English For Social Workers

Tato uebnice vznikla v rmci projektu Vyuit novch metod a organizanch forem vuky na VO Jabok
(CZ.04.3.07/3.1.01.3/3298) spolufinancovanho z prostedk Evropskho socilnho fondu, sttnho

rozpotu esk republiky a rozpotu hlavnho msta Prahy.
VO Jabok zskala licenci uvat texty z domny gov.uk pro vzdlvac ely. slo licence: C2007000284.
(Public Sector Information Licence on behalf of Academy of Social Pedagogy and Theology, Prague,
Czech Republic. Your licence number is C2007000284. Her Majestys Stationery Office, Licensing Division,
St Clements House, 216 Colegate, Norwich, NR3 1BQ, E-mail: HMSOLicensing@cabinet-office.x.gsi.gov.uk)
Editorka: Ivana ihnkov

Odborn konzultace:
Martina Volfov
Anthony Bunday
Alan Gibson
ISBN:
OBSAH
vod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
VOD
Uebnice anglitiny English for Social Workers vznikla v rmci projektu Vyuit novch metod a organizanch forem vuky na VO Jabok (CZ.04.3.07/3.1.01.3/3298) spolufinancovanho z prostedk Evropskho socilnho fondu, sttnho rozpotu esk republiky
a rozpotu hlavnho msta Prahy.
Uebnice je urena pedevm studentm Vy odborn koly sociln pedagogick a teologick Jabok, ale i dalm zjemcm psobcm v oblasti sociln prce.
80 % text v knize bylo pevzato z webovch strnek britsk vldy domna gov.uk.
Dal texty pak z oficilnch strnek vldy USA a esk republiky a pti dalch organizac
psobcch v sociln oblasti.
Kniha je lenna do 17 lekc, kad pokrv jednu oblast tkajc se vzdln, sociln
politiky a socilnch slueb pro specifick skupiny klient. Kad lekce obsahuje cvien
orientovan na procvien slovn zsoby, tmata k diskusm, poslechov cvien i nmty
na dlouhodobj projekty student. Soust uebnice je anglicko-esk slovnek
odborn terminologie s vce ne 1 200 vrazy.
Texty a cvien byly konzultovny s britskmi odbornky na sociln prci.
Texty v uebnici jsou k dispozici i na CD namluvilo je deset rodilch mluvch.
Uebnici je mono rovn sthnout z webovch strnek VO Jabok www.jabok.cz.
Editorka
ENGLISH
FOR SOCIAL WORKERS
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 1115 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 1115 reported that they were regular smokers. Girls aged
1115 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 1115 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?
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 23 times stronger than other varieties.
ENGLISH
FOR SOCIAL WORKERS
Usually mixed with tobacco and smoked as a spliff or . Can also be used to make tea or can
be baked in hash cakes and . Smoking a spliff makes a lot of people happy and relaxed and
the 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 worlds 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 12 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
10
UNIT 1
ADDICTIONS
it could start a few days later. With ecstasy it typically lasts up to three days, with symptoms at their
worst on the last day (weekend clubbers call it mid-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)

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
11
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, womens 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 56 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 its like.
Try drinking alcohol to see what its like.
Try getting drunk to see what its like.
Try sniffing glue to see what its like.
Try taking cannabis to see what its like.
Try taking a hard drug to see what its like.
II. Do you think it is OK for someone your age to do the following?
Smoke cigarettes once a week.
Drink alcohol once a week.
Get drunk once a week.
Sniff glue once a week.
Take cannabis once a week.
Take a hard drug once a week.
12
UNIT 1
ADDICTIONS
III. Did the school lessons about drugs (including 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
911 years old
1214 years old
1517 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 wasnt covered up. He worked in the entertainment business.
What do you expect? Hed 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
13
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 wouldnt 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 couldnt leave the children so Id get up and drive in the dead of night trying
to find him.
Tom couldnt 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 hed never get back to normal. We felt so guilty. He
embraced Cocaine Anonymous mentor programme and, lets 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. Its 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, Ive got
to get money, Ill 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, thats 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 Id left it for a day longer hed have had to operate on my arm.
14
UNIT 1
ADDICTIONS
And thats 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 theyve been there.
If I had heard my life story when I was 15, I would never have done drugs in the first place. Its 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.
Im now 22 and am living by myself and have been clean for four years its been the most difficult thing
Ive ever had to do.
I know I have lots of life ahead of me, but its like Ive lived one already and Im lucky to have a second
chance, there are lots of people who dont.
(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
podporovan bydlen
akutn, nalhav, vn
zvisl, narkoman
zvisl na
zvislost
pijet do nemocnice
aerosol
bdl, pozorn
zkostn, zneklidnn, dychtiv
vhodn, pimen, nleit
piblin, asi
umle, nepirozen
zvit, zeslit, pozvednout
znt prduek, bronchitida
konop, hai
lkov pe, hospitalizace
rezidenn pe,
pe v pobytovch zazench
nsledn pe, ochrann dozor
mrtn list
kokain
zklamn, ostuda
piznat (se), doznat (se)
zmatek, zmaten
care (n), residential care
care, aftercare (n)

certificate (n), death certificate
cocaine (n)
comedown (n)
confess (v)
confusion (n)
ENGLISH
FOR SOCIAL WORKERS
15
consultation (n)
consumption (n)
porada, konzultace
spoteba
pesvden, usvden,
conviction (n)
odsouzen
crack (v, n)
praskat, crack (droga)
doadovat se, snan prosit

crave (v)
deliberate (adj, v)
mysln, zmrn, uvaovat
uklidujc prostedek
depressant (n)
detoxifikace
detoxification (n)
primrn/prvn (pedbn)
diagnosis (n), primary diagnosis
diagnza
zkroutit, pokivit, zkreslit

distort (v)
dvka (drogy), dt si dvku

dose (n, v)
majc souvislost s drogami

drug-related (adj)
extze (droga)
ecstasy (n)
zapsat se, zaregistrovat se,
enrol (v)
pihlsit se
evidence-based (adj)
zaloen na dkazech
vdaj, nklad
expenditure (n)
bval narkoman, alkoholik

ex-user (n)
selhn srdce
failure (n), heart failure
fluctuate (v)
kolsat, mnit se
plyn nvykov ltka na ichn

gas (n)
lepidlo nvykov ltka
glue (n)
na ichn
group (n), mutual support group svpomocn skupina
klienty veden skupina
group (n), user-led group

svpomocn skupina
hallucination (n)
halucinace
halucinogenn
hallucinogenic (adj)
herbal (adj)
bylinn
heroin
heroin (n)
peket, zdrovat, ztovat

hinder (v)
mt inek (dopad), psobit,
impact (v, n)
inek, dopad
ingestion (n), drug ingestion

aplikovn, polykn drog
intervention (n)
zsah, intervence
intervention (n),
krizov 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
nzkoprahov 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)
edn (nap. soudn) nazen

intervence
ketamin
plnovan ppadov prce
uspat, zpsobit ztrtu vdom
dvka (drogy)
obrtit naruby
(po poit drogy)
halucinogenn houby
systm zdravotnho pojitn
a pe
opium, opit, opitov
pedvkovat (se)
paranoia, stihomam
paranoidn
krevn tlak
obecn rozen, panujc zvyk
st, podl, proporce
psychiatrick, psychick (nemoc)
tep, tepov frekvence
rehabilitace, reintegrace
(do spolenosti)
reintegrace (do spolenosti)
znovu upadnout do, vrtit se k
tkat se, vztahovat se, souviset
omezen
sebepokozovn
obecn pouiteln/standardn
sluba
nvazn/souvisejc/
zprostedkovan sluby pro
klienty, kte potebuj vce druh
slueb nap. pro zvislho,
kter je zrove bezdomovcem
nzkoprahov sluba
druh konop, marihuany
paovat
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
ichat, upat
rozpoutdlo
metamfetamin
hai
povzbuzujc prostedek
ra
tkav ltka
udret (si), zachovat (si)
vkyv nlady
zvracet
vybrat da, vydat si obti
utiujc prostedek, sedativum
zdrogovat se
jednotka alkoholu nap. obsah
alkoholu v 0,5 l 10 piva
slbit, psahat
vyprchat, vytratit se, zmizet
ukonen, staen, obdob
s abstinennmi pznaky pi
odvykn zvislosti
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.
20
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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 peoples 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. Its especially
good at providing activities for its residents.
Inspectors are continually impressed by the homes huge notice board of multi-coloured posters. The
posters are written in large, easy-to-read letters that show the weeks activities. Activities include musical
therapy workshops, aromatherapy classes, choral singing, plays, concerts and even a pantomime.
Sometimes I think its 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 its 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 thats partly because our residents feel valued,
empowered, and involved in activities that make their lives interesting. Its only when people dont have
a varied and absorbing lifestyle that they start to become unhappy, and thats 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 peoples 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 its 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, its partly having a routine and its 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.
22
UNIT 2
SENIOR CITIZENS
It wasnt 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 wasnt just
a one off. It was what happened on most days.
Despite the fact that the homes 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 theyd
like to do? He seemed quite surprised at such an idea. Oh no, he said. Theyre 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 individuals 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 persons 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.
Listen and check.
2.6
State Pension
State Pension age is currently:
65 for men
60 for women
Womens State Pension age will rise to 65 between 2010 and 2020.
An occupational pension scheme is an arrangement an employer makes to give its employees a pension
when they retire. Occupational pensions are also known as company or work pensions.
In a salary-related scheme, the pension you get is based mainly on the number of years you belong to the
scheme and your earnings.
In a money purchase scheme, your contributions (together with any from your employer) are invested and
the amount you get when you retire depends mainly on the total amount of money you and your employer
have paid into the scheme over the years and how the investment has grown.
24
UNIT 2
SENIOR CITIZENS
Second State Pension makes more generous provision for people on lower incomes and those whose
contributions are incomplete. The 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 caf 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 peoples 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.
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 its like to live
in a care home.
Being Welsh, Ive always been fiercely independent and like to do things for myself. I worked in a shop
and didnt retire until I was 88 even then, I would have liked to continue. So for me, thats 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 thats only natural really.
Its 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 wasnt 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. Ive got used to enjoying the security, too. I would be frightened
to be on my own at night, now. Its very nice to have everything done for you. You can help out with the
cooking, if you want to. But its nice, too, to know that you dont 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 cant tell you if I have a favourite as I enjoy most of them! Theres 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 dont feel out of touch, or forgotten. My daughter visits me frequently. My niece also comes and my
granddaughter. Im very happy here now. All in all, I wouldnt 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 its like
to receive care at home.
Im lucky because I live in a block of flats for older people. Its 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. Theyre always very friendly and helpful.
Joan, who has always been the independent sort, started having care only a few years ago:
Id 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 didnt want to move into a home, as
Im happy here in my flat, overlooking the garden. Ive been here for some years now, and I have a few good
friends in the other flats. So thats 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
its 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. Theyll adjust
the times that the care workers come. Theyre very good like that.
But Joan doesnt believe that having care at home would suit everybody.
Ive 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.Theres always sure to be some good company there!
(www.csci.gov.uk)
ENGLISH
FOR SOCIAL WORKERS
27
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)
28
UNIT 2
SENIOR CITIZENS
zneuvat
urliv, zneuvajc
upravit, pizpsobit (se),
zvyknout si
finann zleitosti, otzky
artritida
aktiva, jmn, majetek
broura
pohmodnina, podlitina
zdravotn, oetovatelsk pe
peovatel/ka, opatrovatel/ka
obanstv, sttn pslunost
chorln, sborov
nemocnin idle s nonkem
zpsobujc (co), vedouc
(k emu), napomhajc (emu)
pspvek
mstn ad, obecn rada
klesat, slbnout, upadat,
odmtnout, pokles, bytek,
padek
dehydratace
demence
popen, odmtnut, poruen
(prv)
zvislost
dstojnost
neuctiv, nezdvoil
nevhoda, nedostatek
zamstnat
zamstnanec
zamstnavatel
zmocnit, poslit
pekonat, pevit, peshnout
zazen
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)
zazen poskytujc pesan/

navazujc sluby, ternn sluby,
sluby mimo zazen nap.
v bydliti klienta
prun, pizpsobiv
kehkost, slabost, chatrnost
zaran pna
chrnn bydlen
hygiena
proveden, uskutenn, realizace
inspekce, kontrola, prohldka
klov pobdka, pohnutka
trn/ezn rna
postrdat, mt nedostatek,
nedostatek, nouze
spojit, spojovat, spojen, vztah
neten, apatick, lhostejn
ztrta smyslovho vnmn
(nap. zraku, sluchu)
hala, spoleensk mstnost,
klubovna
podvyiven, patn iven
zanedbvat
pedstava, pojem, nzor, pohled
otrava, mrzutost, obtovn
diplomovan zdravotn sestra
stt se, pihodit se, napadnout
(mylenka), nachzet se
pantomima
dchod, penze
vlastnictv, majetek, osobn vci
pedasn, ukvapen
emu se d zabrnit, zbyten
prevence
zdravotnick pracovnk
provision (n)
rent (n), overdue rent
podporovat, propagovat, povit

