Drawing on the Concepts You Have Studied in Block 1, Critically Reflect on the Ways in Which Your Own Life Course Has Affected How You Work in, or Use, Health and Social Care.
Drawing on the concepts you have studied in Block 1, critically reflect on the ways in which your own life course has affected how you work in, or use, health and social care.
We are now living in an ageing society and so health and social care will play a part throughout our life course in one way or another. I shall start the main body of my assignment by providing an explanation of what is meant by the life course. I will then move onto my experiences of adulthood and of using health and social care services, showing as I go how block 1 has helped me to critically reflect upon these and the outcome. Critically reflection means that I will analyse, challenge and question within this assignment. I will also show the different methods of reflection to explore my life course and show how important reflection can be in health and social care setting. After reflecting I will discuss other aspects from within the learning guides. I then will come to the end of the assignment with a brief conclusion.
The term life course is made up of expected age related events throughout life, that are traditions within a society. These life courses can change in different cultures. These events within a life course can affect how people live which is called life course perspective, by understanding a person’s life course, we can use it to provide appropriate support and provision. In learning guide three, open university, five principles by Bengston et al (2005), occur within the life course perspective; by discussing these we have a better understanding of the life course, ‘It establishes a common field of inquiry by defining a framework that guides research in terms of problem identification and formulation...’, (Bengston et al, 2005, Chapter 1). The first is called linked lives, which is how our lives are affected by others, they have are very influential, especially family. The second is time and place, it discusses how things such as historical events, living in a time
We are now living in an ageing society and so health and social care will play a part throughout our life course in one way or another. I shall start the main body of my assignment by providing an explanation of what is meant by the life course. I will then move onto my experiences of adulthood and of using health and social care services, showing as I go how block 1 has helped me to critically reflect upon these and the outcome. Critically reflection means that I will analyse, challenge and question within this assignment. I will also show the different methods of reflection to explore my life course and show how important reflection can be in health and social care setting. After reflecting I will discuss other aspects from within the learning guides. I then will come to the end of the assignment with a brief conclusion.
The term life course is made up of expected age related events throughout life, that are traditions within a society. These life courses can change in different cultures. These events within a life course can affect how people live which is called life course perspective, by understanding a person’s life course, we can use it to provide appropriate support and provision. In learning guide three, open university, five principles by Bengston et al (2005), occur within the life course perspective; by discussing these we have a better understanding of the life course, ‘It establishes a common field of inquiry by defining a framework that guides research in terms of problem identification and formulation...’, (Bengston et al, 2005, Chapter 1). The first is called linked lives, which is how our lives are affected by others, they have are very influential, especially family. The second is time and place, it discusses how things such as historical events, living in a time
References: Barker, J. (2010) Evidence-based Practice for Nurses, Milton Keynes, The Open University. Bengtson, V. L., Elder, G.H.J. and Putney, N.M. (2005) ‘The lifecourse perspective on ageing: linked lives, timing and history’ in Johnson, M.L. (ed) The Cambridge Handbook of Age and Ageing, Milton Keynes, The Open University. Bury, M. ‘Chronic Illness as biographical disruption’ in Katz, J., Peace, S. and Spurr, S. (eds) Adult Lives: A Life Course Perspective, Bristol, Policy press. Milton Keynes, The Open University (K319 Reader). Phillips, D. (2012) ‘Quality of Life’ in Katz, J., Peace, S. and Spurr, S. (eds) Adult Lives: A Life Course Perspective, Bristol, Policy press. Milton Keynes, The Open University (K319 Reader). Rolfe, G., Freshwater, D. and Jaspar, M. (2001). Critical Reflection in Nursing and the Helping Professions: a user’s guide, Basingstoke, Palgrave Macmillan. Milton Keynes, The Open University. Rowe, J.W. and Kahn, R.L. (1997) ‘Successful ageing’, Gerontologist, vol. 37, no. 4, pp. 433–40. Milton Keynes, The Open University. Shon, D. (1983) The Reflective Practitioner: how professionals think in action, New York, Basic. Milton Keynes, The Open University.