Partnerships

There is currently much policy emphasis on both partnership working between health and social services in the UK and on the outcomes delivered by services. This article provides an account of two consecutive projects centred on these two themes. The first project, at the University of Glasgow, sought to address the lack of evidence about the outcomes delivered to service users by partnerships.

Our experience of partnership working on a Scottish project on service user and carer involvement in social work education has been a deeply politicising one. First-hand encounters with power enacted at various sites of service user and carer involvement across national, institutional and local university levels have demonstrated to us that 'partnership working that pushes at the orthodox structures of power is difficult' (Barnes et al., 2006, p. 434).

This paper presents some of the key findings from a study about supporting carers in employment. It describes the qualitative experiences of family carers for older people who are in paid employment, paying particular attention to their views on assessment and service provision. The perspectives of other key stakeholders, including staff from statutory and independent sector agencies, are also considered. Support for carers in employment is one of the five priority action areas underpinning the National Strategy for Carers (DoH, 1999).

The aim of the programme was for sites to develop and enhance the local support available to carers and, where possible, to measure the quality and effectiveness of the new provision.

For the past decade nurse education has incorporated service user and carer perspectives into their programme and research agendas. Moving from rhetoric to the reality of embedding adult service user and carer knowledge into nurse education this paper discusses how this good practice was extended to young people under the age of 18. Globally, the mental health of young people is coming under the spotlight and based on this two “World Café” events focusing on young people and their mental well being were organised.

Partnership work with service users and carers in social work education is a policy requirement, and it is also central to the anti-oppressive and rights-based values of social work. This paper reports research findings which are drawn from an educational context, but are also relevant to the wider field of health and social care. The research team undertook a systematic knowledge review using the Evidence for Policy and Practice Information and Coordinating Centre system, which had been used in health and education, but which had not previously been used in social care and social work.

The guidance looks at best practice for local commissioning partnerships to provide services to support carers of individuals with a drug problem. The document also covers how best to include carers (where appropriate) in the drug treatment of the individuals they are concerned for – citing the evidence base that demonstrates involving carers can improve outcomes for users. The guidance as a whole is predicated on the assumption that commissioners and services providers involve and consult carers in every stage of service design and delivery.

This contribution is devoted to those who take care of others, given here the general name of carer. It is stated that there are an estimated 6.8 million carers in the UK looking after people with a very wide range of health and social needs. Caring for others is an activity that can have both good and adverse effects on the life of a carer. More attention has been focused on the bad effects but some research looks at the positive aspects of caring. The main factors affecting carers' lives are noted.

In this chapter the author recounts her personal experiences of being a carer for her son and her interaction with social services in Scotland. The author's son is now over 30 years old and is on the autistic spectrum, has obsessive compulsive disorder and a learning disability. She recounts the early difficulties she had in dealing with health and educational professionals as she tried to achieve the best possible care for her son. Many of the professionals she encountered were unable to appreciate the importance of integrating her son into as many normal daily activities as possible.

This paper examines the views of carers who have received a carer’s assessment following the introduction of the Carers (Equal Opportunities) Act 2004. The Act ensured for the first time that a carer’s desire to take part in paid work, education or training, and leisure opportunities was considered. Semi-structured interviews were undertaken with carers to illuminate their lived experiences.