zajitn, opaten, zsobovn,
potraviny
nezaplacen njemn
ENGLISH
FOR SOCIAL WORKERS
29
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
30
UNIT 2
SENIOR CITIZENS
(mstn) obyvatel
uctiv, zdvoil
ponechat (si), udret (si),
zachovat (si)
odejt do dchodu
houpac
prevenn sluba
pln, projekt, program
odkzat koho (do partnersk
organizace)
prudk/nhl pokles/propad
pinav, zneitn
zamstnanci, pracovnci,
personl
pustit se do (eho), vypodat se
(s m)
cl, pln, kol, zamit se (na co)
mic nstroj
mo
vozidlo, prostedek, nosn
mdium
dobrovolnk
terapeutick dlna
bodn rna
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
Downs 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.
32
UNIT 3
DISABILITIES
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
individuals 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
33
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 individuals 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.
34
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 individuals 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
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FOR SOCIAL WORKERS
35
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.
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.
Lindas 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.
Lizs 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
36
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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 cant give someone like that a bad report, can
you? You dont want to hurt her feelings.
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.
Carers Allowance
Carers 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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FOR SOCIAL WORKERS
37
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. Claires 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)
38
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DISABILITIES
3.10
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
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39
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 wouldnt say I was disabled. Id say Im not as capable as other pupils my age should be, but I think its
a nice word to use because people use things like spastic or theyre thick, they cant walk and things, and
I dont like that because its not fair. But disabled, mostly people use that word, dont they? But I wouldnt
say I was disabled or anything. This is where my condition comes in really handy because Ive 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 dont 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
dont mind you walking around with them while they are doing their duties at lunchtime, its not like Oh
I cant 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 childrens self-esteem and confidence, as well as an opportunity to take a break from formal
learning.
40
UNIT 3
DISABILITIES
My whole week Im doing stuff, lunchtimes and after school, you know theres 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 34 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)
umstn (pobyt) v stavu

(zazen) sociln pe
vykonat, splnit, uskutenit
adaptace, pizpsoben
spch, dosaen (eho),
splnn (eho)
amputace
osobn asistence
attributable (adj)
autism (n)
basis (n), trial basis
behaviour (n),
challenging behaviour
blind (adj), blindness (n)
astma
lze pipsat/pist na vrub
(komu, emu)
autismus
na zkouku, zkuebn
problmov chovn, protest
slep, slepota
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FOR SOCIAL WORKERS
41
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 psmo
zamstnanec pracovnho adu
individuln et
hl
schopnost, monost, kapacita,
obsah
respitn pe
ed zkal
vceelov uebna,
uebn mstnost se specilnm
vybavenm
sleva na dopravu
chromozm
berla
hluch, hluchota
porucha pozornosti
hluchoslep, hluchoslepota
opodn ve vvoji
deviace, odchylka
pomocn zazen, pomcky
cukrovka
postien
vvojov porucha uen
mentln postien
kombinovan postien
fyzick postien
postien
disorder (n), bipolar disorder
dyslexia (n)
dystrophy (n),
muscular dystrophy
echolalia (n)
porucha pozornosti
a hyperaktivita
bipolrn porucha,
maniodepresivn psychza
dyslexie
svalov dystrofie
echollie
42
UNIT 3
DISABILITIES
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)
proveden, vykonn,
uskutenn
rm, rmec
tlesn funkce
gen
pouen, rada, veden
hypotermie, podchlazen
zhoren, porucha, postien
porucha sluchu
vvojov porucha uen
mentln postien
porucha hybnosti
fyzick postien
porucha ei
porucha zraku
neschopnost
dopad, vskyt, etnost
zaazen, zalenn
pjem
zakolen, instrukt
zvtovac zazen, lupa
zpis, zznam (z jednn)
mrn, pimen, umrnn
speciln poteby
obrna, paralza
pm platba
pechodn obdob
dtsk mozkov obrna
penosn
hlubok, siln, pronikav
oznait, vyrt, vyezat
integrovan zamstnvn
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43
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 slueb
udeit, dt rnu, propchnout
obnoviteln
vyadovat, naizovat, potebovat
ctit odpor, nesnet, odmtat
omezujc, restriktivn
mentln 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)
roztrouen sklerza
voztko pro postien
oddlit, vylouit, izolovat
sebepokozujc
idlo, snma, senzor
schizofrenie
spastick, lovk trpc spastickou
obrnou
uml e
pomcka pro stn, vstvn
podnt, povzbuzen, stimulace
podstatn, vznamn, dleit
dohlet, dozrat, konat supervizi
pomoc pi adaptaci na ivot
s postienm
hmatov, dotykov
uzaven televizn okruh
pracovn terapie
teplomr
trauma, duevn otes
slabozrakost
trubicov vidn
zraniteln, bezbrann
vozk pro fyzicky postien
44
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 childs best interests,
and the requirement to give primary consideration to the childs 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 childrens rights and describe it in a detailed way.
46
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
Child abuse
Child abuse is when someone is ill-treating a child, causing damage to the childs 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
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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 childs 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 childs 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
Childrens 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 childs needs and the parents capacity to respond appropriately to the childs 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 childs 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
48
UNIT 4
at continuing risk of significant harm, the childs 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 childs 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 childs care and that a plan is made, in partnership with the child, their
parents and other agencies, so that the childs future is secure. Children are generally looked after in foster
care. A minority will be cared for in childrens 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. Childrens homes
Childrens homes can either be administered by local authorities, or by private or charitable organisations.
They are run by paid staff. In general, children in childrens 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 childrens 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 childrens 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.
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49
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)

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
childrens 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 childrens home, foster care or adoption?
Describe the types of childs 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 Violets and Seans 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?
50
UNIT 4
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 Mums 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 babys 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 Seans 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 Seans 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 Childrens Centres and write down their main tasks and activities.
Sure Start Childrens Centres

Sure Start Childrens 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 childrens centres. The Sure
Start Childrens 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 019.
The main types of activities of Sure Start Childrens 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)
52
UNIT 4
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 didnt 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 childrens 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 Aladdins 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 Grannys 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 dont 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?
Samanthas 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 thats 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 didnt smoke and thats when it started. They got all the other girls in the class
54
UNIT 4
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 didnt want a big fuss. She understood and she started coming around the school at break time
to send the girls off.
Daves 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 didnt 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 didnt want to talk to anyone. It was then I decided to do
something about it. I didnt want to grass on the new kid who was bullying Steve. I didnt 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 wouldnt tell anyone who he had spoken to. A few days later,
all the bullying stopped. I dont know what happened, but Steve is much happier now. For some reason the
new kid has stopped doing what he did.
Jays story
Theres 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 hed tried to hurt himself to get away from bullying. It had only been
a bit of fun really I hadnt realised how it made him feel. I didnt mean him to take it seriously. I rang
ChildLine and said I was afraid that there was something wrong with me. I mean its 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 Id 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. Hes Mums 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 Id done. It was difficult but Im glad I did and now I dont feel like theres
something wrong with me.
(www.dfes.gov.uk)
ENGLISH
FOR SOCIAL WORKERS
55
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 1012 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
56
UNIT 4
uvn nvykovch ltek

spravovat, dit, vykonvat,
podat (lk)
pijet, zaveden (zkona,
normy), adopce
lska, nklonnost, postien,
onemocnn
pozornost, pe
trat, ikanovat, zastraovat
alternativn pe
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
pstounsk pe
klient opoutjc sluby sociln
pe nap. dt opoutjc
dtsk domov
ppadov konference o pi
o dt
zven, vaha, ohleduplnost,
ohled
fyzick postien, zmrzaen
zvit, zvtit, pozvednout
dotazovn, vyetovn,
przkum
lkask prohldka
vyuvn, zneuvn,
vykoisovn
znan/velk koda/jma
obtovat, nepjemnost, tkost
holistick, celkov
patn zachzet
uvalit, uloit (opaten, nazen)
vyetovn
navzat/udrovat spojen,
zprostedkovat, spolupracovat
gramotnost
rdce, uitel, instruktor
(zne)uvat
jednat, dojednat, dohodnout,
vypodat se
pracovnk dohlejc na dochzku
dt do kol
nazen o pi o dt
soudn pkaz
pedbn opaten
vrstevnk, lovk stejnho
postaven
chodit za kolu, ulejvat se
vztah, spojen
registr dt v pi oddlen
pro ochranu dt
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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)
58
UNIT 4
urliv poznmka, urka

fma, pomluva
ochrnit, zabezpeit
sebeobhajoba
sebeobrana
sebecta, sebehodnocen
rodinn prosted
interntn kola
dat, prosit, usilovat (o co)
dohled, dozor, steen
muit, trat
oddlen rezidenn pe
blaho, prospch,
sociln zabezpeen
pocit zdrav, 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.
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.
60
UNIT 5
CRIMINALITY
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.
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FOR SOCIAL WORKERS
61
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)

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
individuals 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 Childrens Homes (LASCHs)
Local Authority Secure Childrens 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
62
UNIT 5
CRIMINALITY
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 Panels 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?
64
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 Tims 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 mentors name is Jack.
9. Now Tim lives in the supported accommodation.
10. He wants to join the army.
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FOR SOCIAL WORKERS
65
Tims story
Tim had an unstable upbringing, spending many years in social care as his parents simply couldnt 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 wasnt 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 Tonys story and find out the differences between the text and the recording.
Tonys 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 werent in schools. You are bored and so are they thats 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. Im now working and soon Im going to start a new job in in motorway
maintenance and highway control.
What Id say to people in prison is join the Outside Link. Think about the future with their help you can
turn it around.
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CRIMINALITY
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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67
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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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
hstv
tok, napaden, pepaden
kauce, propustit na kauci
zakzat, zkaz
ebrat, pnliv prosit
vydrn, vkupn
vloupn (do bytu, domu)
cela, buka
splnit, vyhovt
uznat vinnm, usvdit,
odsouzen, trestanec
zvldnout, vypodat se (s m)
zkaz vychzen
vazba, vznn, opatrovnictv
dtte
koda, pokodit
podvdt, klamat
podvod, klam
vynutit (si), vymhat, prosadit
zfalovat, padlat
pokuta, dt pokutu
padln, padlek
podvod
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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)
maen soudnho vkonu
mladistv
nos
pomluva, urka na cti
poloha, msto, umstn
znaka (nap. auta), vrobce
zabit
vrada
poruen zkona, trestn in,
pestupek
poruen celnch a daovch
pedpis
volba, alternativa
voliteln
tm, skupina, porota, vbor,
panel
podmnen proputn
trest
kiv psaha
kapesn zlodj
schvlen msto pobytu
maloobchodn prodejna
vznice s dozorem
vznice se zpsnnm dozorem
vznice s dohledem
podmnen trest, zkuebn lhta
zskat, 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, provinil
obtovn, pronsledovn
zabit lovka
trestn, alovateln, podlhajc
trestnmu zen
vrada, zabit novorozente/
dtte
UNIT 5
CRIMINALITY
doplkov/alternativn program
program pizpsoben potebm
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)
znsilnn, znsilnit
mra kriminality
dvka, pdl, omezit, povolit
rehabilitovat, reintegrovat, znovu
zaadit do spolenosti
uvolnit, propustit, osvobodit
pesdlit, pemstit, pesthovat
(se)
znovu spchat trestn in
odkodnn, nhrada,
kompenzace
vtrnost, nepokoje,
poulin boue
loupe, vyloupen (nap. banky)
cesta, trasa, drha
rozsudek, trest
alternativn trest
tagging (n)
theft (n)
trafficking (n), drug trafficking
treason (n)
victim (n)
trest odnt svobody

podezel, podezvat
oznaen visakou,
elektronickm nramkem
krde
obchodovn, prodej drog
vlastizrada
ob (trestnho inu)
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71
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Unit 6
Refugees, Immigrants, Ethnic Issues
6.1
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
someones , 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.
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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REFUGEES, IMMIGRANTS, ETHNIC ISSUES
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 Conventions 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)

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 Alis and Roberts 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 didnt
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 werent around. I had some money that my father and my uncle had given to me in 2002, and I used
ENGLISH
FOR SOCIAL WORKERS
75
this to pay an agent. I didnt 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 didnt 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 didnt
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 didnt move, I thought: Maybe this is it, the final destination.
I opened the canvas a little and looked out. I didnt 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 couldnt 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 wasnt 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 couldnt 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 wont see them. I dont have contact with them, but I keep my phone on 24 hours a day in case they call
me. I dont send money back to them because I dont 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 didnt need an interpreter. But I havent 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, Ive 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 hasnt
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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UNIT 6
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 didnt 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 wasnt 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 Kings 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 wouldnt say coward, but it would take such an
effort to take root again in a totally strange environment and learn a new language.
Im 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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77
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 persons 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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UNIT 6
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.
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FOR SOCIAL WORKERS
79
6.6
Read the text and answer the questions:
Why does the author criticise the decision of Richmond Council?
Why in the authors 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 childs 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 Georges
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 ones 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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UNIT 6
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)

