaje, náklady, výlohy otevřený, neskrývaný, očividný využívání, zneužívání, vykořisťování výbuch chemikálií vyhynutí, vyhlazení mimoškolní bývalý narkoman, alkoholik

facility (n), outreach facility



failure (n), heart failure falsify (v) famine (n) fee (n)

   

 

facilitátor zařízení zařízení poskytující „přesažné“/ navazující služby, terénní služby, služby mimo zařízení – např. v bydlišti klienta selhání srdce zfalšovat, padělat hlad, hladomor poplatek, školné, vstupné

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fellow (n)



fever (n), scarlet fever figure (n) findings (n) fine (n, v) fire (v) flee, fled, fled (v) flexible (adj) flood (n) fluctuate (v) force (n), labour force forecast (v) forgery (n) foundation (n) foyer (n) frailty (n) frame (n) framework (n) fraud (n) frustrating (adj) fuel (n), fossil fuel function (n), bodily function fund (n)

                     

funder (n), statutory funder



fundraising (n)



G gas (n) gas (n), greenhouse gas gender (n) gene (n) generalisation (n) genuine (adj) geometry (n)

      

glue (n)



goods (n), capital goods



250

VOCABULARY

vyučující na univerzitě, vědecký pracovník spála číslo, počet, údaj závěry, zjištění, výsledky, nálezy pokuta, dát pokutu propustit, vyhodit z práce uprchnout pružný, přizpůsobivý povodeň, záplava kolísat, měnit se pracovní síla předpovědět, odhadovat padělání, padělek základ, nadace, fond vstupní hala křehkost, slabost, chatrnost rám, rámec soustava, systém, konstrukce podvod otravný, znechucující, frustrující fosilní palivo tělesné funkce zdroje, prostředky, peníze, fond statutární poskytovatel finančních prostředků sbírání, získávání finančních prostředků plyn – návyková látka na čichání skleníkový plyn pohlaví gen zevšeobecňování, generalizování pravý, skutečný, nefalšovaný geometrie lepidlo – návyková látka na čichání výrobní/investiční majetek

gown (n) GP (n), general practitioner

 

talár praktický lékař třída, ročník, známka, úroveň,  grade (n) stupeň absolvovat, vystudovat,  graduate (v, n) absolvent dostudování, absolvování,  graduation (n) promoce  graph (n) graf, diagram  grievance (n) křivda, důvod ke stížnosti  zažraná špína grime (n) naučit základní principy, dát  ground (v) domácí vězení group (n), mutual support group  svépomocná skupina  podpůrná skupina group (n), support group klienty vedená skupina  group (n), user-led group – svépomocná skupina  groupwork (n) skupinová práce  záruka, zaručit, zabezpečit guarantee (n, v) opatrovník, poručník, zákonný  guardian (n) zástupce  guidance (n) poučení, rada, vedení  guideline (n) směrnice, vodítko  vinen, provinilý guilty (adj) H  navyklý způsob chování habit (n), behavioral habit  halucinace hallucination (n)  hallucinogenic (adj) halucinogenní  obtěžování, pronásledování harassment (n)  poskytnout útulek, ukrývat harbour (v)  utrpení, strádání hardships (n)  harm (n), significant harm značná/velká škoda/újma  harmonizace, uvedení v soulad harmonisation (n)  žně, sklizeň harvest (n)  obtěžovat, nepříjemnost, těžkost hassle (v, n)  hatred (n), racial hatred rasová nenávist  hazardous (adj) nebezpečný, riskantní  linka důvěry helpline (n)  bylinný herbal (adj)

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251

heritage (n) heroin (n) hinder (v)

  

holidays (n), privilege holidays



holistic (adj) home (n), care home homeschooling (n) homicide (n) hostile (adj) hostility (n) hours (n), flexible working hours household (n) housing (n), sheltered housing housing (n), shortage of housing hybrid (n) hygiene (n) hypothermia (n) I identify (v) ideology (n) illiterate (adj, n) ill-treat (v) imbalance (n) immigrant (n)

            

impact (v, n)



impairment (n) impairment (n), hearing impairment impairment (n), learning/ developmental impairment impairment (n), mental impairment impairment (n), mobility impairment impairment (n), physical impairment impairment (n), speech impairment



rozpoznat, zjistit, určit ideologie negramotný, analfabet špatně zacházet nevyrovnanost, nevyváženost přistěhovalec, imigrant mít účinek (dopad), působit, účinek, dopad zhoršení, porucha, postižení



porucha sluchu

 

vývojová porucha učení



mentální postižení



porucha hybnosti



fyzické postižení



porucha řeči

252

     

VOCABULARY

dědictví, odkaz heroin překážet, zdržovat, ztěžovat dovolená navíc k základní nárokové dovolené holistický, celkový dům s pečovatelskou službou domácí škola zabití člověka nepřátelský, agresivní nepřátelství, odpor, nesouhlas pružná pracovní doba domácnost chráněné bydlení nedostatek bytů hybrid, kříženec, míšenec hygiena hypotermie, podchlazení

impairment (n), visual impairment impartial (adj) impartiality (n) implement (v) implementation (n)



porucha zraku

   

nestranný, nezaujatý nestrannost, nezaujatost provést, uskutečnit, realizovat provedení, uskutečnění, realizace naznačit, znamenat, zahrnovat v sobě uvalit, uložit (opatření, nařízení) neschopnost nedostupnost, nedosažitelnost, nepochopitelnost nedostatečný, nevhodný neschopnost popud, podnět, pohnutka dopad, výskyt, četnost podněcovat, navádět, provokovat tíhnout, mít sklon, inklinovat zařazení, začlenění sociální zařazení příjem držený ve vězení bez možnosti komunikace přírůstek, přídavek, příplatek způsobit, přivodit, utrpět trestný, žalovatelný, podléhající trestnímu řízení zaškolení, instruktáž nevyhnutelný, neodvratný vražda, zabití novorozeněte/ dítěte nakažlivý, infekční závěr, důsledek, dedukce infrastruktura porušit, nedodržet, zasahovat aplikování, polykání drog obyvatel zpomalit, potlačit, zabránit, zakázat

imply (v)



impose (v) inability (n)

 

inaccessibility (n)



inadequate (adj) incapacity (n) incentive (n) incidence (n) incite (v) incline (v) inclusion (n) inclusion (n), social inclusion income (n)

        

incommunicado (adj)



increment (n) incur (v)

 

indictable (adj)



induction (n) inevitable (adj)

 

infanticide (n)



infectious (adj) inference (n) infrastructure (n) infringe (v) ingestion (n), drug ingestion inhabitant (n)

     

inhibit (v)



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253

initiative (n) innovation (n) inspection (n) installations (n), oil installations

   

instruct (v)



instructor (n) instrument (n) insufferable (adj) insult (n, v) insurance (n), sickness insurance insurance (n), social insurance intake (n) integration (n)

       

intellectual (adj, n)



intentional (adj) intervention (n) intervention (n), crisis intervention intervention (n), low-threshold intervention intervention (n), prescribing intervention investigate (v) investigation (n) irritable (adj) isolation (n) issue (n) Ivy League (n) J Jobcentre (n) (UK) jobless (adj)

 

podnět, iniciativa novinka, zlepšení, inovace inspekce, kontrola, prohlídka zařízení na těžbu ropy vyučovat, nařizovat, dávat instrukce učitel, instruktor nástroj, zařízení nesnesitelný urážka, potupa, urazit nemocenské pojištění sociální pojištění příjem, přijaté osoby integrace, začlenění, zapojení rozumový, duševní, vzdělanec, intelektuál úmyslný, záměrný zásah, intervence



krizová intervence

 

nízkoprahová intervence

job-sharing (n)



judge (v)



judgmental (adj)



junior (n) jurisdiction (n)

