RSS Feed for the unit Social care, social work and the law - England and Wales

Introduction

This unit is made up of four extracts related to social care, social work and the law. The extracts are stand-alone sections but follow on from each other to make up this unit. You will be introduced to five main themes that shape practice in the field of social care and social work. The aim of this unit is to enhance your understanding of the relationship between social work practice and the law.

Learning Outcomes

After studying this unit you should be able to:

Knowledge
explain the importance of knowing the law for social care and social work professionals;
demonstrate that you understand that social work decision-making must be set within a legal as well as an agency context;
outline how the law relates to social work issues;
demonstrate that you understand the centrality of the ideas of welfare and rights to social work practice;
describe what is meant by anti-oppressive practice;
outline key ways in which the law can be used to counter discrimination.
Skills
demonstrate that you are able to digest, analyse and make use of legal information;
demonstrate the development of key transferable study skills concerning the ability to summarise arguments, learn from personal experience and apply theoretical knowledge to practice issues and dilemmas.
Personal
reflect on how the values, ideas and beliefs of practitioners can influence practice;
understand the importance of professionals being open-minded and confident in dealing with service users, having an understanding of the legal issues raised by practice;
be committed to the promotion of the rights of service users.

1.1 Themes shaping practice

Extract 1

1.1 Themes shaping practice

There are five main themes running through this unit. These themes, though not uncontested or fixed, are based on core principles and ideas that shape practice in the field of social care and social work in the statutory, independent and voluntary sectors. They are:

Partnership
Empowerment and anti-oppressive practice
Rights
Accountability
Valuing diversity.

Below you will see definitions of these themes. Before you look at these, however, you are going to take some time to consider what these themes might mean to different people.

Activity 1 Themes of the unit

You should allow 0 hour(s), 15 minute(s).

Fill in the blank sections of the table below with what you think each idea means to practitioners and what you think it might mean to a service user. Some examples have been given to get you going. (Note that you can either print the page off to do this or simply write your answers on a piece of paper.)

Theme	What it might mean to practitioners	What it might mean to a service user
Partnership	Including service users in decision-making processes; working with professionals from other agencies
Empowerment and anti-oppressive practice		Enabling me to take action to improve the quality of my life
Rights
Accountability	Being able to explain and justify decisions to both managers and service users
Valuing diversity	Being committed to countering discrimination

Now read the discussion

Comment

While undertaking this activity you may have realised that there could be different ways of thinking about each of these themes, and these may depend on whether you are a worker in a social care setting or a service user. We provide some discussion and some definitions below to help you understand more fully the practice implications for each one.

The definitions of the unit themes in the following subsections are to help you to start thinking about what they mean for practice. As you work through the unit you will develop a keener understanding of their role and their centrality to professional practice in the field of social work and social care.

1.2 Partnership

Extract 1

1.2 Partnership

This can be defined as including service users, and their advocates and carers, and other interested parties, as far as possible in the decision-making processes that affect their lives. In other words, work with service users should be based on their meaningful participation in decision making. Good practice demands that work takes place on the basis of partnership. Sometimes there can be a legal requirement to work in partnership with service users (for example, working with the parents of children being provided with accommodation) and other professionals and agencies (for example, education authorities). A commitment to working in partnership with service users will often require the social worker to take account of inequality and take positive action to empower service users. Working in partnership with other agencies raises distinct issues, for example do the agencies share the same agenda and do they have the same approach to their work?

1.3 Empowerment and anti-oppressive practice

Extract 1

1.3 Empowerment and anti-oppressive practice

Empowerment can be defined as enabling service users to take action to improve their lives. From the point of view of service users, practitioners are often in positions of considerable power, particularly where decisions are being made about the delivery of services and around intervention in people's lives. To practise empowerment, social workers will need to focus on working with service users to engage them in the problem-solving process. Empowerment is linked with anti-oppressive practice, in that the social worker can work with service users to enable them to overcome barriers to solving problems – whether located in the attitudes and practices of professionals and social institutions (for example, health and education authorities) or in the beliefs of the service user. The social worker's knowledge of service provision and the law can be critical in empowering service users. Anti-oppressive practice is ‘about a process of change which leads (service users) from feeling powerless to powerful’ (Dalrymple and Burke, 1995).