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
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,
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81
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)

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
pipustit, uznat, pijmout

odcizen (se)
slitina
pedchdce, pedek
apartheid
pizpsoben, asimilace, splynut
pedpoklad, domnnka
pekka, zbrana, barira
hranice, pomez, okraj
zvazek, povinnost, vrnost
sloka, komponenta, soust
vymyslet, naplnovat,
pedstavit si
souasn, soudob, souasnk
elit, kontrovat, odporovat
rozhodujc, rozhodn, kritick
UNIT 6
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)
rozmstit (se), rozestavit (se)

zbaven (eho), nedostatek,
ztrta
potomek, nstupce
pvod, pokles, sestup
kivolak, nevyzpytateln,
vychytral
nsiln vyhnat, vysthovat,
vysdlit
odlin, jin, zeteln
rozmanitost, rznorodost,
pestrost
rozdlen, rozpor, rozdl
sucho
vysthovalec, emigrant
rovnost
rovnost, spravedlnost, poctivost
vymtit, vyhladit
vylouen
zahnat, rozptlit (obavy)
spla
uprchnout
povode, zplava
pohlav
rasov nenvist
ddictv, odkaz
neptelsk, agresivn
rozpoznat, zjistit, urit
pisthovalec, imigrant
provst, uskutenit, realizovat
podncovat, navdt, provokovat
zvr, dsledek, dedukce
infrastruktura
urka, potupa, urazit
integrace, zalenn, zapojen
izolace, odlouen
osvobozen,
proputn na svobodu
migrant, pisthovalec
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83
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)
84
multikulturalismus
ministerstvo vnitra
etnick pvod
vsledek, zvr
zachrnit
pronsledovn
pronikat, rozit se, prostoupit
zkazit, naruit, zneut
stt proti (komu, emu), elit
pednost, priorita
pedsudek, zaujatost
vsada, vhoda, privilegium
prorok
alovat, soudn sthat
rasa
rasov
rasista, rasistick
vrcen uprchlka
zdret se, vyhnout se, nevykonat
uprchlk
odsunout, peadit, zaadit
nboenstv, vra
odhalit, odkrt, prozradit
posvtn, svat, posvcen
adatel o azyl, azylant
oddlen, vylouen, izolace
vyeit, urovnat, dohodnout,
usdlit (se)
chudinsk tvr, slum
zrodit, zplodit
postaven, stav, status
pod-lovk, nelidsk
doasn, prozatmn, pechodn
pesahovat
kmen (domorod)
podkopat, zniit
jednoznan, jasn
platn, legln, oprvnn
UNIT 6
value (n), basic values

well-wisher (n)
zkladn hodnoty, zsady

pznivec
ENGLISH
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85
86
UNIT 6
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)

separation
divorce
globalisation
dependent children
part-time work
flexible work
family rules
mutual respect
discipline

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
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 childs 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 . Todays 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.

What methods can parents use to impose their authority?
How can corporal punishment destroy childs self-esteem?
In which situations would you find it appropriate to smack a child?
What methods do parents find more effective for a childs 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.
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FOR SOCIAL WORKERS
89
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 childrens 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. Its 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 childs 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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FA M I L I E S
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.
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
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91
in the family home, or putting glue in the locks of the victims 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
Womens Aid Refuges

Womens 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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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 Womens Aid Refuges?
7.7
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 childs 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
ENGLISH
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93
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 childs 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 . Its
based on the idea that will only listen to parents if they know what theyre 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 weve learnt is to involve the kids and listen
. This shows you them and that youre not simply telling them what to do. Playing in
the team also gives me and the other dads a chance to talk about problems were having with
our kids. Its really useful to hear how others have dealt with .
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 groups 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. Its a huge comfort to know we arent dealing with
everything alone and that theres help out there when we need it.
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
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95
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 havent 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 doesnt 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 didnt help the situation.
My problem is that I spoke to my daughter this morning and she said she doesnt 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 cant 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
hasnt really made much of an effort to make things up with them and cant 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. Ive 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
didnt want to be a father anymore and stopped seeing them and paying me money for them every month.
Since then he hasnt been in contact, even though he has made out to other people that Im 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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FA M I L I E S
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)
zskat, nabt, osvojit si

obanskoprvn zen
pijmout, zavst, adoptovat
ptelsk
astnit se, navtvovat,
vnovat se, starat se
rovnovha, udrovat v rovnovze
vina, odpovdnost, obviovat,
klst za vinu
ob (nap. nehody), zrann,
mrtv
rodn list
vzva, nmitka, vyzvat,
zpochybnit, napadnout
dt bez vlastnho pjmu
koordintor
oddan, horliv naden
otravn, znechucujc, frustrujc
nauit zkladn principy,
dt domc vzen
prun pracovn doba
podrdn, nedtkliv
dobe informovan, erudovan
matesk dovolen
rodiovsk dovolen
udrovn, zachovvn, vivn
metoda trestn
svdit, psobit, mluvit proti
sexuln zneuvn, obtovn
pedbn nazen tkajc se
bydlen
osaml rodi
osaml rodi
pachatel
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FOR SOCIAL WORKERS
97
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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UNIT 7
FA M I L I E S
obtovat, trpit
poporodn, nastal po porodu
okamit, vasn, pimt,
pobdnout
obaloba, trestn zen,
soudn sthn
psycholog, psycholoka
(po)trestat
vychovat, vychovvat
kla, rejstk, rozsah
mra rozvodovosti
jednat, pemlouvat, diskutovat
kryt, toit, tulek
oddlen, odlouen, separace
pln hry, ncviku
dovednost, zrunost, obratnost
plcnout, plesknout, dt polek
prvn zstupce, advokt
terapeut
hrozba, vhrka
zvazek, zruka, podniknut
(akce)
domc nsil
nezbytn, podstatn,
ivotn dleit
zl, podl, nemorln
Unit 8
Employment and Unemployment
8.1
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 ones family, and paying ones 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 .
100
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E M P LOYM E N T A N D U N E M P LOYM E N T
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.
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?
ENGLISH
FOR SOCIAL WORKERS
101
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 Jobseekers 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.

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 1821 year olds is 4.10, and 3.00 for 1617 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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UNIT 8
Jobseekers Allowance
If you are of working age but unemployed and actively seeking work, you may be able to get Jobseekers
Allowance.
If you are out of work or working less than 16 hours a week on average, you may be able to get Jobseekers
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 Jobseekers 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 Jobseekers Allowance works and draw up a Jobseekers 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);
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FOR SOCIAL WORKERS
103
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)

National Minimum Wage
income-based allowance
Jobseekers Agreement
restart interview
Jobcentre
Personal Adviser
jobsearch techniques

Why does the government set the minimum wages?
What are the conditions to qualify for the Jobseekers 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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UNIT 8
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 9.005.30 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.
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FOR SOCIAL WORKERS
105
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 todays 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 1012 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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UNIT 8
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.

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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107
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.
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: 23 years
Required Travel: 010 %
$60,000 $65,000 annually
108
UNIT 8
Contact Person: Michael Scott

Email Address: employment@communicarehc.org
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). CommuniCares 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
Minimum Education: BA or equivalent
$55,000 $60,000 annually
Contact Person: Christin Arnold
Email Address: employment@threesprings.com
Phone: 256-880-3082
Job Description
This is a counselling position working with youth experiencing emotional and/or behavioral struggles, ages
1117. 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
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FOR SOCIAL WORKERS
109
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
Minimum Education: MSW (Master of Social Work) or equivalent
$64,956 $78,960 annually
Contact Person: Ann Brown
Email Address: employment@sonomacounty.org
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-Masters 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 56 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:
Employers name:
Return form to:
110
UNIT 8
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
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111
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)
112
UNIT 8
Vocabulary
accredit (v)
accurate (adj)
age (n), retirement age
achieve (v)
allowance (n)
allowance (n),
applicant (n)
application (n)
application (n), application form
apply for (v)
benefit (n)
birthrate (n)
bonus (n)
break (n), meal break
schvlit, potvrdit, akreditovat

pesn, sprvn, dkladn
vk odchodu do starobnho
dchodu
doshnout, doclit, dokzat
pdavek, dvka, finann
pspvek, minimln
nezdaniteln stka
podpora v nezamstnanosti
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)
adatel, uchaze
dost, pihlka, vyuit
formul dosti
dat o co
uitek, prospch, dvka, pdavek
porodnost
bonus, zvltn pplatek
pestvka na jdlo
nrok, dost, tvrdit, prohlaovat,
dat
probhat, nastat ve stejnou dobu,
shodovat se
konkurenn, soutiv,
ctidostiv
strun, zhutn, vstin
provdt, vst, dit, organizovat
potvrdit, potvrzovat, utvrdit
ivotopis
cyklick, periodick
vyhlen, prohlen, piznn
dost, poadavek, dat
dokumentace klienta
koncept, pracovn verze, nrtek

vdlek, mzda
zdraznit, vyzdvihnout
doasn/pleitostn
zamstnn
piloit, vloit
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FOR SOCIAL WORKERS
113
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
ploha
naden, eln, entuziasmus
slo, poet, daj
propustit, vyhodit z prce
pracovn sla
vrobn/investin majetek
n, sklize
dovolen navc k zkladn
nrokov dovolen
pjem, pijat osoby
zleitost, otzka, problm
ad prce
nezamstnan
majc pedsudky, odsuzujc,
kritick
pln, nvrh, projekt
ustlit se, stabilizovat se
idisk prkaz
okrajov, druhoad,
nepodstatn
trh prce
nevhodn spojit, neshodnout se
hypotka
bez pedsudk
zvazek, povinnost, kol
vybrat si, rozhodnout se
nstin, pehled, nastnit, popsat
vstup, vstupn data, vsledek
pracovn msto, kde
zamstnavatel plat zamstnanci
penzijn pojitn
postup, zpsob prce, procedura
pracovn kvalifikace
tvrtletn
skonit, zanechat, opustit, odejt
mra nezamstnanosti
tiv, iteln
UNIT 8
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)
proputn, nadbyten,
nepotebn
odkzn, doporuen do jin
sociln sluby
odkzn, doporuen posln
reim, systm, zen, veden
odmtnout, nepijmout
dleit, vznamn, nleit
nahrazen, vmna, nhrada
prostedek, zdroj, zsoby, npady
maloobchod
rozpis, seznam kol/
povinnost/slueb
plat
spory
oddlen, dl, sek
nezamstnan hledajc
zamstnn
pln, program, rozvrh
podepsat
podpis
vynikat, vynvat, bt npadn
stavebn, strukturln
podzamstnanost
shrnout, strun vyjdit
techniky pomhajc pi hledn
prce
ue, poslucha, astnk
sestupn trend
vuka, koln
cyklick nezamstnanost
frikn nezamstnanost
udrovat, podporovat, prosazovat

pout, vyut
voln pracovn msto
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115
wage (n), minimum wage

wordy (adj)
work (n), seasonal work
116
minimln mzda
pli dlouh, upovdan
seznn prce
UNIT 8
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.