 

254

        

VOCABULARY

úředně (např. soudně) nařízená intervence vyšetřovat, zkoumat vyšetřování podrážděný, nedůtklivý izolace, odloučení záležitost, otázka, problém Břečťanová liga úřad práce nezaměstnaný více pracovníků dělících se o jedno pracovní místo posuzovat, hodnotit, soudit mající předsudky, odsuzující, kritický mladší, nižší, vedlejší pravomoc, jurisdikce

justice (n), perverting the course of justice juvenile (adj) K ketamine (n) key driver (n) keywork (n) kidnapping (n) knock out (v) knowledgeable (adj) L labour (n) laceration (n)



maření soudního výkonu



mladistvý

     

ketamin klíčová pobídka, pohnutka plánovaná případová práce únos uspat, způsobit ztrátu vědomí dobře informovaný, erudovaný

 

pracovní síla, zaměstnanci tržná/řezná rána postrádat, mít nedostatek, nedostatek, nouze zaostávat, opožďovat se bytný/á, majitel/ka bytu plán, návrh, projekt leták, prospekt, propagační materiál celoživotní vzdělávání mateřská dovolená rodičovská dovolená otcovská dovolená levicový zákonodárství, legislativa osoba půjčující peníze ustálit se, stabilizovat se nevýhoda, finanční závazky, odpovědnost navázat/udržovat spojení, zprostředkovat, spolupracovat pomluva, urážka na cti osvobození, propuštění na svobodu řidičský průkaz dávka (drogy) lingvistický, jazykovědný spojit, spojovat, spojení, vztah

lack (v, n)



lag behind (v) landlord, landlady (n) layout (n)

  

leaflet (n)



learning (n), lifelong learning leave (n), maternity leave leave (n), parental leave leave (n), paternity leave left-wing (adj) legislation (n) lender (n) level off (v)

       

liability (n)



liaise (v)



libel (n)



liberation (n)



licence (n), driving licence line (n) linguistic (adj) link (v, n)

   

ENGLISH FOR SOCIAL WORKERS

255

list (n), waiting list listless (adj) literacy (n) livelihood (n), sustainable livelihood loan (n, v) location (n)

  

čekací listina netečný, apatický, lhostejný gramotnost



udržitelný rozvoj/životní způsob

 

logistical (adj)



loss (n), sensory loss



lounge (n)



půjčka, půjčit poloha, místo, umístění logistický, týkající se dopravy, ubytování ztráta smyslového vnímání (např. zraku, sluchu) hala, společenská místnost, klubovna

M magistrate (n), municipal magistrate (Czech Republic) magnifier (n) maintenance (n) major (adj) make (n) malnourished (adj) mandatory (adj) manslaughter (n)

 městský úřad, magistrát       

marginal (adj)



market (n), labour market master (n) maternity (n, adj) mathematics, maths (n)

   

means (n)



mediation (n)



medication (n) mentor (n) merit (n)

  

mess up (v)



method (n), punitive method migrant (n)

 

256

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zvětšovací zařízení, lupa udržování, zachovávání, výživné hlavní, významný, důležitý značka (např. auta), výrobce podvyživený, špatně živený povinný, závazný, mandatorní zabití okrajový, druhořadý, nepodstatný trh práce magistr mateřství, mateřský matematika finanční prostředky, finanční poměry vyjednávání, zprostředkování, mediace lék, léčivo rádce, učitel, instruktor význam, hodnota, zásluha „obrátit naruby“ (po požití drogy) metoda trestání migrant, přistěhovalec

militate (v) minutes (n) mismatch (v) mission (n) mistrust (n,v) misuse (n), substance misuse misuse (v) moderate (adj) molestation (n) mortgage (n) multiculturalism (n) murder (n) mushrooms (n), magic mushrooms N necessity (n), basic necessities need (n), special needs neglect (v)

           

svědčit, působit, mluvit proti zápis, záznam (z jednání) nevhodně spojit, neshodnout se mise, poslání, úkol nedůvěra, nedůvěřovat užívání návykových látek (zne)užívat mírný, přiměřený, umírněný sexuální zneužívání, obtěžování hypotéka multikulturalismus vražda



halucinogenní houby

  

negotiate (v)



net (n), social safety net NHS – National Health Service (UK) nominate (v) nonjudgmental (adj) normative (adj) notification (n) notion (n) nuclear (adj) nuisance (n)



numeracy (n)



nurse (n), registered nurse



nursery (n)



nurture (v) O objective (n) obligation (n)



základní potřeby speciální potřeby zanedbávat jednat, dojednat, dohodnout, vypořádat se sociální síť systém zdravotního pojištění a péče navrhnout, nominovat, dosadit bez předsudků normální, normativní oznámení, sdělení představa, pojem, názor, pohled jaderný, atomový, nukleární otrava, mrzutost, obtěžování znalost základních početních úkonů diplomovaná zdravotní sestra jesle, mateřská škola, školicí středisko pečovat, starat se, živit

 

účel, úkol, cíl, plán závazek, povinnost, úkol

       

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257

obligatory (adj) oblivion (n) observance (n) observation (n) occupation (n)

    

occur (v)



offence (n)



offence (n), custom and revenue offence office (n), Home Office (UK) office (n), municipal office officer (n), education welfare officer opiate (n, adj) opportunity (n), equal opportunities opt (v) option (n) optional (n) order (n), care order order (n), contact order

    

závazný, povinný bezvědomí, zapomenutí dodržování, zachovávání pozorování, vnímání zaměstnání, povolání stát se, přihodit se, napadnout (myšlenka), nacházet se porušení zákona, trestný čin, přestupek porušení celních a daňových předpisů ministerstvo vnitra městský úřad, magistrát pracovník dohlížející na docházku dětí do škol opium, opiát, opiátový



rovné příležitosti

   

vybrat si, rozhodnout se volba, alternativa volitelný nařízení o péči o dítě rozhodnutí soudu upravující kontakt příbuzných s dítětem soudní příkaz





 order (n), court order order (n), emergency protection   order

order (n), occupation order



orchestra (n) origin (n), ethnic origin outcome (n)

  

outlaw (v)



outlet (n), retail outlet outline (n, v) output (n) overdose (v) overhear (v)

    

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předběžné opatření předběžné nařízení týkající se bydlení orchestr etnický původ výsledek, závěr prohlásit za nezákonné, zakázat zákonem maloobchodní prodejna nástin, přehled, nastínit, popsat výstup, výstupní data, výsledek předávkovat (se) zaslechnout, tajně vyslechnout

překrývat se, přesahovat, shodovat se

overlap (v)



P package (n)



panel (n)



panel (n), children´s panel



pantomime (n) papacy (n) paperwork (n) paralysis (n) paranoia (n) paranoid (adj) parent (n), lone parent parent (n), single parent parole (n) partnership (n) pay (n), maternity pay payment (n), direct payment pedagogical (adj)

            

peer (n)



penalty (n) pension (n)

 

pensionable (adj)



percentage (n) peril (n, v) period (n), concrete operational period period (n), formal operational period period (n), preoperational period period (n), sensorimotor period period (n), transition period period (n), trial period perjury (n)