1.4 Rights

Extract 1

1.4 Rights

Rights is a word that is used in different ways. Lawyers use it to indicate that a person is entitled to something, for example not to be dismissed unfairly from their job or to sue for damages if they have been sold faulty goods. Others sometimes talk of rights when they are making a moral claim, for example that they ought to be allowed to demonstrate or that a particular law is unjust or unfair. In this unit we use rights primarily in the first sense, i.e. when we are talking about the actual claims that people can make of, for example, local authorities and government. However, at times we do talk of rights as moral claims, for example when service users demand a change in the law or social work practice in order for their legitimate claims to be recognised and acted upon. Legislation sets out some rights for service users. For example, service users have the right to be consulted wherever possible in decisions that affect them and their families and to be kept informed about what is happening to them. In addition, service users do have rights in the second sense of the term, for example the right to be treated with respect, in an honest, open and reliable way. Sometimes the demand to be treated in a fair manner coincides with legal requirements, for example the law's prohibition of racist behaviour and practices supports the demand that all people are treated with respect. All service users have the right to expect to be treated in a non-discriminatory way and to be informed about their rights. The Human Rights Act 1998 (HRA 1998), which incorporates the provisions of the European Convention on Human Rights (ECHR), is important for practitioners and service users because it provides a comprehensive avenue of redress.

1.5 Accountability

Extract 1

1.5 Accountability

Social workers have to act within the law and can be called upon to justify their actions to courts and managers as well as to service users. The law can define a worker's accountability in some detail. Furthermore, service users have a right to complain. Social workers are also employees and thus can be called upon to justify their actions to their line management and agency; this will be outlined by their agency requirements.

1.6 Valuing diversity

Extract 1

1.6 Valuing diversity

Social workers need to recognise diversity: valuing and respecting service users – irrespective of, for example, their ethnicity, gender or age – is central to good practice. It is also about working in a way that counters the unfair or unequal treatment of individuals or groups on the basis of their race, gender, class, age, culture, religion, sexuality or ability. There is a growing body of law that seeks to prohibit and punish a range of discriminatory behaviours in various kinds of social setting, for example in the provision of services and in employment opportunities. For social workers, valuing diversity entails more than this – there is a professional obligation to challenge discrimination of any kind, whether legislated against or not.

1.7 The connection between definitions

Extract 1

1.7 The connection between definitions

You will have seen from these definitions that they are connected in a number of ways. For example, a commitment to working in partnership and to empowering service users also entails a commitment to anti-oppressive practice. It is important to be clear, however, that these values are not necessarily set out in legislation. For example, while you will find legislation preventing discrimination on the basis of race, sex or disability, you will not find similar legislation promoting anti-oppressive practice. None the less the unit team felt that it was important to highlight that good social work practice is about more than countering discrimination. Anti-oppressive practice is about positively working to challenge myths and stereotypes and to speak out and act against the way social practices and the law itself discriminate against certain groups of people (Braye and Preston-Shoot, 1997).

The themes running through the unit represent an overview of the values that practitioners need to integrate into practice in a clear, consistent and thoughtful way. Many users of social services are vulnerable and disadvantaged in some way, and often they have not been treated as equals because of poverty, racism, assumptions about gender, age or disability (Biehal et al., 1992). Working in partnership and in a way that counters discrimination and demonstrates anti-oppressive practice is essential if service users are to feel that they are participating in decision-making at every level. It is important to understand how disadvantage and inequality can impact upon a person's ability to participate in a meaningful way. The next activity gives you the opportunity to think about a situation from your own experience where you felt disadvantaged in some way and to reflect upon how you felt about this.

Activity 2 Respect

You should allow 0 hour(s), 15 minute(s).

Try to remember an occasion, either in the workplace or elsewhere, when you felt at a disadvantage or powerless in the face of another's actions (this could be another person or an organisation). This could be something you remember from your childhood or an encounter with an unsympathetic doctor or other professional. Write down a few lines describing the incident. Then spend about five minutes making a note of the feelings you had at the time. Then consider what could have been done to improve the situation for you, and write down anything that could have been said or done that you consider would have made a difference to your experience.