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
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 someones 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 .
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
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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 councils 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)

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).
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 Johns 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.
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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.
Johns story
I was living in Manchester in a flat that had a short-term tenancy and had a job working in McDonalds.
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
Listen to Ritas story and find out the differences between the text and the recording.
Ritas 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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Ive done it when it was raining so hard the water poured down the ramps. Ive 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. Ritas 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 Ritas 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 wasnt in that house my three children werent 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.
Id always had a home, and I didnt 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 Id be. Its so hard to make the first step, but I put out a hand and the staff here reached out. Ill be
forever indebted for that.
9.7
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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pidlit
jin monost, alternativa
nastat, objevit se, vzniknout
ohodnotit, posoudit, stanovit,
urit
hodnocen, posudek
organizace poskytujc sluby
tkajc se bydlen
pisuzovat, pipisovat,
vysvtlovat
mstn ad
asopis prodvan bezdomovci
Nov prostor
rozpad manelstv
opatrnost, vstraha,
napomenut, kauce
okolnost, pomry, situace
vodtko, kl, stopa, npovda
spchat, dopustit se, svit,
zavzat se
smlouva
krize, kritick situace
kritrium
bludn/zaarovan kruh
dluh, zvazek
oprvnnost, zpsobilost
oprvnn, zpsobil
oprvnit, dt prvo, pojmenovat
oprvnn, nrok
zdit, zaloit, vybudovat
nemovitost, realita, pozemek
soudn vysthovn, vyklizen
pebytek, nadbytek
vylouit, vyadit
vstupn hala
prav, skuten, nefalovan
dm s peovatelskou slubou
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)
domcnost
nedostatek byt
podnt, iniciativa
nesnesiteln
mysln, zmrn
bytn/, majitel/ka bytu
ekac listina
uvn nvykovch ltek
navrhnout, nominovat, dosadit
ambulantn
bezvdom, zapomenut
umstn, rozmstn, zaazen
thotn
pednost, priorita, prvenstv
program pro odsouzen
k alternativnm trestm
peklenujc program
psychosociln
mluvit, popisovat, tkat se,
poslat, odkzat
rejstk, seznam, soupis, zznam
znovu pronajmout
poadavek, podmnka
pesdlen, vysthovn
rezidenn
Armda spsy
rezidenn sluba
pste, tulek
spt pod irm nebem
usadit se neoprvnn v dom
krtit, rdousit
sebevrada, sebevrah
(pro)njem
hrozit, ohroovat, zastraovat
nesnesiteln
vdovstv, vdovsk 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
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
todays 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 everyones 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.
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These publicly-funded services are among the Governments 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 workers 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 claimants 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.
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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)

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 34
a) types of benefits
b) social care services
and describe them in a more detailed way.
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UNIT 10
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, obalovat
pdavky pro dti
sociln dvky
altruismus
ivotn minimum
azyl, tulek
krajsk, oblastn ad
pjemce dvek, oprvnn osoba
dvka vyplcen v hotovosti
dvka zvisejc na uven
pslunho adu
pstounsk dvka
pspvek na bydlen
porodn
matesk dvka
dvka zvisl na majetku
adatele
dvka nehrazen z pojitn
a nezvisl na majetku adatele
rodiovsk dvka
nemocensk dvka
pspvek na dopravu
univerzln dvka
(nkup, prodej) ve velkm
bemeno, zt
vypotat, spotat, pedpokldat
charita, dobroinn organizace,
dobroinnost
zdravotn prohldka
narozen dtte
bezdtn
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135
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
oban pobrajc starobn dchod

zahrnovat, obsahovat, skldat se
ivotn podmnky
kompenzan pspvek
vzjemn spoluprce
ivotn nklady
zbr, dosah, rozsah hrady
vnovat (se), zasvtit
obrana, obhajoba, ospravedlnn
uven, oprvnn, pravomoc
rozdlovn, pidlovn, en
ubvat, zmenovat se, klesat
efektivita, schopnost, vkonnost
star, pokroilho vku
osoba zapsan do koly, kursu
etick, morln, mravn
dkaz, znmka, svdek
vdaje, nklady, vlohy
zruka, zaruit, zabezpeit
smrnice, vodtko
utrpen, strdn
nedostaten, nevhodn
popud, podnt, pohnutka
thnout, mt sklon, inklinovat
poruit, nedodret, zasahovat
obyvatel
nemocensk pojitn
sociln pojitn
levicov
mstsk ad, magistrt
povinn, zvazn, mandatorn

finann prostedky, finann
pomry
zkladn poteby
sociln s
UNIT 10
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
zvazn, povinn
mstsk ad, magistrt
pekrvat se, pesahovat,
shodovat se
sloup, pil, opora
zsada, pravidlo, podstata
sociln ochrana
financovan z veejnch/sttnch
prostedk
pjemce, adrest
oboustrannost, vzjemnost
leva, pomoc, tcha
toit, posledn pomoc,
uchlit se
dchodce
odchod do dchodu, dchod,
dchodov
lidsk prva
pravicov
hrub mzda
ist mzda
sociln zabezpeen
samostatn vdlen inn
asistenn sluba
cho, manel, manelka
sociln stt
dotovat, subvencovat, pispvat
ivotn minimum
da z pjmu
zdann, dan
nepzniv, zporn, patn
nepedvdateln, nevypoitateln
bohatstv, majetek
chrnn dlna
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137
138
UNIT 10
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 crche 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
students 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 childs 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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E D U C AT I O N
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 schools 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 studentsadmission 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 bachelors
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 masters 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 masters 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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141

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
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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E D U C AT I O N
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 craftsmens 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 Bachelors degree (typically three years). Many
institutions now offer an undergraduate Masters 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:
Masters 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.
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143
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)

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.
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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UNIT 11
E D U C AT I O N
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 (23 years) or may be a full
programme (46 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)

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.
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
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 Oxfords 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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UNIT 11
E D U C AT I O N
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 Wesleys 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 Oxfords 39 colleges have changed their statutes to admit both men and women.
St Hildas remains the only womens 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 Americas colonial period; the exception is Cornell,
which was founded in 1865. The Ivy Leagues 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 (500600 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)
148
UNIT 11
E D U C AT I O N
zskn, nakoupen, koupen/

nabyt vc
algebra
schopnost, nadn, talent
vtvarn umn
dramatick umn, divadlo
doshnout, zskat
ptomnost, dochzka,
opatrovn
bakal
biologie
koln rada
sprvn/dc/dozor orgn
povoln, karira, ivotn drha
osvden, potvrzen, doklad,
vysvden
poplatek, pe, dohled, poven
chemie
sbor, sborov zpv
sdruen, koalice
vysok kola, fakulta,
kolej univerzity
kolejn
soutivost, ctidost,
konkurenceschopnost
dokonen, dovren
povinn, nazen
spojen, souvislost, shoda
vznam (slova), konotace
skupina, reprezentace,
podmnn, zvisl
core (adj, n)
craftsman (n)
crche (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)
hlavn, stejn, hlavn vyuovac

pedmty, hlavn innost
emeslnk
jesle
uebn pln, studijn program,
osnovy
akademick titul, hodnost
crkevn, konfesijn
grafick design
kodliv
diplom
nerovnost, rozdl
diskuse, debata, spor
koln okrsek
doktort
tlesn vchova
zvolit, vybrat
voliteln, volen
elitstv
draz, zamen
dotovat, dodat, obdarovat
ocenit, vyhodnotit
mimokoln
poplatek, koln, vstupn
vyuujc na univerzit, vdeck
pracovnk
zklad, nadace, fond
soustava, systm, konstrukce
geometrie
talr
tda, ronk, znmka, rove,
stupe
absolvovat, vystudovat,
absolvent
dostudovn, absolvovn,
promoce
navykl zpsob chovn
domc kola
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149
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)
rozumov, duevn, vzdlanec,

intelektul
Beanov liga
mlad, ni, vedlej
pravomoc, jurisdikce
celoivotn vzdlvn
osoba pjujc penze
pjka, pjit
hlavn, vznamn, dleit
magistr
matematika
vznam, hodnota, zsluha
zamstnn, povoln
orchestr
papestv
pedagogick, uitelsk
rodiovsk souhlas, svolen
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
matematick poet, poetn
vkon
pednost, preference, volba
pedkoln
pedpokldat, domnvat se
vhlasn, proslul, prestin
schopnost, zpsobilost,
kvalifikace
spolehnout se, potat (s m)
proslulost, slva, dobr povst
povst, reputace
vzkum, zkoumat
finann zdroje
vda, vdeck disciplna
vbrov, selektivn
star, vedouc, vy, nadzen
ada, poad, posloupnost,
dsledek
uenec, vdec, student,
stipendista
150
UNIT 11
E D U C AT I O N
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, vdeck prce

obecn kola (USA),
gymnzium (R)
ni stupe zkladn koly
zkladn kola
stedn kola
vuka, koln vzdln
nazen, ustanoven, pedpis,
statut
strategie, taktika
upravit na mru, pizpsobit
tercirn, vysokokolsk,
univerzitn
teorie
trigonometrie
vysokokolk, vysokokolsk
matetina, nrodn jazyk
povoln, zamstnn
roenka
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Unit 12
Social Services
12.1
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 persons 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 childrens 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
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FOR SOCIAL WORKERS
155
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
childrens 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 (14) 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,
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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
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 services 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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SOCIAL SERVICES
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 governments National Minimum Standards which form the basis of
what people should expect from care services.
3. The inspectors 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 homes 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 homes decision making.
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161
Were 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. Its 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 homes 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 whod reached their ten year anniversary with us, said
the manager Pat, and weve 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.
Im not saying its easy to run a home this way, says Pat. Its 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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zodpovdnost
jen k tomuto elu,
jen pro tento ppad
dostaten, pimen,
postaujc
poradce, rdce
zastnce, stoupenec, obhjce
cl, el, zmr, smysl
dvojznan, neurit, nejasn
zklad, princip, dvod, dkaz
zprostedkovatel
domc pe
ednick, administrativn
promylen, souvisl, logick
pomrn, relativn, srovnvan
veobecn, irok, komplexn
starost, obava, zjem, zleitost
poradenstv
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), childrens 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 mladistv
zmapovn ternu nap.
poteb dan komunity
pt
odebrat, pipravit
(nkoho o nco)
urit, zjistit, rozhodnout
oslabit
innost, efektivnost
objevit se, ukzat se, vyjt najevo
vybaven, zazen, vstroj
oteven, neskrvan, oividn
facilittor
zvry, zjitn, vsledky, nlezy
graf, diagram
kivda, dvod ke stnosti
skupinov prce
naznait, znamenat,
zahrnovat v sob
nedostupnost, nedosaitelnost,
nepochopitelnost
prstek, pdavek, pplatek
vyetovat, zkoumat
posuzovat, hodnotit, soudit
lk, livo, medikace
normln, normativn
el, kol, cl, pln
balek, balen, sada
ppadov konference pi sociln
prvn ochran dt
kancelsk prce, administrativa
pohled, hledisko, stanovisko
politika, postup, pstup
lkask praxe
pedepsat, nadit
poskytovatel slueb sociln pe
nhodn, nepravideln
racionln, logick, eln
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163
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, odkodnit, odinit
kompetence, pravomoc
zbyl, zbvajc
vstcnost, citlivost, vnmavost
dodaten/vedlej efekt
napt, zt, stres
vnovat se, zabvat se, pevzt
tmatick
neohlen, neoznmen
nezpsobilost, nevhodnost
peovatel/ka
ppadov prce
ternn sociln prce
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 tomorrows 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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167
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)

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 EUs financial instrument for investing in people.
Its mission is to help prevent and fight unemployment, to make Europes 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 EUs 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 womens 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 individuals vision has become a pioneering social enterprise in Wales. Vision 21 runs a wide range of
projects including a caf, 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 Smiths 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 theyve 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.
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Vision 21 has attracted much interest locally and abroad. Weve 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)
neptomnost, nedostatek
program, agenda
podpoit, poslit, upevnit
nzkoprahov zazen
soudrnost
doplnk, dodatek
sbliovn
en, roziovn
znalostn 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
dlkov studium
zamstnatelnost
zvten, rozen
mt za nsledek, znamenat
prosted, ivotn prosted
zaloen, zzen, organizace,
instituce
harmonizace, uveden v soulad
sociln zaazen
novinka, zlepen, inovace
uitel, instruktor
nstroj, zazen
pracovn sla, zamstnanci
zaostvat, opoovat se
zkonodrstv, legislativa
lingvistick, jazykovdn
mise, posln, kol
znalost zkladnch poetnch
kon
pozorovn, vnmn
rovn pleitosti
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UNIT 13
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)
prohlsit za nezkonn,
zakzat zkonem
partnerstv, spoluprce, sdruen
prkopnictv, prkopnick
penosnost
portfolio, sloka, soubor
hrub domc produkt
uznn dosaenho vzdln

v jinm stt
pekolen, rekvalifikace
restrukturalizace
venkovsk
podlnk, vlastnk akci
poslit, podpoit, zvtit
udriteln
mstsk
mzda
heslo, slogan
pracovn sla
ENGLISH
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174
UNIT 13
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 peoples 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
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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COUNSELLING SERVICES
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;
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177
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.

relief of poverty
citizens 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.
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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UNIT 14
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.
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.
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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 users contract with the home and a plan setting out their own particular
needs, whether its 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 users 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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UNIT 14
special equipment
special diet
personal possessions
statement of purpose
service users 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 childs 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 childs 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 Childrens 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 56 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 users 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
schzka, funkce, ad, jmenovn
ad, kancel
ppadov sociln pracovnk
starat se, zajiovat, ivit
charitativn, dobroinn
bojovat, zpasit, potrat
dvrn, tajn, dvryhodn
smlouva s klientem
UNIT 14
vitel
databze, soubor daj
utrpen, strdn, nouze,
ohroen
nahrt, zkoprovat, sthnout data
lehce, snadno, bez nmahy
zdroje, prostedky, penze, fond
praktick lka
podprn skupina
nestrann, nezaujat
neschopnost
vyjednvn, zprostedkovn,
mediace
zaslechnout, tajn vyslechnout
period (n), trial period

preliminary (adj)
procedure (n), complaints
procedure
promptly (adv)
query (n)
zkuebn doba
pedbn, ppravn, vodn
procedura pi podvn stnost
raise funds (v)
regardless (adv)
reliant (adj)
statement (n)
surgery (n), GP surgery

tribunal (n)
venue (n)
ihned, okamit
otzka, dotaz
sbrat, zskvat finann
prostedky
pesto, navzdory, bez ohledu na
odkzan, zvisl (na n
pomoci)
prohlen, oznmen, vkaz,
bilance
ordinace praktickho lkae
soudn dvr, tribunl
msto
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Unit 15
Parents and Children
15.1
Piagets 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
childs relationship to the mother is a motivation of the childs 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 childs 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 1112). 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 1112 adolescence). There are dramatic changes in both
childrens 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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UNIT 15
PA R E N T S A N D C H I L D R E N