          

balíček, balení, sada tým, skupina, porota, výbor, panel případová konference při sociálně právní ochraně dětí pantomima papežství kancelářské práce, administrativa obrna, paralýza paranoia, stihomam paranoidní osamělý rodič osamělý rodič podmínečné propuštění partnerství, spolupráce, sdružení mateřská dávka přímá platba pedagogický, učitelský vrstevník, člověk stejného postavení trest důchod, penze pracovní místo, kde zaměstnavatel platí zaměstnanci penzijní pojištění procento nebezpečí, riziko, ohrozit období konkrétních operací období formálních operací preoperační období sensorimotorické období přechodné období zkušební doba křivá přísaha

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permission (n), parental permission perpetrator (n) perpetuate (v) persecution (n) perspective (n) pervade (v) pervert (v) pester (v) physics (n) pickpocket (n) pillar (n) pioneering (n, adj) pit (v) placement (n) play (v) truant plight (n) policy (n) polio (n) portability (n) portable (adj) portfolio (n) possession (n) postnatal (adj) powerlessness (n) powers (n), reasoning powers practice (n), medical practice



rodičovský souhlas, svolení

                        

pachatel zachránit pronásledování pohled, hledisko, stanovisko pronikat, rozšířit se, prostoupit zkazit, narušit, zneužít obtěžovat, trápit fyzika kapesní zloděj sloup, pilíř, opora průkopnictví, průkopnický stát proti (komu, čemu), čelit umístění, rozmístění, zařazení chodit za školu, ulejvat se kritická/vážná situace politika, postup, přístup dětská mozková obrna přenosnost přenosný portfolio, složka, soubor vlastnictví, majetek, osobní věci poporodní, nastalý po porodu bezmocnost schopnost logicky myslet lékařská praxe matematický počet, početní výkon přednost, priorita přednost, preference, volba těhotná předsudek, zaujatost předběžný, přípravný, úvodní předčasný, ukvapený schválené místo pobytu maloobchodní prodejna předepsat, nařídit

precalculus (n)



precedence (n) preference (n) pregnant (adj) prejudice (n) preliminary (adj) premature (adj) premises (n), approved premises premises (n), retail premises prescribe (v)

        

260

VOCABULARY

preschool (adj) pressure (n), blood pressure prestigious (adj) presume (v) prevalence (n) preventable (adj) prevention (n) principle (n) prioritise (v) priority (n) prison (n), closed prison prison (n), high security prison prison (n), open training prison privilege (n) probation (n) procedure (n) procedure (n), complaints procedure procure (v) product (n), Gross Domestic Product (GDP) professional (n), health professional profound (n)

               

předškolní krevní tlak věhlasný, proslulý, prestižní předpokládat, domnívat se obecné rozšíření, panující zvyk čemu se dá zabránit, zbytečný prevence zásada, pravidlo, podstata určit prioritu, preferovat přednost, priorita, prvenství věznice s dozorem věznice se zpřísněným dozorem věznice s dohledem výsada, výhoda, privilegium podmínečný trest, zkušební lhůta postup, způsob práce, procedura



procedura při podávání stížností

  

získat, zajistit, prosadit, donutit



zdravotnický pracovník



hluboký, silný, pronikavý program pro odsouzené k alternativním trestům

programme (n), bail programme  programme (n), bridge programme programme (n), complementary programme programme (n), tailored programme promote (v)

hrubý domácí produkt



překlenující program

 

doplňkový/alternativní program

 

prompt (adj, v)



promptly (adv) prophet (n) proportion (n) proposal (n) prosecute (v)

    

program přizpůsobený potřebám klienta podporovat, propagovat, povýšit okamžitý, včasný, přimět, pobídnout ihned, okamžitě prorok část, podíl, proporce návrh, nabídka žalovat, soudně stíhat

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prosecution (n)



proselytism (n)



prostitute (v) protection (n), social protection provider (n), care service provider provider (n), service provider

   

provision (n)



psychiatric (adj) psychologist (n) psychosocial (adj)

  

publicly-funded (adj)



publisher (n) punch (v) punish (v) Q

  

qualification (n)



qualification (n), vocational qualification quarterly (adj) query (n) quit (v) quota (n) R race (n) racial (adj) racist (n, adj) radioactive (adj)

     

raise (v)



raise (v) funds



random (adj) range (n) rape (n, v) rapport (n)

   

262

   

VOCABULARY

obžaloba, trestní řízení, soudní stíhání získávání druhých pro svou vlastní náboženskou víru prostituovat (se) sociální ochrana poskytovatel služeb sociální péče poskytovatel služeb zajištění, opatření, zásobování, potraviny psychiatrický, psychický (nemoc) psycholog, psycholožka psychosociální financovaný z veřejných/státních prostředků vydavatel, vydavatelství udeřit, dát ránu, propíchnout (po)trestat schopnost, způsobilost, kvalifikace pracovní kvalifikace čtvrtletní otázka, dotaz skončit, zanechat, opustit, odejít stanovený počet, kvóta rasa rasový rasista, rasistický radioaktivní vychovat, vychovávat, zvýšit, vznést, upozornit sbírat, získávat finanční prostředky náhodný, nepravidelný škála, rejstřík, rozsah znásilnění, znásilnit vztah, spojení

rate (n), crime rate rate (n), divorce rate rate (n), heart rate rate (n), unemployment rate ration (n, v) rational (adj) readable (adj) reason (v) receipt (n) recipient (n) reciprocity (n) recognition (n), academic recognition record(s) (n), criminal record(s) recoverable (adj) recruit (v) recruitment (n) redress (v) redundant (adj) refer (v) reference (n) referral (n) refoulement (n) refrain (v) refreshable (n) refuge (n) refugee (n) regardless (adv) regime (n) register (n) register (n), child protection register rehabilitate (v)

          

míra kriminality míra rozvodovosti tep, tepová frekvence míra nezaměstnanosti dávka, příděl, omezit, povolit racionální, logický, účelný čtivý, čitelný jednat, přemlouvat, diskutovat přijetí, příjímání příjemce, adresát oboustrannost, vzájemnost uznání dosaženého vzdělání  v jiném státě  trestní rejstřík, záznam v rejstříku návratný, vymahatelný,  žalovatelný  zjednat, najmout  získávání, nábor, přijímání  nahradit, odškodnit, odčinit propuštěný, nadbytečný,  nepotřebný mluvit, popisovat, týkat se,  poslat, odkázat  doporučení, posudek odkázání, doporučení do jiné  sociální služby  vrácení uprchlíka  zdržet se, vyhnout se, nevykonat  obnovitelný  úkryt, útočiště, útulek  uprchlík  přesto, navzdory, bez ohledu na  režim, systém, řízení, vedení rejstřík, seznam, soupis, záznam,  zapsat (se), zaregistrovat (se)  registr dětí v péči oddělení  pro ochranu dětí rehabilitovat, reintegrovat,  znovu zařadit do společnosti

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rehabilitation (n)



reintegration (n) reject (v) relapse into (v) relate (v) release (v) relegate (v) re-let (v) relevant (adj)

       

reliant (adj)



relief (n) relief (n), tax relief religion (n)

  

relocate (v)



rely (v) remark (n), abusive remark remit (n) renewable (adj) renown (n) rent (n), overdue rent reoffend (v)

      

reparation (n)



replacement (n) report (n), annual report reputation (n) require (v) requirement (n) research (n, v) resent (n, v) resettlement (n) resident (n) residential (adj), non-residential residual (adj) re-skilling (n)

           