Now read the discussion

Comment

You may have recalled a one-off incident or a time when you were experiencing difficulties over a longer period. Perhaps you felt distressed, ignored or demoralised. You may have felt threatened or oppressed by what happened to you. It may have been that no one was listening to what you had to say and you felt frustrated and powerless. A member of the unit team recalled an occasion when he was given some disappointing news just before going into the meeting where it was going to be discussed. If he had been told earlier and in private, it would have been easier to handle. Similarly, if he had had a chance to say how he felt about the decision and had an opportunity to express his feelings, it would not have been quite so bad. You may have identified good communication, respect for people's feelings and a recognition of an individual's needs as some of the skills that would have made your own experience a better one.

For those who work in the field of social care and social work it is important to be able to reflect on the impact of intervention in an individual's or family's life. Sometimes, depending on how it is done, intervention may be experienced as a positive development; at other times it may be more negative. In doing this activity you may have also thought about the relevance of some of the themes referred to above, for example empowerment or anti-oppressive practice.

Advising clients – one aspect of a social worker's day.

Finally, you are going to consider both the complexity in the nature of the social work task, and the nature of the social work task in a more general way.

2.1 The nature of the social work task

Extract 2

2.1 The nature of the social work task

Social work is a responsible and demanding job. Practitioners work in social settings characterised by enormous diversity, and they perform a range of roles, requiring different skills. Public expectations, agency requirements and resources and the needs of service users all create pressures for social workers. The public receives only a snapshot of a social worker's responsibilities and, against a background of media concentration on the sensational, the thousands of successful outcomes and years of hard work in child care and with vulnerable adults are never considered (Hardy and Hannibal, 1997). In intervening in people's lives, social workers face practice dilemmas arising from the relationship between social work values and the law (for example, working to promote the rights and self-determination of service users and having to balance this with the need to protect them and to protect the rights of others).

The relationship between social work and the law is part of an ongoing debate. There are those who adopt a legalistic model and argue that the law, reflected through court orders, is central to social work practice (for example, Blom-Cooper, 1985). Others have argued that over-reliance on the law fails to address the problems people face and may even exacerbate them (Stevenson, 1988; King and Trowell, 1992; Braye and Preston-Shoot, 1997). This seems to present a dilemma for practice. The growing importance of the law in social work practice and decision making is reflected in the training requirements for professionals working in the field of social work (Department of Health, 2002). Yet it is essential that alongside this there is a value base with an emphasis on principles, such as partnership, equality and empowerment, which must inform good practice.

Over the past two decades there have been a number of events that raised serious questions regarding social work practice. There has been fierce debate in relation to child protection issues, the changes within the criminal justice system (for example the introduction, by the Crime and Disorder Act 1998, of anti-social behaviour orders) and the effectiveness of community care. There have been well-documented tragedies and errors of judgement (Blom-Cooper, 1985), apparent over-zealousness such as in the Cleveland affair (Butler-Sloss, 1988) and the misuse of power in residential care in the ‘pindown’ affair (Levy and Kahan, 1991).

For many professionals in the field of social work, the publicity surrounding these and other events has led to a feeling of crisis. Social work as a profession has frequently been under attack since the mid-1980s, and this has undermined the public's awareness of social work's successes. For example, one of the observations about the Children Act 1989 was that it was based on current best practice within social work at the time, though such practice was not sufficiently widespread. The Act represented a new start for children and families and other professionals working with children by radically changing the legal framework regulating the care and upbringing of children (Hardy and Hannibal, 1997). No legislation or legal framework can remain static, however, and as a result of reviews and enquiries such as the Victoria Climbie Inquiry Report (Department of Health and Home Office, 2003), the Children Act 1989 has been significantly updated, and the way in which it is interpreted, resourced and implemented has been strengthened.