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 babys
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
Jobseekers 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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187
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.
Guardians Allowance
Guardians 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). Guardians 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 dont 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
Guardians 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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UNIT 15
15.3
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) Crches 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 childminders 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 Jobseekers Allowance.
Lone Parents Benefit Run-on
If you have been getting Jobseekers 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)
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189
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)

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 childs 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 childrens 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.
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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 doesnt 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 cant 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 couldnt
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 Im terrified Im going to lose.
And my son will have to continue to lead this life and there is nothing I can do to protect him.
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
dospvajc, adolescent
matesk dvka
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
rozpolcen, rozkolsan
dvka pro postien
osoba hldajc dti
motorick dovednosti
ekvivalent, stejn jako,
rovnocenn
opatrovnk, porunk, zkonn
zstupce
linka dvry
zpomalit, potlait, zabrnit,
zakzat
vce pracovnk dlcch se
o jedno pracovn msto
otcovsk dovolen
matestv, matesk
nedvra, nedvovat
jesle, matesk kola,
kolic stedisko
rozhodnut soudu upravujc
kontakt pbuznch s dttem
matesk dvka
obdob konkrtnch operac
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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
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obdob formlnch operac

preoperan obdob
sensorimotorick obdob
bezmocnost
schopnost logicky myslet
osvobozen od dan
batole
poukzka, kupon
prce pouze v dob kolnho roku
Unit 16
Projects and grants
16.1
Office of the Third Sector

The Office of the Third Sector (OTS) has been set up to drive forward the Governments 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
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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PROJECTS AND GRANTS
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 organisations 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)

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
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?
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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.

eligibility
timescale
deadline
guidelines
funding scheme
fixed schedule
monitoring
outcomes
constitution
annual report
audited account
business plan
project budget
cashflow analysis
equal opportunities
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.
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If we are over subscribed, priority will be given to those organisations who meet the preferential
requirements in questions 911 and 2930. 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 organisations 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 dont mind funding new
organisations but we dont 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 dont 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 dont 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 dont need numbers or names, just an indication of the types of members you have. We want to know
whos 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.
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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 organisations name with two signatories?
We will be unable to fund your organisation unless you have a bank account in the organisations 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 projects 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.
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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 organisations work. By signing the form, these people are confirming that to
their best knowledge, all details are accurate.
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)
auditovan/kontrolovan et
dostupn, dosaiteln
opravit, doplnit, pozmnit
analza pjm a vdaj
vron, ron, kadoron
zadat, uloit, pidlit
bizarn, zvltn, divn
rozpoet
pedseda, pedsedkyn
hotovostn ek
vbor, komise
stava, zakldac listina
organizace
pesvdiv
hlavn/zkladn nklady
reijn nklady
konen termn
zoufalstv, beznadj
disciplinrn, krn
penechan volnmu uven
rozdl, odlinost, mimodn
kvalita
mimodn pidlen prostedk,
pro mimodnou pleitost
pravideln/obvykl pidlen
prostedk
vtisknout, zakotvit, zasadit
sociln podnik ziskov
podnikn v sociln oblasti d
se jinmi zkony ne komern
podnikn
pedpovdt, odhadovat
statutrn poskytovatel
finannch prostedk
sbrn, zskvn finannch
prostedk
zeveobecovn, generalizovn
nevyrovnanost, nevyvenost
zpsobit, pivodit, utrpt
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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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PROJECTS AND GRANTS
letk, prospekt, propagan

materil
nevhoda, finann zvazky,
odpovdnost
oznmen, sdlen
procento
nebezpe, riziko, ohrozit
urit prioritu, preferovat
nvrh, nabdka
vydavatel, vydavatelstv
trestn rejstk, zznam v rejstku
nvratn, vymahateln,
alovateln
zskvn, nbor, pijmn
vron zprva
pjem, vnos, dchod
adatel o grant
vbr, vybrn
podepsan, signat
mluv
podporovat, pispt, pedplatit
(si)
nsledn, pozdj, dodaten
prospvat, vzkvtat, prosperovat
asov rozvrh, asov pln
pokladn, etn, ekonom
nejasn, neurit, nekonkrtn
da z pidan 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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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
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
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209
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 childrens 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 childrens 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 Michaels story and fill in the gaps.
On a warm spring evening in Thessaloniki, Greeces , tourists walk along the waterfront
promenade and wander into the shops that circle one of the citys 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 Pamelas story. Are the following statements true or false?
1. Pamela comes from Asia.
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211
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
What is AIs 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 Internationals 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 Internationals 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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UNIT 17
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 Shia community in Sada 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 Yemens 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 its been at any point in the past two million years.
But catastrophic climate change isnt 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 UKs 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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UNIT 17
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 UKs 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)
zkrtit, zestrunit
pomoc, podpora, pomcka
ulehit, zmrnit, zmenit
stelivo, munice
amnestie
nelensk, neregistrovan
organizace
bojujc, vlc
kampa, vst kampa
katastrofick, tragick
pestat, zanechat (eho), zastavit
civiln osoba, civiln
ntlak, donucen
velitel
zmnit, zmrnit
svdom, svdomitost, mravn
pesvden
svdomit, peliv
polemika, spor, kontroverze
smlouva, dohoda, ujednn
vra, nboensk pesvden
erven plmsc
erven k
zadren osoba (ve vazb)
pohroma, katastrofa, netst
nepouvat
drce, 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)
216
uloit, vysypat, ukldat odpad

ekologie
stav nouze, nalhav ppad
emise uhlku/oxidu uhliitho
snaen, sil, nmaha
uchovat, uchovvat
epidemie
osvobozen od dan
vbuch chemikli
vyhynut, vyhlazen
hlad, hladomor
fosiln palivo
sklenkov plyn
poskytnout tulek, ukrvat
nebezpen, riskantn
neptelstv, odpor, nesouhlas
hybrid, kenec, menec
ideologie
negramotn, analfabet
nestrannost, nezaujatost
dren ve vzen bez monosti
komunikace
nevyhnuteln, neodvratn
nakaliv, infekn
zazen na tbu ropy
vyuovat, naizovat,
dvat instrukce
udriteln rozvoj/ivotn zpsob
logistick, tkajc se dopravy,
ubytovn
jadern, atomov, nuklern
peovat, starat se, ivit
dodrovn, zachovvn
kritick/vn situace
zskvn druhch pro svou
vlastn nboenskou vru
prostituovat (se)
stanoven poet, kvta
UNIT 17
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)
radioaktivn
pijet, pjmn
daov leva
obnoviteln
Rom
krbat, vymazat, vykrtnout,
zruit
vznamn, podstatn
socioekonomick
vhradn, jedin, pouze
ivoin druh, tda
elektrrna
spor, hdka, boj
snait se, namhat se, usilovat
pispvatel, podporovatel,
astnk
odhodit, vyhodit, uvrhnout
obchodovn, prodvn
traumatizovat, zpsobit trauma
smlouva, dohoda, pakt
zvren, zkladn, rozhodujc,
maximln
netuc, neuvdomujc si
zsadn, zkladn, spodn
utajen, anonymn
poruen, nedodren, znsilnn
boj, konflikt, vlka
odpad(ky), pustina, pltvat,
promarnit
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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 23 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 worlds 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.
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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. Its 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, Ive got
to get money, Ill 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, thats 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 Id left it for a day longer hed have had to amputate my arm.
And thats 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 theyve been there.
If I had heard my life story when I was 12, I never would have done drugs in the first place. Its 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.
Im now 22 and am living by myself and have been clean for two years and nine months its been the
most difficult thing Ive ever had to do.
I know I have lots of life ahead of me, but its like Ive lived one already and Im lucky to have a second
chance, there are lots of people who dont.
Unit 2
2.5
Dignity in care
Lack of respect for an individuals 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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TA P E S C R I P TS
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
persons 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, Downs 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
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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
Tonys 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 werent in schools. You are bored and so are they thats 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. Im now working and soon Im going to start a new job in motorway
maintenance and highway control.
What Id 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
someones 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
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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 childs 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. Todays 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. Its based
on the idea that teenagers will only listen to parents if they know what theyre 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 weve learnt is to involve the kids and listen to
their opinion. This shows you respect them and that youre 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 were having with
our kids. Its 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 groups 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. Its a huge comfort to know we
arent dealing with everything by ourselves and that theres 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 ones family, and paying ones 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
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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 someones 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 Johns 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)
Johns story
I was living in Manchester in a flat that had a short-term tenancy and had a job working in McDonalds.
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
Ritas 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.
Ive done it when it was raining so hard the water poured down the ramps. Ive 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.
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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. Ritas 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 Ritas 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 wasnt in that house my two children werent 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.
Id always had a home, and I didnt 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 Id be. Its so hard to make the first step, but I put out a hand and the staff here
reached out. Ill 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;
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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 homes 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 homes decision making.
Were 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. Its 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 homes 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 whod reached their ten year anniversary with us, said
the manager Pat, and weve 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.
Im not saying its easy to run a home this way, says Pat. Its 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 1625 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) Crches 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 childminders 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
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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, Greeces second largest city, tourists walk along the waterfront
promenade and wander into the shops that circle one of the citys famous squares. In front of a corner caf,
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 Pamelas 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
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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 its been at any point in the past two million years.
But catastrophic climate change isnt 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 UKs 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 UKs 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.
234
TA P E S C R I P TS
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)
zkrtit, zestrunit
potrat
neptomnost, nedostatek
uvn nvykovch ltek
zneuvat
urliv, zneuvajc
umstn (pobyt) v stavu
(zazen) sociln pe
podporovan bydlen
vykonat, splnit, uskutenit

auditovan/kontrolovan et
zodpovdnost
schvlit, potvrdit, akreditovat
pesn, sprvn, dkladn
obvinit, obalovat
zskat, nabt, osvojit si
zskn, nakoupen, koupen/
nabyt vc
obanskoprvn zen
akutn, nalhav, vn
jen k tomuto elu, jen pro tento
ppad
adaptace, pizpsoben
zvisl, narkoman
zvisl na
zvislost
dostaten, pimen,
postaujc
upravit, pizpsobit (se),
zvyknout si
spravovat, dit, vykonvat,
podat (lk)
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)
pijet do nemocnice
pipustit, uznat, pijmout

dospvajc, adolescent
ENGLISH
FOR SOCIAL WORKERS
235
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), Jobseekers
Allowance
allowance (n), maternity
allowance
allowance (n), social allowance
alloy (n)
alternative (n)
altruism (n)
ambiguous (adj)
ambivalent (adj)
amend (v)
pijmout, zavst, adoptovat

pijet, zaveden
(zkona, normy), adopce
postup, pokrok
poradce, rdce
zastnce, stoupenec, obhjce
aerosol
finann zleitosti, otzky
lska, nklonnost, postien,
onemocnn
dostupn, dosaiteln
vk odchodu do starobnho
dchodu
program, agenda
doshnout, doclit, dokzat
spch, dosaen (eho),
splnn (eho)
pomoc, podpora, pomcka
cl, el, zmr, smysl
bdl, pozorn
algebra
odcizen (se)
vystoupit
ulehit, zmrnit, zmenit
pidlit
pdavek, dvka, finann
pspvek, minimln
nezdaniteln stka
pdavky pro dti
podpora v nezamstnanosti
matesk dvka
sociln dvky
slitina
jin monost, alternativa
altruismus
dvojznan, neurit, nejasn
rozpolcen, rozkolsan
opravit, doplnit, pozmnit
236
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
analza pjm a vdaj
vron, ron, kadoron
pedchdce, pedek
zkostn, zneklidnn, dychtiv
apartheid
adatel, uchaze
dost, pihlka, vyuit
formul dosti
dat o co
schzka, funkce, ad, jmenovn
vhodn, pimen, nleit
piblin, asi
schopnost, nadn, talent
nastat, objevit se, vzniknout
hstv
artritida
umle, nepirozen
vtvarn umn
dramatick umn, divadlo
tok, napaden, pepaden
ohodnotit, posoudit, stanovit,
urit
hodnocen, posudek
aktiva, jmn, majetek
zadat, uloit, pidlit
pizpsoben, asimilace, splynut
osobn asistence
ptelsk
stelivo, munice
amnestie
ivotn minimum
organizace poskytujc sluby