264

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rehabilitace, reintegrace (do společnosti) reintegrace (do společnosti) odmítnout, nepřijmout znovu upadnout do, vrátit se k týkat se, vztahovat se, souviset uvolnit, propustit, osvobodit odsunout, přeřadit, zařadit znovu pronajmout důležitý, významný, náležitý odkázaný, závislý (na něčí pomoci) úleva, pomoc, útěcha daňová úleva náboženství, víra přesídlit, přemístit, přestěhovat (se) spolehnout se, počítat (s čím) urážlivá poznámka, urážka kompetence, pravomoc obnovitelný proslulost, sláva, dobrá pověst nezaplacené nájemné znovu spáchat trestný čin odškodnění, náhrada, kompenzace nahrazení, výměna, náhrada výroční zpráva pověst, reputace vyžadovat, nařizovat, potřebovat požadavek, podmínka výzkum, zkoumat cítit odpor, nesnášet, odmítat přesídlení, vystěhování (místní) obyvatel rezidenční, ambulantní zbylý, zbývající přeškolení, rekvalifikace

resort (n, v)



resource (n) resources (n), financial resources respectful (adj) responsiveness (n) restriction (n) restrictive (adj) restructure (v) retail (n)

       

retain (v)



retardation (n), mental retardation retire (v) retiree (n)

útočiště, poslední pomoc, uchýlit se prostředek, zdroj, zásoby, nápady finanční zdroje uctivý, zdvořilý vstřícnost, citlivost, vnímavost omezení omezující, restriktivní restrukturalizace maloobchod ponechat (si), udržet (si), zachovat (si)



mentální retardace

 

retirement (n, adj)



reveal (v) revenue (n) rights (n), human rights right-wing (adj)

   

riot (n)



robbery (n) rocking (adj) Roma (n)

  

rota (n)



route (n) rumour (n) rural (adj) S sacred (adj) safeguard (v) salary (n) salary (n), gross salary salary (n), net salary Salvation Army (n)

  

odejít do důchodu důchodce odchod do důchodu, důchod, důchodový odhalit, odkrýt, prozradit příjem, výnos, důchod lidská práva pravicový výtržnost, nepokoje, pouliční bouře loupež, vyloupení (např. banky) houpací Rom rozpis, seznam úkolů/povinností/ služeb cesta, trasa, dráha fáma, pomluva venkovský

     

posvátný, svatý, posvěcený ochránit, zabezpečit plat hrubá mzda čistá mzda Armáda spásy

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265

savings (n) science (n) sclerosis (n), multiple sclerosis scooter (n)

   

scratch (v)



section (n) security (n), social security seeker (n), asylum seeker seeker (n), grant seeker

   

seeker (n), job seeker



segregate (v) segregation (n) selection (n) selective (adj) self-advocacy (n) self-defence (n) self-employed (adj) self-esteem (n) self-harm (n) self-injurious (adj) senior (n) sensor (n) sentence (n) sentence (n), community sentence sentence (n), custodial sentence separation (n)

            

úspory věda, vědecká disciplína roztroušená skleróza vozítko pro postižené škrábat, vymazat, vyškrtnout, zrušit oddělení, díl, úsek sociální zabezpečení žadatel o azyl, azylant žadatel o grant nezaměstnaný hledající zaměstnání oddělit, vyloučit, izolovat oddělení, vyloučení, izolace výběr, vybírání výběrový, selektivní sebeobhajoba sebeobrana samostatně výdělečně činný sebeúcta, sebehodnocení sebepoškozování sebepoškozující starší, vedoucí, vyšší, nadřízený čidlo, snímač, senzor rozsudek, trest, odsoudit



alternativní trest

 

sequence (n)



service (n), assistance service



service (n), generic service



service (n), liaison service



service (n), open-access service



trest odnětí svobody oddělení, odloučení, separace řada, pořadí, posloupnost, důsledek asistenční služba obecně použitelná/standardní služba návazné/související/ zprostředkované služby – pro klienty, kteří potřebují více druhů služeb – např. pro závislého, který je zároveň bezdomovcem nízkoprahová služba

266

VOCABULARY

service (n), preventative service service (n), residential service setting (n), family setting

  

settle (v)



shelter (n) schedule (n) scheme (n) scheme (n), play scheme schizophrenia (n)

    

scholar (n)



scholarship (n) school (n), boarding school

 

school (n), grammar school



school (n), infant school (UK) school (n), primary school school (n), secondary school schooling (n) sign (v) signatory (n) signature (n) significant (adj) signpost (v) sb (to partner organisation) skill (n) skunk (n) sleep rough (v) slum (n) slump (n) smack (v) smuggle (v) sniff (v) socioeconomic (adj) soiled (adj) solely (adv) solicit (v) solicitor (n)

                     

prevenční služba rezidenční služba rodinné prostředí vyřešit, urovnat, dohodnout, usídlit (se) přístřeší, útulek plán, program, rozvrh plán, projekt, program plán hry, nácviku schizofrenie učenec, vědec, student, stipendista stipendium, vědecká práce internátní škola obecná škola (USA), gymnázium (ČR) nižší stupeň základní školy základní škola střední škola výuka, školní vzdělání podepsat podepsaný, signatář podpis významný, podstatný odkázat koho do partnerské organizace dovednost, zručnost, obratnost druh konopí, marihuany spát pod širým nebem chudinská čtvrť, slum prudký/náhlý pokles/propad plácnout, plesknout, dát políček pašovat čichat, šňupat socioekonomický špinavý, znečištěný výhradně, jedině, pouze žádat, prosit, usilovat (o co) právní zástupce, advokát

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solvent (n)



spastic (adj, n)



spawn (v) species (n) speed (n) speech (n), synthetic speech spillover (n) spliff (n) spokesperson (n) spouse (n) squat (n)

        

staff (n)



stakeholder (n) stand out (v) stander (n) state (n), welfare state

   

statement (n)



station (n), power station status (n)

 

statute (n)



stimulant (n) stimulation (n) strain (n) strangle (v) strategy (n) strenghten (v) strife (n) string (n) strive (v) structural (adj) subemployment (n) sub-human (n, adj) subscribe (v)

            

subscriber (n)



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rozpouštědlo spastický, člověk trpící spastickou obrnou zrodit, zplodit živočišný druh, třída metamfetamin umělá řeč dodatečný/vedlejší efekt hašiš mluvčí choť, manžel, manželka usadit se neoprávněně v domě zaměstnanci, pracovníci, personál podílník, vlastník akcií vynikat, vyčnívat, být nápadný pomůcka pro stání, vstávání sociální stát prohlášení, oznámení, výkaz, bilance elektrárna postavení, stav, status nařízení, ustanovení, předpis, statut povzbuzující prostředek podnět, povzbuzení, stimulace napětí, zátěž, stres škrtit, rdousit strategie, taktika posílit, podpořit, zvětšit spor, hádka, boj šňůra snažit se, namáhat se, usilovat stavební, strukturální podzaměstnanost pod-člověk, nelidský podporovat, přispět, předplatit (si) přispěvatel, podporovatel, účastník

subsequent (adj) subsidize (v) subsistence (n) substance (n), volatile substance substantial (adj) suicide (n) summarise (v) supervise (v)

       

support (n), adaptive support



surgery (n), GP surgery surveillance (n) suspect (n, v) sustain (v) sustainable (adj) swing (n), mood swing T

     

tackle (v)



tactile (adj)



tagging (n)



tailor (v) take up (v) target (n, v) tax (n), payroll tax taxation (n) tax-free (adj) technique (n), jobsearch technique television (n), closed circuit television temporarily (adj) tenancy (n)

     

tertiary (adj)



theft (n) thematic (adj) theory (n)

  

následný, pozdější, dodatečný dotovat, subvencovat, přispívat životní minimum těkavá látka podstatný, významný, důležitý sebevražda, sebevrah shrnout, stručně vyjádřit dohlížet, dozírat, konat supervizi pomoc při adaptaci na život s postižením ordinace praktického lékaře dohled, dozor, střežení podezřelý, podezřívat udržet (si), zachovat (si) udržitelný výkyv nálady pustit se do (čeho), vypořádat se (s čím) hmatový, dotykový označení visačkou, elektronickým náramkem upravit na míru, přizpůsobit věnovat se, zabývat se, převzít cíl, plán, úkol, zaměřit se (na co) daň z příjmu zdanění, daně osvobozený od daní techniky pomáhající při hledání práce

 

uzavřený televizní okruh

 

dočasně, prozatímně, přechodně (pro)nájem terciární, vysokoškolský, univerzitní krádež tématický teorie

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therapist (n) therapy (n), occupational therapy thermometer (n) threat (n) threaten (v) thrive (v) throw up (v) timescale (n) toddler (n) toll (v) tool (n), screening tool torture (v) toss (v) trafficking (n) trafficking (n), drug trafficking trainee (n) tranquilizer (n) transcend (v) trauma (n) traumatise (v) treason (n) treasurer (n) (UK) treaty (n) trend (n), downward trend tribe (n) tribunal (n) trigonometry (n) trip out (v) truant (n), to play truant tuition (n) U

                             

ultimate (adj)



unannounced (adj) unaware (adj) unbearable (adj) undergraduate (n, adj) underline (v)

    

270

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terapeut pracovní terapie teploměr hrozba, výhrůžka hrozit, vyhrožovat, zastrašovat prospívat, vzkvétat, prosperovat zvracet časový rozvrh, časový plán batole vybírat daň, vyžádat si oběti měřicí nástroj mučit, týrat odhodit, vyhodit, uvrhnout obchodování, prodávání obchodování, prodej drog učeň, posluchač, účastník utišující prostředek, sedativum přesahovat trauma, duševní otřes traumatizovat, způsobit trauma vlastizrada pokladní, účetní, ekonom smlouva, dohoda, pakt sestupný trend kmen (domorodý) soudní dvůr, tribunál trigonometrie zdrogovat se chodit za školu, ulejvat se výuka, školné závěrečný, základní, rozhodující, maximální neohlášený, neoznámený netušící, neuvědomující si nesnesitelný vysokoškolák, vysokoškolský zdůraznit, vyzdvihnout

underlying (adj) undermine (v)

 

undertaking (n)



undisclosed (adj) unemployment (n), cyclical unemployment unemployment (n), frictional unemployment unequivocal (adj) unfavourable (adj) unfitness (n) unit (n), residential unit



unit of alcohol (n)



unpredictable (adj) uphold (v) urban (adj) urine (n) utilize (v) V vacancy (n) vague (adj) valid (adj) value (n), basic values VAT (value added tax) (n)

    

vehicle (n)



venue (n) vernacular (adj) victim (n) violation (n) violence (n), domestic violence vision (n), low vision vision (n), restricted vision visitor (n), health visitor

       

vital (adj)



vocation (n)



zásadní, základní, spodní podkopat, zničit závazek, záruka, podniknutí (akce) utajený, anonymní

 cyklická nezaměstnanost 

frikční nezaměstnanost

   

jednoznačný, jasný nepříznivý, záporný, špatný nezpůsobilost, nevhodnost oddělení rezidenční péče jednotka alkoholu – např. obsah alkoholu v 0,5 l 10° piva nepředvídatelný, nevypočitatelný udržovat, podporovat, prosazovat městský moč použít, využít

    

volné pracovní místo nejasný, neurčitý, nekonkrétní platný, legální, oprávněný základní hodnoty, zásady daň z přidané hodnoty vozidlo, prostředek, nosné médium místo mateřština, národní jazyk oběť (trestného činu) porušení, nedodržení, znásilnění domácí násilí slabozrakost trubicové vidění pečovatel/ka nezbytný, podstatný, životně důležitý povolání, zaměstnání

ENGLISH FOR SOCIAL WORKERS

271

volunteer (n) voucher (n) vow (v) vulnerable (adj) W wage (n) wage (n), minimum wage warfare (n)

   

dobrovolník poukázka, kupon slíbit, přísahat zranitelný, bezbranný

  

waste (n, v)



watchword wealth (n) wear off (v)

  

welfare (n)



well-being (n) well-wisher (n) wheelchair (n) wicked (adj) widowhood (n)

    

withdrawal (n)



wordy (adj) work (n), case work work (n), field social work work (n), seasonal work workforce (n) working (n), term-time working workshop (n), protected workshop workshop (n), therapy workshop wound (n), puncture wound Y yearbook (n)

     

mzda minimální mzda boj, konflikt, válka odpad(ky), pustina, plýtvat, promarnit heslo, slogan bohatství, majetek vyprchat, vytratit se, zmizet blaho, prospěch, sociální zabezpečení pocit zdraví, blaha příznivec vozík pro fyzicky postižené zlý, podlý, nemorální vdovství, vdovský stav ukončení, stažení, období s abstinenčními příznaky – při odvykání závislosti příliš dlouhý, upovídaný případová práce terénní sociální práce sezónní práce pracovní síla práce pouze v době školního roku



chráněná dílna

 

terapeutická dílna bodná rána



ročenka

272

VOCABULARY

Index A abortion 61, 222 abuse 11, 13, 24, 35, 47, 48, 61, 65, 74, 75, 91, 155, 181, 204, 210, 212, 214, 221, 222, 223, 233 – substance abuse 51, 108, 109 abusive 54 accommodation 21, 50, 62, 63, 66, 76, 119, 120, 134 – residential accommodation 35, 121, 143 – supported accommodation 11, 12, 65, 66 account 24, 61, 132, 158, 188, 198, 199, 203, 221, 222, 229 – audited account 199, 203 accountability 158, 199 addict 13, 14, 123, 220, 227, 228 addiction 15, 65, 66, 123, 220, 228 admission 8, 141, 142, 143, 147 – hospital admission 8 adoption 48, 50, 80, 128, 188, 214 adviser 37, 94, 103, 104, 105, 154, 176, 177, 178, 182, 190, 191 advocate 131, 140, 154, 158, 160, 167, 196, 230 aftercare - 12 age – retirement age 103 allowance 37, 95, 104, 133, 134, 188, 225 – Carer´s Allowance - 37 – child allowance 133 – Disability Living Allowance 37, 95, 225 – Guardian´s Allowance - 188 – Jobseeker´s Allowance 102, 103, 104, 187, 188, 189 – maternity allowance 187 – social allowance 133 amount 24, 39, 131, 132, 133, 187, 189, 198, 199, 203 – subsistence minimum amount 133, 134 analysis 107

– cashflow analysis 199 applicant 74, 92, 107, 120, 133, 197, 204 application 36, 92, 104, 105, 110, 112, 120, 122, 133, 145, 197, 198, 199, 204, 227 – application form 199, 200 arson 61, 222 assessment – care assessment 158, 179, 180, 230 assimilation 79 assistance 33, 35, 36, 120, 128, 129, 130, 134, 208, 209, 210, 228, 232, 233 – one-to-one assistance 35 association 46, 80 – housing association 120, 121 – unincorporated association 209 asylum 74, 75, 76, 133 authority 89, 94, 122, 224 – local authority 48, 49, 50, 62, 93, 94, 119, 120 – regional authority 134 autism 32, 221 B bail 121 behaviour 11, 23, 24, 35, 40, 49, 50, 51, 53, 54, 56, 63, 65, 66, 81, 89, 90, 92, 93, 94, 108, 129, 131, 155, 221, 224, 228 – challenging behaviour 35 being – human being 81, 82 beneficiary 128, 129, 202 benefit 37, 40, 51, 65, 75, 76, 78, 79, 90, 92, 95, 100, 102, 128, 129, 130, 132, 133, 134, 154, 157, 167, 168, 171, 176, 187, 188, 189, 190, 202, 224, 225, 229, 231 – cash benefit 131 – child benefit 188 – childbirth benefit - 133 – discretionary benefit 130, 228 – foster care benefit 133 ENGLISH FOR SOCIAL WORKERS