tkajc se bydlen
nelensk, neregistrovan
organizace
pedpoklad, domnnka
ENGLISH
FOR SOCIAL WORKERS
237
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, tulek
doshnout, zskat
astnit se, navtvovat,
vnovat se, starat se
ptomnost, dochzka,
opatrovn
pozornost, pe
lze pipsat/pist na vrub
(komu, emu)
pisuzovat, pipisovat,
vysvtlovat
mstn ad
krajsk, oblastn ad
autismus
bakal
kauce, propustit na kauci
rovnovha, udrovat v rovnovze
zakzat, zkaz
pekka, zbrana, barira
zklad, princip, dvod, dkaz
na zkouku, zkuebn
ebrat, pnliv prosit
problmov chovn, protest
bojujc, vlc
pjemce dvek, oprvnn osoba
uitek, prospch, dvka, pdavek
dvka vyplcen v hotovosti
dvka zvisejc na uven
pslunho adu
pstounsk dvka
pspvek na bydlen
porodn
dvka pro postien
matesk dvka
dvka zvisl na majetku
adatele
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)
dvka nehrazen z pojitn

a nezvisl na majetku adatele
rodiovsk dvka
nemocensk dvka
pspvek na dopravu
univerzln dvka
asopis prodvan bezdomovci
Nov prostor
biologie
porodnost
bizarn, zvltn, divn
vydrn, vkupn
vina, odpovdnost, obviovat,
klst za vinu
slep, slepota
barvoslepost
koln rada
sprvn/dc/dozor orgn
podpoit, poslit, upevnit
bonus, zvltn pplatek
zvit, zeslit, pozvednout
hranice, pomez, okraj
Braillovo psmo
pestvka na jdlo
rozpad manelstv
broura
zprostedkovatel
zamstnanec pracovnho adu
znt prduek, bronchitida
pohmodnina, podlitina
rozpoet
individuln et
(nkup, prodej) ve velkm
trat, ikanovat, zastraovat
bemeno, zt
ad, kancel
vloupn (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
vypotat, spotat, pedpokldat

kampa, vst kampa
hl
konop, hai
schopnost, monost, kapacita,
obsah
alternativn pe
domc pe
pstounsk pe
lkov pe, hospitalizace
zdravotn, oetovatelsk pe
rezidenn pe,
pe v pobytovch zazench
respitn pe
nsledn pe, ochrann dozor
povoln, karira, ivotn drha
klient opoutjc sluby sociln
pe nap. dt opoutjc
dtsk domov
ppadov sociln pracovnk
ob (nap. nehody), zrann,
mrtv
ed zkal
katastrofick, tragick
starat se, zajiovat, ivit
opatrnost, vstraha,
napomenut, kauce
pestat, zanechat (eho), zastavit
cela, buka
nzkoprahov zazen
osvden, potvrzen, doklad,
vysvden
rodn list
mrtn list
pedseda, pedsedkyn
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)
vzva, nmitka, vyzvat,

zpochybnit, napadnout
poplatek, pe, dohled, poven
charitativn, dobroinn
charita, dobroinn organizace,
dobroinnost
zdravotn prohldka
chemie
hotovostn ek
dt bez vlastnho pjmu
narozen dtte
bezdtn
osoba hldajc dti
chorln, sborov
sbor, sborov zpv
chromozm
okolnost, pomry, situace
oban pobrajc starobn dchod
obanstv, sttn pslunost
civiln osoba, civiln
nrok, dost, tvrdit, prohlaovat,
dat
vceelov uebna, uebn
mstnost se specilnm
vybavenm
ednick, administrativn
vodtko, kl, stopa, npovda
sdruen, koalice
kokain
ntlak, donucen
promylen, souvisl, logick
soudrnost
probhat, nastat ve stejnou dobu,
shodovat se
vysok kola, fakulta,
kolej univerzity
kolejn
bojovat, zpasit, potrat
zklamn, 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
spchat, dopustit se, svit,
zavzat se
zvazek, povinnost, vrnost
vbor, komise
nemocnin idle s nonkem
zmnit, zmrnit
pomrn, relativn, srovnvan
konkurenn, soutiv,
ctidostiv
soutivost, ctidost,
konkurenceschopnost
doplnk, dodatek
dokonen, dovren
splnit, vyhovt
sloka, komponenta, soust
veobecn, irok, komplexn
zahrnovat, obsahovat, skldat se
povinn, nazen
vymyslet, naplnovat,
pedstavit si
starost, obava, zjem, zleitost
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)
strun, zhutn, vstin

ivotn podmnky
zpsobujc (co), vedouc
(k emu), napomhajc (emu)
provdt, vst, dit, organizovat
ppadov konference o pi o
dt
piznat (se), doznat (se)
dvrn, tajn, dvryhodn
potvrdit, potvrzovat, utvrdit
zmatek, zmaten
spojen, souvislost, shoda
vznam (slova), konotace
svdom, svdomitost,
mravn pesvden
svdomit, peliv
242
VOCABULARY
zven, vaha, ohleduplnost,

ohled
stava, zakldac listina
organizace
porada, konzultace
spoteba
souasn, soudob, souasnk
skupina, reprezentace,
podmnn, zvisl
smlouva
consideration (n)
constitution (n)
consultation (n)
consumption (n)
contemporary (adj, n)
contingent (n, adj)
contract (n)
contract (n), service users
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
pspvek
kompenzan pspvek
motorick dovednosti
polemika, spor, kontroverze
smlouva, dohoda, ujednn
sbliovn
uznat vinnm, usvdit,
odsouzen, trestanec
pesvden, usvden,
odsouzen
pesvdiv
vzjemn spoluprce
koordintor
zvldnout, vypodat se (s m)
hlavn, stejn, hlavn vyuovac
pedmty, hlavn innost
hlavn/zkladn nklady
ivotn nklady
reijn nklady
mstn ad, obecn rada
poradenstv
poradce
elit, kontrovat, odporovat
soud pro mladistv
zbr, dosah, rozsah hrady
ENGLISH
FOR SOCIAL WORKERS
243
coverage (n), field coverage
crack (v, n)
craftsman (n)
crave (v)
creditor (n)
creed (n), religious creed
crche (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
zmapovn ternu nap.

poteb dan komunity
praskat, crack (droga)
emeslnk
doadovat se, snan prosit
vitel
vra, nboensk pesvden
jesle
erven plmsc
krize, kritick situace
kritrium
erven k
rozhodujc, rozhodn, kritick
berla
zkaz vychzen
uebn pln, studijn program,
osnovy
vazba, vznn, opatrovnictv
dtte
ivotopis
bludn/zaarovan kruh
cyklick, periodick
koda, pokodit
databze, soubor daj
konen termn
pt
hluch, hluchota
hluchoslep, hluchoslepota
dluh, zvazek
podvdt, klamat
podvod, klam
vyhlen, prohlen, piznn
klesat, slbnout, upadat,
odmtnout, pokles, bytek,
padek
vnovat (se), zasvtit
oddan, horliv naden
defence (n)
degree (n)
dehydration (n)
delay (n), developmental delay
deliberate (adj, v)
demand (n, v)
dementia (n)
obrana, obhajoba, ospravedlnn

akademick titul, hodnost
dehydratace
opodn ve vvoji
mysln, zmrn, uvaovat
dost, poadavek, dat
demence
popen, odmtnut, poruen
denial (n)
(prv)
crkevn, konfesijn
denominational (adj)
zvislost
dependency (n)
rozmstit (se), rozestavit (se)

deploy (v)
uklidujc prostedek
depressant (n)
zbaven (eho), nedostatek,
deprivation (n)
ztrta
odebrat, pipravit (nkoho o
deprive (v)
nco)
potomek, nstupce
descendant (n)
descent (n)
pvod, pokles, sestup
grafick design
design (n), graphic design
zoufalstv, beznadj
despair (n)
zadren osoba (ve vazb)

detainee (n)
urit, zjistit, rozhodnout

determine (v)
detoxification (n)
detoxifikace
kodliv
detrimental (adj)
deviace, odchylka
deviation (n)
pomocn zazen, pomcky

device (n), assistive device
kivolak, nevyzpytateln,
devious (adj)
vychytral
diabetes (n)
cukrovka
primrn/prvn (pedbn)
diagnosis (n), primary diagnosis diagnza
dignity (n)
dstojnost
diploma (n)
diplom
disability (n)
postien
disability (n), learning/

vvojov porucha uen
developmental disability
mentln postien
disability (n), mental disability
kombinovan postien
disability (n), multiple disability
ENGLISH
FOR SOCIAL WORKERS
245
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
fyzick postien
postien
pohroma, katastrofa, netst
disciplinrn, krn
uven, oprvnn, pravomoc
penechan volnmu uven
oslabit
fyzick postien, zmrzaen
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
bipolrn porucha,
maniodepresivn psychza
nerovnost, rozdl
nsiln vyhnat, vysthovat,
vysdlit
diskuse, debata, spor
neuctiv, nezdvoil
en, roziovn
odlin, jin, zeteln
rozdl, odlinost,
mimodn kvalita
zkroutit, pokivit, zkreslit
utrpen, strdn, nouze,
ohroen
rozdlovn, pidlovn, en
mimodn pidlen prostedk,
pro mimodnou pleitost
pravideln/obvykl pidlen
prostedk
koln okrsek
nepouvat
rozmanitost, rznorodost,
pestrost
rozdlen, rozpor, rozdl
doktort
dokumentace klienta
drce, 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)
dvka (drogy), dt si dvku

nahrt, zkoprovat, sthnout data
koncept, pracovn verze, nrtek
nevhoda, nedostatek
sucho
majc souvislost s drogami
uloit, vysypat, ukldat odpad
ubvat, zmenovat se, klesat
dyslexie
svalov dystrofie
vdlek, mzda
ekologie
znalostn ekonomika
extze (droga)
dlkov studium
tlesn vchova
innost, efektivnost
efektivita, schopnost, vkonnost
lehce, snadno, bez nmahy
echollie
star, pokroilho vku
zvolit, vybrat
voliteln, volen
oprvnnost, zpsobilost
oprvnn, zpsobil
elitstv
vtisknout, zakotvit, zasadit
oznait, vyrt, vyezat
objevit se, ukzat se, vyjt najevo
stav nouze, nalhav ppad
vysthovalec, emigrant
emise uhlku/oxidu uhliitho
draz, zamen
zamstnat
ENGLISH
FOR SOCIAL WORKERS
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
zamstnatelnost
zamstnanec
zamstnavatel
doasn/pleitostn
zamstnn
integrovan zamstnvn
VOCABULARY
zmocnit, poslit
piloit, vloit
ploha
snaen, sil, nmaha
dotovat, dodat, obdarovat
vynutit (si), vymhat, prosadit
zvit, zvtit, pozvednout
zvten, rozen
dotazovn, vyetovn,
przkum
zapsat se, zaregistrovat se,
pihlsit se
osoba zapsan (nap. do koly, do
organizace), len
uchovat, uchovvat
mt za nsledek, znamenat
sociln podnik ziskov
podnikn v sociln oblasti d
se jinmi zkony ne komern
podnikn
naden, eln, entuziasmus
oprvnit, dt prvo, pojmenovat
oprvnn, nrok
prosted, ivotn prosted
epidemie
rovnost
vybaven, zazen, vstroj
rovnost, spravedlnost, poctivost
ekvivalent, stejn jako,
rovnocenn
vymtit, vyhladit
zdit, zaloit, 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)
zaloen, zzen, organizace,

instituce
nemovitost, realita, pozemek
etick, morln, mravn
ocenit, vyhodnotit
soudn vysthovn, vyklizen
dkaz, znmka, svdek
zaloen na dkazech
lkask prohldka
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)
pekonat, pevit, peshnout

pebytek, nadbytek
vylouit, vyadit
vylouen
proveden, vykonn,
uskutenn
osvobozen od dan
zahnat, rozptlit (obavy)
vdaj, nklad
vdaje, nklady, vlohy
oteven, neskrvan, oividn
vyuvn, zneuvn,
vykoisovn
vbuch chemikli
vyhynut, vyhlazen
mimokoln
bval narkoman, alkoholik
facility (n), outreach facility
failure (n), heart failure