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– health insurance benefit 100, 225 – housing benefit 133 – Incapacity Benefit 37, 187, 188 – Lone Parent Benefit 189, 190 – maternity benefit 133, 187 – means-tested benefit 129, 228 – non-contributory benefit 129, 228 – non-insurance benefit 129 – parental benefit 133, 189, 190 – retirement benefit 132 – sickness benefit 133 – social care benefit 133 – social security benefit 100, 129, 133, 177, 178, 226, 228 – transport benefit 133 – unemployment benefit 128 – universal benefit 130, 157, 228 blackmail 61, 223 blind 37 blindness – colour blindness 32, 221 board 22, 63, 64, 199 – school board 140, 142 body – governing body 147, 199 Braille, braille 34 breakdown 92, 118, 119, 191, 226 – marital breakdown 118, 191 broker 154 – Job Broker 38 budget 35, 199, 203, 204 – Individual budget 39, 221 bullying 36, 40, 52, 54, 55, 56, 63, 94, 140 bureau - Citizens Advice Bureau 176, 177, 178 burglary 61, 222 C cannabis 8, 9, 10, 11, 12, 219 care 11, 21, 23, 27, 32, 33, 37, 47, 48, 49, 50, 51, 66, 80, 90, 109, 120, 132, 133, 134, 144, 155, 156, 158, 159, 160, 161, 162, 168, 179, 180, 181, 186, 188, 189, 220, 230, 231 – alternative care 46

274

INDEX

– child care 11, 12, 46, 49, 50, 51, 88, 140, 181, 189, 190, 231 – community care 155, 156 – day care 133, 134, 155, 156 – domiciliary care 155, 156 – foster care 48, 49, 50, 133 – health care 33, 34, 46, 128, 131, 132, 168, 181, 209, 210 – medical care 38 – nursing care 21, 157 – personal care 21, 35 – preventative care 109 – residential care 11, 48, 155, 156, 158, 229 – respite care 181 – social care 12, 36, 51, 66, 129, 133, 134, 181, 228 career 37, 132, 145 caregiver 24, 34, 221 careleaver 50 carer 21, 25, 37, 39, 80, 90, 132, 155, 156, 181, 189, 222 caretaker 186 caseworker 178 centre 25, 35, 36, 50, 51, 62, 63, 65, 109, 122, 123, 146, 171, 179, 204, 227, 228, 231 – attendance centre 65 – children´s centre 51, 52 – community centre 50, 65 – day centre 35, 36, 134 – detoxification centre 121 – drop-in centre 171, 231 – family centre 121 – Foyer centre 121, 226 – homeless centre 121 – Job centre 103, 104, 122, 190, 191, 227 – pilot centre 179 – Salvation Army centre 122, 227 – Secure Training Centre 62 – social care centre 133 certificate 143 – birth certificate 97

– death certificate 14 – General Certificate of Secondary Education 142 chair – chairperson 94, 200, 203 check – health check 131 cheque 61, 198, 203, 222 child – dependent child 88, 120 childminder 189, 231 citizen – senior citizen 20, 21, 26, 34, 132, 134 citizenship 26 commission – Commission for Social Care Inspection 159, 180 cocaine 9, 10, 11, 14, 219 condition – living conditions 128, 129, 133 conference 27, 147 – child protection conference 48, 50 contract 122, 166, 168, 227 – service user´s contract 180, 181 contribution 24, 25, 49, 52, 78, 79, 129, 132, 133, 159, 187, 188, 191, 228 – compensatory contribution 133 convict 62, 64 conviction 14 costs 37, 78, 79, 157, 181, 187, 190, 196, 197, 203, 204 – living costs 133, 134 council 27, 76, 80, 120, 122, 147, 158, 179, 181, 227, 229, 230 – local council 21, 80, 159, 182 counselling 109, 155, 156, 169 – family counselling 96, 110 counsellor 55, 95, 108, 109, 193 court 49, 62, 64, 65, 92, 110, 123, 155, 176, 178, 191, 192, 228, 232 – juvenile court 155 coverage 130, 132, 156, 228 – field coverage 156 creed – religious creed 208, 233 crèche 140, 189, 231 curfew 65 curriculum 40, 140, 141, 143

CV – curriculum vitae 104, 106 D detainee 213 detoxification 11, 121 device – assistive device 33 dignity 23, 159, 161, 208, 210, 220, 232 diploma 141, 166 disability 20, 32, 33, 37, 39, 40, 93, 95, 112, 120, 129, 132, 134, 146, 168, 177, 221, 225, 228 – learning/developmental disability 32, 34, 38, 40, 159, 161, 221, 229, 230 – mental disability 32, 221 – physical disability 20, 32, 221 discretion 120, 129, 130, 228 disempower 158 disorder 32, 61, 131, 221, 223 – attention deficit disorder 32, 221 – attention deficit hyperactivity disorder 32, 221 distribution 130, 132, 134, 157 – one-off distribution 196, 197 – regular distribution 196, 197 district – school district 140, 142 doctorate 143, 147 documentation – chart documentation 109 dose 10, 219 draft 104 E ecology 214 economy 88, 100, 101, 225, 226 ecstasy 9, 10, 11, 219 eligibility 198, 199 eligible 132, 143, 159, 181, 188, 229 emigrant 75 emission 214, 215, 234 employee 24, 133, 201 employer 24, 36, 38, 102, 104, 106, 111, 166, ENGLISH FOR SOCIAL WORKERS

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168, 187, 190, 191, 201 employment 12, 36, 38, 51, 52, 63, 78, 99, 101, 102, 122, 134, 166, 167, 168, 169, 171, 176, 231 – integrated employment 36 – supported employment 36, 37 empower 22, 23, 26, 121, 158, 159, 162, 229, 230 enrol 14, 140, 213 enrolee - 132 entitle 50, 102, 118, 132, 143, 179, 180, 188 entitlement 118, 128, 168 environment 10, 25, 33, 34, 35, 39, 40, 46, 48, 49, 51, 53, 62, 75, 77, 81, 88, 157, 166, 170, 180, 189, 190, 196, 210, 211, 214, 231 establishment 25, 62, 134, 146, 166, 170 evaluate 107, 121, 141, 157 examination 142, 157 – medical examination 48 exclude 51, 78, 118 exclusion 65, 78, 82, 101, 118, 166, 168, 226 exemption – tax exemption 209 expenditure 8, 197, 203 expense 128, 203 extra-curricular 40 ex-user 15, 220 F facilitator 161, 162, 230 facility 21, 25, 35, 63, 121, 178, 179, 181, 208 fee 143, 146, 159 force – labour force 100, 225 fraud 60, 61, 222 – benefit fraud 60 function – bodily function 32, 37 fund 23, 51, 52, 80, 94, 131, 132, 133, 140, 142, 147, 168, 169, 171, 176, 187, 188, 191, 197, 198, 199, 200, 201, 202, 204, 208, 209, 214, 221, 232 – Child Trust Fund 188 – European Social Fund 167, 169, 171, 231