falsify (v)
famine (n)
fee (n)
facilittor
zazen
zazen poskytujc pesan/
navazujc sluby, ternn sluby,
sluby mimo zazen nap.
v bydliti klienta
selhn srdce
zfalovat, padlat
hlad, hladomor
poplatek, koln, vstupn
ENGLISH
FOR SOCIAL WORKERS
249
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
vyuujc na univerzit,
vdeck pracovnk
spla
slo, poet, daj
zvry, zjitn, vsledky, nlezy
pokuta, dt pokutu
propustit, vyhodit z prce
uprchnout
prun, pizpsobiv
povode, zplava
kolsat, mnit se
pracovn sla
pedpovdt, odhadovat
padln, padlek
zklad, nadace, fond
vstupn hala
kehkost, slabost, chatrnost
rm, rmec
soustava, systm, konstrukce
podvod
otravn, znechucujc, frustrujc
fosiln palivo
tlesn funkce
zdroje, prostedky, penze, fond
statutrn poskytovatel
finannch prostedk
sbrn, zskvn finannch
prostedk
plyn nvykov ltka na ichn
sklenkov plyn
pohlav
gen
zeveobecovn, generalizovn
prav, skuten, nefalovan
geometrie
lepidlo nvykov ltka
na ichn
vrobn/investin majetek
gown (n)
GP (n), general practitioner
talr
praktick lka
tda, ronk, znmka, rove,
grade (n)
stupe
absolvovat, vystudovat,
graduate (v, n)
absolvent
dostudovn, absolvovn,
graduation (n)
promoce
graph (n)
graf, diagram
grievance (n)
kivda, dvod ke stnosti
zaran pna
grime (n)
nauit zkladn principy, dt
ground (v)
domc vzen
group (n), mutual support group svpomocn skupina
podprn skupina
group (n), support group
klienty veden skupina
group (n), user-led group

svpomocn skupina
groupwork (n)
skupinov prce
zruka, zaruit, zabezpeit

guarantee (n, v)
opatrovnk, porunk, zkonn
guardian (n)
zstupce
guidance (n)
pouen, rada, veden
guideline (n)
smrnice, vodtko
vinen, provinil
guilty (adj)
H
navykl zpsob chovn

habit (n), behavioral habit
halucinace
hallucination (n)
hallucinogenic (adj)
halucinogenn
obtovn, pronsledovn
harassment (n)
poskytnout tulek, ukrvat

harbour (v)
utrpen, strdn
hardships (n)
harm (n), significant harm

znan/velk koda/jma
harmonizace, uveden v soulad

harmonisation (n)
n, sklize
harvest (n)
obtovat, nepjemnost, tkost

hassle (v, n)
hatred (n), racial hatred

rasov nenvist
hazardous (adj)
nebezpen, riskantn
linka dvry
helpline (n)
bylinn
herbal (adj)
ENGLISH
FOR SOCIAL WORKERS
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, urit

ideologie
negramotn, analfabet
patn zachzet
nevyrovnanost, nevyvenost
pisthovalec, imigrant
mt inek (dopad), psobit,
inek, dopad
zhoren, porucha, postien
porucha sluchu
vvojov porucha uen
mentln postien
porucha hybnosti
fyzick postien
porucha ei
252
VOCABULARY
ddictv, odkaz
heroin
peket, zdrovat, ztovat
dovolen navc k zkladn
nrokov dovolen
holistick, celkov
dm s peovatelskou slubou
domc kola
zabit lovka
neptelsk, agresivn
neptelstv, odpor, nesouhlas
prun pracovn doba
domcnost
chrnn bydlen
nedostatek byt
hybrid, kenec, menec
hygiena
hypotermie, podchlazen
impairment (n), visual

impairment
impartial (adj)
impartiality (n)
implement (v)
implementation (n)
porucha zraku
nestrann, nezaujat
nestrannost, nezaujatost
provst, uskutenit, realizovat
proveden, uskutenn, realizace
naznait, znamenat, zahrnovat
v sob
uvalit, uloit (opaten, nazen)
neschopnost
nedostupnost, nedosaitelnost,
nepochopitelnost
nedostaten, nevhodn
neschopnost
popud, podnt, pohnutka
dopad, vskyt, etnost
podncovat, navdt, provokovat
thnout, mt sklon, inklinovat
zaazen, zalenn
sociln zaazen
pjem
dren ve vzen bez monosti
komunikace
prstek, pdavek, pplatek
zpsobit, pivodit, utrpt
trestn, alovateln, podlhajc
trestnmu zen
zakolen, instrukt
nevyhnuteln, neodvratn
vrada, zabit novorozente/
dtte
nakaliv, infekn
zvr, dsledek, dedukce
infrastruktura
poruit, nedodret, zasahovat
aplikovn, polykn drog
obyvatel
zpomalit, potlait, zabrnit,
zakzat
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)
ENGLISH
FOR SOCIAL WORKERS
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)
podnt, iniciativa
novinka, zlepen, inovace
inspekce, kontrola, prohldka
zazen na tbu ropy
vyuovat, naizovat, dvat
instrukce
uitel, instruktor
nstroj, zazen
nesnesiteln
urka, potupa, urazit
nemocensk pojitn
sociln pojitn
pjem, pijat osoby
integrace, zalenn, zapojen
rozumov, duevn, vzdlanec,
intelektul
mysln, zmrn
zsah, intervence
krizov intervence
nzkoprahov intervence
job-sharing (n)
judge (v)
judgmental (adj)
junior (n)
jurisdiction (n)
254
VOCABULARY
edn (nap. soudn) nazen

intervence
vyetovat, zkoumat
vyetovn
podrdn, nedtkliv
izolace, odlouen
zleitost, otzka, problm
Beanov liga
ad prce
nezamstnan
vce pracovnk dlcch se
o jedno pracovn msto
posuzovat, hodnotit, soudit
majc pedsudky, odsuzujc,
kritick
mlad, ni, vedlej
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)
maen soudnho vkonu
mladistv
ketamin
klov pobdka, pohnutka
plnovan ppadov prce
nos
uspat, zpsobit ztrtu vdom
dobe informovan, erudovan
pracovn sla, zamstnanci

trn/ezn rna
postrdat, mt nedostatek,
nedostatek, nouze
zaostvat, opoovat se
bytn/, majitel/ka bytu
pln, nvrh, projekt
letk, prospekt, propagan
materil
celoivotn vzdlvn
matesk dovolen
rodiovsk dovolen
otcovsk dovolen
levicov
zkonodrstv, legislativa
osoba pjujc penze
ustlit se, stabilizovat se
nevhoda, finann zvazky,
odpovdnost
navzat/udrovat spojen,
zprostedkovat, spolupracovat
pomluva, urka na cti
osvobozen, proputn na
svobodu
idisk prkaz
dvka (drogy)
lingvistick, jazykovdn
spojit, spojovat, spojen, 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)
ekac listina
neten, apatick, lhostejn
gramotnost
udriteln rozvoj/ivotn zpsob
logistical (adj)
loss (n), sensory loss
lounge (n)
pjka, pjit
poloha, msto, umstn
logistick, tkajc se dopravy,
ubytovn
ztrta smyslovho vnmn
(nap. zraku, sluchu)
hala, spoleensk mstnost,
klubovna
M
magistrate (n), municipal
magistrate (Czech Republic)
magnifier (n)
maintenance (n)
major (adj)
make (n)
malnourished (adj)
mandatory (adj)
manslaughter (n)
mstsk ad, magistrt
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
VOCABULARY
zvtovac zazen, lupa

udrovn, zachovvn, vivn
hlavn, vznamn, dleit
znaka (nap. auta), vrobce
podvyiven, patn iven
povinn, zvazn, mandatorn
zabit
okrajov, druhoad,
nepodstatn
trh prce
magistr
matestv, matesk
matematika
finann prostedky, finann
pomry
vyjednvn, zprostedkovn,
mediace
lk, livo
rdce, uitel, instruktor
vznam, hodnota, zsluha
obrtit naruby
(po poit drogy)
metoda trestn
migrant, pisthovalec
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)
svdit, psobit, mluvit proti

zpis, zznam (z jednn)
nevhodn spojit, neshodnout se
mise, posln, kol
nedvra, nedvovat
uvn nvykovch ltek
(zne)uvat
mrn, pimen, umrnn
sexuln zneuvn, obtovn
hypotka
multikulturalismus
vrada
halucinogenn 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)
zkladn poteby
speciln poteby
zanedbvat
jednat, dojednat, dohodnout,
vypodat se
sociln s
systm zdravotnho pojitn
a pe
navrhnout, nominovat, dosadit
bez pedsudk
normln, normativn
oznmen, sdlen
pedstava, pojem, nzor, pohled
jadern, atomov, nuklern
otrava, mrzutost, obtovn
znalost zkladnch poetnch
kon
diplomovan zdravotn sestra
jesle, matesk kola, kolic
stedisko
peovat, starat se, ivit
el, kol, cl, pln

zvazek, povinnost, kol
ENGLISH
FOR SOCIAL WORKERS
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
zvazn, povinn
bezvdom, zapomenut
dodrovn, zachovvn
pozorovn, vnmn
zamstnn, povoln
stt se, pihodit se, napadnout
(mylenka), nachzet se
poruen zkona, trestn in,
pestupek
poruen celnch a daovch
pedpis
ministerstvo vnitra
mstsk ad, magistrt
pracovnk dohlejc na dochzku
dt do kol
opium, opit, opitov
rovn pleitosti
vybrat si, rozhodnout se

volba, alternativa
voliteln
nazen o pi o dt
rozhodnut soudu upravujc
kontakt pbuznch s dttem
soudn pkaz
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)
258
VOCABULARY
pedbn opaten
pedbn nazen tkajc se
bydlen
orchestr
etnick pvod
vsledek, zvr
prohlsit za nezkonn,
zakzat zkonem
nstin, pehled, nastnit, popsat
vstup, vstupn data, vsledek
pedvkovat (se)
zaslechnout, tajn vyslechnout
pekrvat se, pesahovat,

shodovat se
overlap (v)
P
package (n)
panel (n)
panel (n), childrens 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)
balek, balen, sada

tm, skupina, porota, vbor,
panel
ppadov konference pi sociln
prvn ochran dt
pantomima
papestv
kancelsk prce, administrativa
obrna, paralza
paranoia, stihomam
paranoidn
osaml rodi
osaml rodi
podmnen proputn
partnerstv, spoluprce, sdruen
matesk dvka
pm platba
pedagogick, uitelsk
vrstevnk,
lovk stejnho postaven
trest
dchod, penze
pracovn msto, kde
zamstnavatel plat zamstnanci
penzijn pojitn
procento
nebezpe, riziko, ohrozit
obdob konkrtnch operac
obdob formlnch operac
preoperan obdob
sensorimotorick obdob
pechodn obdob
zkuebn doba
kiv psaha
ENGLISH
FOR SOCIAL WORKERS
259
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
rodiovsk souhlas, svolen
pachatel
zachrnit
pronsledovn
pohled, hledisko, stanovisko
pronikat, rozit se, prostoupit
zkazit, naruit, zneut
obtovat, trpit
fyzika
kapesn zlodj
sloup, pil, opora
prkopnictv, prkopnick
stt proti (komu, emu), elit
umstn, rozmstn, zaazen
kritick/vn situace
politika, postup, pstup
dtsk mozkov obrna
penosnost
penosn
portfolio, sloka, soubor
vlastnictv, majetek, osobn vci
poporodn, nastal po porodu
bezmocnost
schopnost logicky myslet
lkask praxe
matematick poet,
poetn vkon
pednost, priorita
pednost, preference, volba
thotn
pedsudek, zaujatost
pedbn, ppravn, vodn
pedasn, ukvapen
schvlen msto pobytu
pedepsat, nadit
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),
procure (v)
product (n), Gross Domestic
Product (GDP)
professional (n), health
professional
profound (n)
pedkoln
krevn tlak
vhlasn, proslul, prestin
pedpokldat, domnvat se
obecn rozen, panujc zvyk
emu se d zabrnit, zbyten
prevence
zsada, pravidlo, podstata
urit prioritu, preferovat
pednost, priorita, prvenstv
vznice s dozorem
vznice se zpsnnm dozorem
vznice s dohledem
vsada, vhoda, privilegium
podmnen trest, zkuebn lhta
postup, zpsob prce, procedura
procedura pi podvn stnost
zskat, zajistit, prosadit, donutit
zdravotnick pracovnk
hlubok, siln, pronikav

program pro odsouzen
k alternativnm trestm
programme (n), bail programme

programme (n), bridge
programme
programme (n), complementary
programme
programme (n), tailored
programme
promote (v)
hrub domc produkt
peklenujc program
doplkov/alternativn program
prompt (adj, v)
promptly (adv)
prophet (n)
proportion (n)
proposal (n)
prosecute (v)
program pizpsoben potebm

klienta
podporovat, propagovat, povit
okamit, vasn, pimt,
pobdnout
ihned, okamit
prorok
st, podl, proporce
nvrh, nabdka
alovat, soudn sthat
ENGLISH
FOR SOCIAL WORKERS
261
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
obaloba, trestn zen, soudn