276

INDEX

funder 196, 197, 198, 199, 210 fundraising 196, 204 G goods 61, 100, 157, 168, 222, 225 GP – general practitioner 176, 178 graduate 41, 145, 146 graduation 22, 141, 143, 144 group – client group 11, 154, 157, 229 – community group 52 – ethnic group 79, 80 – mutual support group 12, 13 – support group 36, 121, 181 – user-led group 12 groupwork 155, 156 guardian 188 guidance 37, 120, 199, 201 guideline 128, 167, 168, 198, 199 H habit – behavioral habit 144, 145 harassment 61, 160, 222 hatred – racial hatred 74, 223 helpline 92, 191 heroin 9, 10, 66, 123, 220, 228 home – care home 21, 22, 23, 26, 27, 121, 134, 159, 160, 161, 180, 181, 182, 230 homeschooling 140, 142 homicide 61, 222 hour – flexible working hours 190, 191 housing 12, 20, 74, 118, 120, 121, 128, 133, 147, 155, 156, 176 – sheltered housing 25, 27 – shortage of housing 77, 118 I illiterate 211, 233 ill-treat 47, 213 immigrant 73, 75, 79, 105

impairment 32 – hearing impairment 32, 34, 221 – mental impairment 20, 32, 40, 221 – mobility impairment 32, 221 – physical impairment 34, 41 – visual impairment 32, 34, 41, 221 inclusion 24, 33, 36, 40, 78, 79, 104, 167, 168, 221 infanticide 61, 222 ingestion – drug ingestion 14 inspection 159, 160, 161, 180 insurance 109, 128, 129, 132, 133, 187, 188, 197, 201, 203, 204, 228 – health insurance 9, 100, 128, 129, 225 – sickness insurance 133, 134 – social insurance 128, 129, 132, 228 integration 41, 79 intervention 11, 12, 25, 156, 178 – crisis intervention 11, 155, 229 – low-threshold intervention 12 – prescribing intervention 11 isolation 23, 25, 26, 77, 78, 213, 221 issue – Big Issue 121, 122, 227 J Jobcentre 103, 104, 122, 190, 191, 227 jobless 100, 225 job-sharing 190, 191 judge 49, 64, 157, 177, 199 jurisdiction 140, 209 justice 46, 63, 181, 213 – perverting the course of justice 61, 223 juvenile 46, 63, 155 keywork 11 keyworker 51, 122 kidnapping 61, 223 L landlord – landlady 120, 122, 227 learning 25, 32, 35, 40, 93, 120, 141, 147, 170, 186

– lifelong learning 144, 145, 169 leave – adoption leave 188 – maternity leave 88 – parental leave 88, 188 – paternity leave 187 legislation 167, 168 liability 201 liaise 51 libel 61, 223 licence 64, 111 literacy 35, 52 loan 141, 142, 143 loss 32, 100, 118, 225 – sensory loss 25 M magistrate – municipal magistrate 133 maintenance 66, 90, 128, 143, 189, 190, 192, 223 malnourished 24, 221 management – care management 155, 229 mandatory 67, 128, 140, 142 manslaughter 61, 222 market – labour market 38, 78, 100, 101, 130, 166, 167, 169, 226 master – Master of Social Work 108, 110 mediation 191, 192, 232 mentor 12, 14, 52, 65, 66, 190, 191 method – punitive method 89, 224 migrant 75, 78, 79 misuse – alcohol misuse 11 – drug misuse 10, 11, 34, 52 – substance misuse 121 molestation 92, 224 mortgage 100, 225 multiculturalism 78, 79 murder 61, 222 N necessity 130, 133, 228 ENGLISH FOR SOCIAL WORKERS

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need(s) 11, 22, 26, 34, 35, 37, 38, 40, 41, 48, 62, 121, 128, 129, 130, 135, 140, 154, 155, 177, 180, 190, 196, 202, 228, 229 – care needs 37, 179, 228 – mobility needs 37 – priority needs 120 – special needs 39, 40, 41, 50, 93, 129, 142, 144, 146, 228 net – social safety net 128 network 25, 39, 52, 172, 176, 211, 212, 222, 225 – social network 78, 155, 168 NHS – National Health Service 8, 131 non-residential 121 nurse – registered nurse 21 nursery 48, 142, 189, 231 O obligatory 133 occupation 20, 92, 100, 145, 225 – bail offence 61, 223 – custom and revenue offence 61, 223 – drug offence 61, 222 – racial and religious offence 74, 223 – sexual offence 61, 222 offender 64, 65, 155 – young offender 62, 63 office – Home Office 76 – municipal office 133, 134 – Office of the Third Sector 196 opportunity – equal opportunities 108 order – care order 49, 50 – community order 62, 65 – contact order 49, 232 – court order 48, 49, 64, 80 – emergency protection order 49 – non-molestation order 92, 224 – occupation order 92, 224 origin – ethnic origin 74, 80, 82, 168, 202, 223 overdose 10, 219

278

INDEX

P panel 63 – children´s panel 155, 156 parent – foster parent 80 – lone parent 103, 189, 190 – single parent 90, 120 pay – adoption pay 188 – maternity pay 187, 188 – paternity pay 187, 188 – sick pay 37 payment – direct payment 39, 158, 159, 221, 229, 230 peer 12, 26, 40, 41, 52, 56, 186 penalty 62 pension 24, 25, 37, 109, 133, 134, 168, 197 pensionable 107 period – transition period 36 – trial period 180 perjury 61, 223 perpetrator 92, 93 pickpocket 67 play truant 49, 50, 51, 94 policy 33, 79, 80, 88, 94, 156, 157, 158, 165, 167, 168, 169, 176, 178, 196, 199, 214 – social policy 127, 128, 129, 165, 166, 167, 168, 169 polio 32, 221 portfolio 171, 231 postgraduate 143, 144 premises 49, 67, 203 – approved premises 64 prevention 12, 13, 26, 48 priority 120, 170, 200, 201, 202 prison 60, 62, 63, 64, 66, 106, 108, 178, 223 – closed prison 62 – high security prison 62 – open training prison 62 prisoner – prisoner of conscience 212, 213

probation 48, 64, 65, 107, 121, 122, 227 procedure 107, 147, 157, 201, 204 – complaints procedure 180, 181, 199 product – Gross Domestic Product (GDP) 169 professional – health professional 22 programme 11, 12, 14, 23, 35, 36, 51, 52, 63, 65, 94, 95, 107, 121, 130, 144, 156, 196, 197 – bridge programme 121 – community programme 12 – complementary programme 63 – educational programme 56, 145, 170 – grant programme 204 – peer programme 11, 53 – rehabilitation programme 11, 66, 121 – retraining programme 101, 171, 226 – tailored programme 62 – 12-step programme 11 – welfare programme 130, 131 protection 46, 47, 48, 49, 75, 177, 201, 213 – social protection 78, 128, 129, 130, 166, 167, 168 provider 38, 133, 159, 196 – care service provider 39, 159, 177, 178, 221 provision 25, 36, 46, 121, 130, 156, 158, 178, 209, 228, 233 Q qualification 111, 134, 142, 143, 171, 231 – vocational qualification 102, 144 R race 74, 75, 78, 80, 82, 168, 177, 209, 223, 233 racial 74, 168, 209, 211, 223, 224, 233 racism 81, 82, 202 raise funds 176 rape 61, 123, 222, 228 rapport 51 rate 60, 102, 103, 147, 188 – crime rate 130