sthn
zskvn druhch pro svou
vlastn nboenskou vru
prostituovat (se)
sociln ochrana
poskytovatel slueb sociln pe
poskytovatel slueb
zajitn, opaten, zsobovn,
potraviny
psychiatrick, psychick (nemoc)
psycholog, psycholoka
psychosociln
financovan z veejnch/sttnch
prostedk
vydavatel, vydavatelstv
udeit, dt rnu, propchnout
(po)trestat
schopnost, zpsobilost,
kvalifikace
pracovn kvalifikace
tvrtletn
otzka, dotaz
skonit, zanechat, opustit, odejt
stanoven poet, kvta
rasa
rasov
rasista, rasistick
radioaktivn
vychovat, vychovvat, zvit,
vznst, upozornit
sbrat, zskvat finann
prostedky
nhodn, nepravideln
kla, rejstk, rozsah
znsilnn, znsilnit
vztah, spojen
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)
mra kriminality
mra rozvodovosti
tep, tepov frekvence
mra nezamstnanosti
dvka, pdl, omezit, povolit
racionln, logick, eln
tiv, iteln
jednat, pemlouvat, diskutovat
pijet, pjmn
pjemce, adrest
oboustrannost, vzjemnost
uznn dosaenho vzdln
v jinm stt
trestn rejstk, zznam v rejstku

nvratn, vymahateln,
alovateln
zjednat, najmout
zskvn, nbor, pijmn
nahradit, odkodnit, odinit

proputn, nadbyten,
nepotebn
mluvit, popisovat, tkat se,
poslat, odkzat
doporuen, posudek
odkzn, doporuen do jin
sociln sluby
vrcen uprchlka
zdret se, vyhnout se, nevykonat
obnoviteln
kryt, toit, tulek
uprchlk
pesto, navzdory, bez ohledu na
reim, systm, zen, veden

rejstk, seznam, soupis, zznam,
zapsat (se), zaregistrovat (se)
registr dt v pi oddlen
pro ochranu dt
rehabilitovat, reintegrovat,
znovu zaadit do spolenosti
ENGLISH
FOR SOCIAL WORKERS
263
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
VOCABULARY
rehabilitace, reintegrace
(do spolenosti)
reintegrace (do spolenosti)
odmtnout, nepijmout
znovu upadnout do, vrtit se k
tkat se, vztahovat se, souviset
uvolnit, propustit, osvobodit
odsunout, peadit, zaadit
znovu pronajmout
dleit, vznamn, nleit
odkzan, zvisl
(na n pomoci)
leva, pomoc, tcha
daov leva
nboenstv, vra
pesdlit, pemstit,
pesthovat (se)
spolehnout se, potat (s m)
urliv poznmka, urka
kompetence, pravomoc
obnoviteln
proslulost, slva, dobr povst
nezaplacen njemn
znovu spchat trestn in
odkodnn, nhrada,
kompenzace
nahrazen, vmna, nhrada
vron zprva
povst, reputace
vyadovat, naizovat, potebovat
poadavek, podmnka
vzkum, zkoumat
ctit odpor, nesnet, odmtat
pesdlen, vysthovn
(mstn) obyvatel
rezidenn, ambulantn
zbyl, zbvajc
pekolen, 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)
toit, posledn pomoc,

uchlit se
prostedek, zdroj, zsoby, npady
finann zdroje
uctiv, zdvoil
vstcnost, citlivost, vnmavost
omezen
omezujc, restriktivn
restrukturalizace
maloobchod
ponechat (si), udret (si),
zachovat (si)
mentln 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)
odejt do dchodu
dchodce
odchod do dchodu, dchod,
dchodov
odhalit, odkrt, prozradit
pjem, vnos, dchod
lidsk prva
pravicov
vtrnost, nepokoje,
poulin boue
loupe, vyloupen (nap. banky)
houpac
Rom
rozpis, seznam kol/povinnost/
slueb
cesta, trasa, drha
fma, pomluva
venkovsk
posvtn, svat, posvcen

ochrnit, zabezpeit
plat
hrub mzda
ist mzda
Armda spsy
ENGLISH
FOR SOCIAL WORKERS
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)
spory
vda, vdeck disciplna
roztrouen sklerza
voztko pro postien
krbat, vymazat, vykrtnout,
zruit
oddlen, dl, sek
sociln zabezpeen
adatel o azyl, azylant
adatel o grant
nezamstnan hledajc
zamstnn
oddlit, vylouit, izolovat
oddlen, vylouen, izolace
vbr, vybrn
vbrov, selektivn
sebeobhajoba
sebeobrana
samostatn vdlen inn
sebecta, sebehodnocen
sebepokozovn
sebepokozujc
star, vedouc, vy, nadzen
idlo, snma, senzor
rozsudek, trest, odsoudit
alternativn trest
sequence (n)
service (n), assistance service
service (n), generic service
service (n), liaison service
service (n), open-access service
trest odnt svobody

oddlen, odlouen, separace
ada, poad, posloupnost,
dsledek
asistenn sluba
obecn pouiteln/standardn
sluba
nvazn/souvisejc/
zprostedkovan sluby pro
klienty, kte potebuj vce druh
slueb nap. pro zvislho,
kter je zrove bezdomovcem
nzkoprahov sluba
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)
prevenn sluba
rezidenn sluba
rodinn prosted
vyeit, urovnat, dohodnout,
usdlit (se)
pste, tulek
pln, program, rozvrh
pln, projekt, program
pln hry, ncviku
schizofrenie
uenec, vdec, student,
stipendista
stipendium, vdeck prce
interntn kola
obecn kola (USA),
gymnzium (R)
ni stupe zkladn koly
zkladn kola
stedn kola
vuka, koln vzdln
podepsat
podepsan, signat
podpis
vznamn, podstatn
odkzat koho do partnersk
organizace
dovednost, zrunost, obratnost
druh konop, marihuany
spt pod irm nebem
chudinsk tvr, slum
prudk/nhl pokles/propad
plcnout, plesknout, dt polek
paovat
ichat, upat
socioekonomick
pinav, zneitn
vhradn, jedin, pouze
dat, prosit, usilovat (o co)
prvn zstupce, advokt
ENGLISH
FOR SOCIAL WORKERS
267
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)
268
VOCABULARY
rozpoutdlo
spastick, lovk trpc spastickou
obrnou
zrodit, zplodit
ivoin druh, tda
metamfetamin
uml e
dodaten/vedlej efekt
hai
mluv
cho, manel, manelka
usadit se neoprvnn v dom
zamstnanci, pracovnci,
personl
podlnk, vlastnk akci
vynikat, vynvat, bt npadn
pomcka pro stn, vstvn
sociln stt
prohlen, oznmen, vkaz,
bilance
elektrrna
postaven, stav, status
nazen, ustanoven, pedpis,
statut
povzbuzujc prostedek
podnt, povzbuzen, stimulace
napt, zt, stres
krtit, rdousit
strategie, taktika
poslit, podpoit, zvtit
spor, hdka, boj
ra
snait se, namhat se, usilovat
stavebn, strukturln
podzamstnanost
pod-lovk, nelidsk
podporovat, pispt, pedplatit (si)
pispvatel, podporovatel,
astnk
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)
nsledn, pozdj, dodaten

dotovat, subvencovat, pispvat
ivotn minimum
tkav ltka
podstatn, vznamn, dleit
sebevrada, sebevrah
shrnout, strun vyjdit
dohlet, dozrat, konat supervizi
pomoc pi adaptaci na ivot
s postienm
ordinace praktickho lkae
dohled, dozor, steen
podezel, podezvat
udret (si), zachovat (si)
udriteln
vkyv nlady
pustit se do (eho), vypodat se
(s m)
hmatov, dotykov
oznaen visakou, elektronickm
nramkem
upravit na mru, pizpsobit
vnovat se, zabvat se, pevzt
cl, pln, kol, zamit se (na co)
da z pjmu
zdann, dan
osvobozen od dan
techniky pomhajc pi hledn
prce
uzaven televizn okruh
doasn, prozatmn, pechodn

(pro)njem
tercirn, vysokokolsk,
univerzitn
krde
tmatick
teorie
ENGLISH
FOR SOCIAL WORKERS
269
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
VOCABULARY
terapeut
pracovn terapie
teplomr
hrozba, vhrka
hrozit, vyhroovat, zastraovat
prospvat, vzkvtat, prosperovat
zvracet
asov rozvrh, asov pln
batole
vybrat da, vydat si obti
mic nstroj
muit, trat
odhodit, vyhodit, uvrhnout
obchodovn, prodvn
obchodovn, prodej drog
ue, poslucha, astnk
utiujc prostedek, sedativum
pesahovat
trauma, duevn otes
traumatizovat, zpsobit trauma
vlastizrada
pokladn, etn, ekonom
smlouva, dohoda, pakt
sestupn trend
kmen (domorod)
soudn dvr, tribunl
trigonometrie
zdrogovat se
vuka, koln
zvren, zkladn, rozhodujc,
maximln
neohlen, neoznmen
netuc, neuvdomujc si
nesnesiteln
vysokokolk, vysokokolsk
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)
zsadn, zkladn, spodn

podkopat, zniit
zvazek, zruka, podniknut
(akce)
utajen, anonymn
cyklick nezamstnanost
frikn nezamstnanost
jednoznan, jasn
nepzniv, zporn, patn
nezpsobilost, nevhodnost
oddlen rezidenn pe
jednotka alkoholu nap. obsah
alkoholu v 0,5 l 10 piva
nepedvdateln, nevypoitateln
udrovat, podporovat, prosazovat
mstsk
mo
pout, vyut
voln pracovn msto

nejasn, neurit, nekonkrtn
platn, legln, oprvnn
zkladn hodnoty, zsady
da z pidan hodnoty
vozidlo, prostedek, nosn
mdium
msto
matetina, nrodn jazyk
ob (trestnho inu)
poruen, nedodren, znsilnn
domc nsil
slabozrakost
trubicov vidn
peovatel/ka
nezbytn, podstatn,
ivotn dleit
povoln, zamstnn
ENGLISH
FOR SOCIAL WORKERS
271
volunteer (n)
voucher (n)
vow (v)
vulnerable (adj)
W
wage (n)
wage (n), minimum wage
warfare (n)
dobrovolnk
poukzka, kupon
slbit, psahat
zraniteln, bezbrann
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
minimln mzda
boj, konflikt, vlka
odpad(ky), pustina, pltvat,
promarnit
heslo, slogan
bohatstv, majetek
vyprchat, vytratit se, zmizet
blaho, prospch, sociln
zabezpeen
pocit zdrav, blaha
pznivec
vozk pro fyzicky postien
zl, podl, nemorln
vdovstv, vdovsk stav
ukonen, staen, obdob
s abstinennmi pznaky
pi odvykn zvislosti
pli dlouh, upovdan
ppadov prce
ternn sociln prce
seznn prce
pracovn sla
prce pouze v dob kolnho roku
chrnn dlna
terapeutick dlna
bodn rna
roenka
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
Carers Allowance - 37
child allowance 133
Disability Living Allowance 37, 95, 225
Guardians Allowance - 188
Jobseekers 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
273
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
childrens 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 users 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
crche 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
275
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
277
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
childrens 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
citizens rights 178
ENGLISH
FOR SOCIAL WORKERS
279
childrens 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

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Tato uebnice vznikla v rmci projektu Vyuit novch metod a organizanch forem vuky na VO Jabok

(CZ.04.3.07/3.1.01.3/3298) spolufinancovanho z prostedk Evropskho socilnho fondu, sttnho

Editorka: Ivana ihnkov

Statistics on Smoking in England in 2006

Statistic on Drug Use Among Young People in England in 2006

Couple the names of four types of drugs with their synonyms:

cool and confident

Listen and check.

Topics for discussion:

1. Describe the types of services.

And thats when I decided I had to do something.

care (n), residential care

care, aftercare (n)

FOR SOCIAL WORKERS

doadovat se, snan prosit

zkroutit, pokivit, zkreslit

dvka (drogy), dt si dvku

majc souvislost s drogami

bval narkoman, alkoholik

plyn nvykov ltka na ichn

group (n), user-led group

peket, zdrovat, ztovat

ingestion (n), drug ingestion

intervention (n), low-threshold

service (n), generic service

service (n), liaison service

service (n), open-access service

edn (nap. soudn) nazen

unit of alcohol (n)

Key drivers of quality of life for older people:

being treated more as an object than a person;

Listen and check.

Explain the following terms from the text in English:

affairs (n), financial affairs

facility (n), outreach facility

loss (n), sensory loss

zazen poskytujc pesan/

rent (n), overdue rent

podporovat, propagovat, povit

wound (n), puncture wound

Give examples of the activities that could be affected.

Listen and check.

1. Compare the two models of disability.

1. Describe the main types of allowances.

1. How to help disabled people to get employed?

Social care services direct payments and individual budgets

umstn (pobyt) v stavu

problmov chovn, protest

blindness (n), colour blindness

care (n), respite care

disorder (n), bipolar disorder

vvojov porucha uen

oznait, vyrt, vyezat

provider (n), service provider

speech (n), synthetic speech

support (n), adaptive support

uzaven televizn okruh

1. Describe the types of child abuse and neglect.

6. Children and young people leaving care and accommodation

Explain the following terms from the text in English:

Describe the tasks of social workers working with children.

Sure Start Childrens Centres

Discover a range of different magical objects in Aladdins Cave.