– divorce rate 91 – heart rate 9 – unemployment rate 100, 102, 225 recipient 133, 134 record(s) 36, 37, 61, 80, 102, 132, 158, 198, 213, 222, 230 – criminal records 201 recruit 161, 213 recruitment 201, 213 redistribution 128 reduction – harm reduction 12 referral 51, 109, 121, 171, 231 refuge 92, 93, 224 refugee 46, 73, 74, 75, 76, 77, 79 registered 120, 171, 176, 189, 231 register – child protection register 47, 48, 49, 50 reintegration 12, 213 relief 128, 177 relief – tax relief 209 religion 74, 75, 81, 82, 128, 130, 168, 209, 210, 212, 223, 233 report 36, 37, 67, 107, 108, 161, 180, 213 – annual report 199 – inspection report 159, 160, 180 requirement 46, 62, 64, 65, 121, 141, 154, 167, 169, 199, 200, 229 research 90, 107, 118, 145, 146, 147, 167, 210, 212, 214 resettlement 121, 122, 227 resident 22, 23, 27, 35, 109, 120, 161, 162, 180, 230 residential 11, 21, 35, 38, 48, 110, 121, 143, 155, 156, 158, 229 resource 53, 88, 107, 118, 132, 178, 203, 208, 233 – financial resources 141 retiree 132 retirement 100, 103, 132, 226 rights 46, 74, 81, 82, 90, 92, 97, 128, 167, 177, 179, 191, 212 – citizen´s rights 178 ENGLISH FOR SOCIAL WORKERS

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– children´s rights 46, 210 – human rights 75, 82, 210, 212, 213 – social rights 166 riot 61, 80, 146, 223 robbery 61, 222 Roma 233 rota 105, 106 S salary 24, 107, 192 – gross salary 133, 134 Salvation Army 63, 121, 122, 227, 228 security 25, 26, 69, 132, 167, 208, 210, 213, 232 – social security 46, 100, 127, 128, 129, 131, 132, 156, 166, 168, 169, 177, 178, 226, 228 seeker – asylum seeker 74, 75, 76 – grant seeker 198 – job seeker 100, 102, 103, 104, 187, 189, 225 self-advocacy 35, 52 self-care 32 self-confidence 186 self-defence 52 self-employed 133, 134, 191 self-esteem 35, 40, 53, 89, 100, 119, 224, 225, 226 self-harm 11 self-help 178, 191 self-injurious 186 senior 19, 22, 26, 34, 132, 134 sentence 62, 64, 65 – community sentence 62, 64 – custodial sentence 62 – death sentence 213 service 11, 12, 21, 25, 26, 36, 39, 51, 80, 93, 94, 104, 107, 109, 121, 128, 129, 130, 131, 132, 133, 154, 156, 157, 158, 159, 160, 168, 171, 176, 177, 178, 180, 181, 193, 209, 221, 225, 229, 230, 231

280

INDEX

– assistance service 134 – care service 21, 46, 158, 159, 161, 180, 229, 230 – community service 35, 155 – counselling service 175 – day service 35, 133, 134 – employment service 36, 37 – generic service 11 – health service 11, 52, 155, 159, 229 – homeless service 121 – housing service 11 – liaison service 11 – mediation service 191 – NHS – National Health Service 8, 131 – outreach service 36, 93, 109 – preventative service 25, 26 – Prison Service 62, 63, 108 – probation service 121 – rehabilitation service 11 – social care service 11, 39, 155, 159, 221, 230 – social service 11, 21, 38, 39, 47, 48, 49, 51, 95, 120, 131, 133, 134, 153, 154, 155, 156, 158, 159, 178, 181, 182, 189, 212, 221, 225, 229, 234 – support service 26, 121, 181 setting – family setting 48, 50, 65 shelter 25, 27, 118, 121, 128, 226, 227 schedule 107, 198, 199 scholarship 141, 142 school 11, 36, 39, 40, 41, 48, 49, 50, 51, 54, 55, 56, 93, 94, 111, 140, 141, 143, 146, 147, 156, 170, 178, 189, 190, 222, 231 – basic school 144, 145 – boarding school 49, 143 – elementary school 140 – grammar school 77, 140, 144, 145 – high school 140, 141 – infant school 142 – primary school 142

– public school 143 – secondary school 142, 145 – special school 36, 41, 49 schooling 140 signatory 203 signpost 25, 26 skill 35, 36, 38, 51, 52, 63, 65, 66, 93, 100, 104, 105, 109, 144, 145, 155, 167, 168, 169, 171, 196, 199, 211, 223, 225, 231 – basic skills 51, 65, 155 – social skills 93, 168 skunk 9, 10, 219 smuggle 10 solicit 56, 214 solicitor 76, 92, 106, 192 squat 66, 118 staff 15, 23, 24, 35, 40, 48, 49, 53, 56, 62, 64, 92, 121, 123, 161, 162, 201, 203, 220, 228, 230 state – welfare state 129, 130, 131 substance – volatile substance 9, 10 suicide 11, 123, 228 supervise 23, 37, 38, 64 supervision 37, 48, 51, 64, 65, 146, 209 support – community support 35 – drug-related support 11, 12 – employment support 36 – family support 52, 181 – social support 132, 133, 134 sustainable 168, 204 T tagging 65 tax 131, 187, 234 – income tax 191 – payroll tax 132 – VAT – value added tax 203 tax-free - 188 technique – jobsearch technique 104 telecare 34 tenancy 122, 227

theft 60, 61, 65, 67, 222 therapy 22, 27, 154 – occupational therapy 36 trafficking – child trafficking 210, 211, 233 – drug trafficking 61, 222 trainee 62, 106 trauma 33, 212, 234 treason 61, 223 truant – to play truant 49, 50, 51, 94 tuition 141, 142, 143, 146 U undergraduate 141, 143, 144, 146 unemployment 99, 100, 101, 102, 103, 118, 128, 131, 168, 169, 209, 225, 226, 227 – cyclical unemployment 100, 225 – frictional unemployment 100, 225 – hidden unemployment 101, 226 – long-term unemployment 78 – seasonal unemployment 100, 225 – structural unemployment 100, 225 – technological unemployment 101, 226 unit 11, 147, 156, 157 – unit of alcohol 8 V value(s) 60, 68, 82, 88, 108, 167 – basic values 78 violation 213 violence 54, 61, 65, 92, 170, 210, 213, 214, 223 – domestic violence 11, 65, 91, 92, 93, 204, 224 vision – low vision 32, 221 – restricted vision 38 visitor – health visitor 48, 95, 156, 224 vocational 35, 36, 102, 143, 144, 145, 166, 170, 171, 211 volunteer 22, 26, 66, 93, 95, 121, 122, 176, 177, 201, 203, 225, 227 ENGLISH FOR SOCIAL WORKERS

281

W wage 107, 167, 187, 197, 203 – minimum wage 102, 104 welfare 46, 48, 49, 94, 128, 129, 130, 131, 181, 210 well-being 26, 47, 52, 53, 160, 208, 232 wheelchair 23, 33, 37, 220 work – case work 154, 178 – field social work 155 – part-time work 190, 191

282

INDEX

– seasonal work 100, 225 – social work 130, 154, 155, 196, 228, 229 – term-time work 190, 191 – voluntary work 190, 191 worker – care worker 21, 27 – social worker 48, 49, 50, 93, 155, 156, 171 workforce 169 workshop 22, 54, 63, 171, 191, 203 – protected workshop 134 – therapy workshop 22