3.1 Social work values and legal values

Extract 3

3.1 Social work values and legal values

Social work practice is founded on and informed by a value base; however, this value base is uncertain and changing (Shardlow, 1998). It is important that practitioners are able to reflect on their values and prejudices and consider the implications of these for practice. The next activity requires you to think about this before going on to look in more detail at what is meant by social work values.

Activity 3 Values and prejudices

You should allow 0 hour(s), 20 minute(s).

In the list below there are a number of statements. Take a few minutes to think carefully about each one and write down your response.

Children from single-parent families are at a disadvantage compared with children from two-parent families.
Gay couples should not be allowed to adopt children.
Parents should realise that their children don't always want to practise the same cultural traditions as they do.
People with a disability should have the right to determine where they live.
Old people are best looked after at home by their families.
Young people should have the right to refuse to consent to medical treatment.

Now read the discussion

Comment

Social work practitioners must question where they stand on issues such as anti-oppressive practice, sexuality and individual rights to self-determination. When does a commitment to user self-determination, for example, give way to protection against risk or to the rights of another individual? These are issues that must be faced if practitioners are to manage the personal experience of work and be effective rather than inconsistent, defensive and/or dangerous. By continually reflecting on and questioning their own value base, social workers can develop the awareness needed to be able to identify and take action to counter discrimination, inequality and injustice, and practise in a manner that does not stigmatise or disadvantage individuals, groups or communities. Good practice indicates that service users should be involved in exploring options and the decision-making process wherever possible – so, for example, disabled people should at the very least have some say on where they live. The law has a view on these issues, for example the House of Lords decided in the Gillick case that the ‘mature minor’ in certain circumstances had the right to make his or her own decision, including the right to consent to medical treatment.

4.1 Unit themes and social work values

Extract 4

4.1 Unit themes and social work values

The next activity asks you to consider the relationship between the unit themes and value requirements for social care workers set out below.

Activity 4 Unit themes and social work values

You should allow 0 hour(s), 20 minute(s).

The core values of the Code of Practice for Social Care Workers (which are identical in both England and Wales) are as follows:

Social care workers must:

protect the rights and promote the interests of service users and carers;
strive to establish and maintain the trust and confidence of service users and carers;
promote the independence of service users while protecting them as far as possible from danger and harm;
respect the rights of service users whilst seeking to ensure that their behaviour does not harm themselves or other people;
uphold public trust and confidence in social care services;
be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills.

(GSCC, 2002; CCW, 2000a)

Think about the five unit themes, and consider how they relate to the value requirements for social workers set out above. Write down which values you believe to be central to each of the themes (there may be several that apply to more than one theme). One box has been completed to get you started.

(Note that you can either print the page off to do this or simply write your answers on a piece of paper.)

Themes	Values
Partnership
Empowerment and anti-oppressive practice	Protect the rights and promote the interests of service users and carers. Strive to establish and maintain the trust and confidence of service users and carers. Be accountable for the quality of work and take responsibility for maintaining and improving your knowledge and skills
Rights
Accountability
Valuing diversity

Now read the discussion

Comment

In doing this activity you may have realised that some values apply to more than one theme. For example, the value requirement that social care workers protect the rights and promote the interests of service users and carers could be about ‘rights’ as well as about working in an anti-oppressive way. Effective practice is about recognising how these values are central to social work.

4.2 Conflict and partnership

Extract 4

4.2 Conflict and partnership

Whatever the professional setting of their practice, social workers are likely to be working with service users from a diverse range of cultures and backgrounds. As noted above, it is part of their responsibility as practitioners to respect and value social diversity and to work with service users in a way that recognises and builds on their strengths. This can be difficult to do in the context of the legislation. At this point, however, we want you to start to think about how practitioners can work effectively and sensitively with service users in situations where they may be faced with conflict or possibly frightening behaviour where violence is implicitly or explicitly threatened.

The next activity provides you with an opportunity to consider some of these practice issues in the field of child protection.

Activity 5 Conflict and partnership

You should allow 0 hour(s), 20 minute(s).

Read the following case study and make notes in answer to the questions that follow.

Ms Harden, the head teacher of a local primary school, has telephoned the social services department to express her concerns about two of the children at her school. The children are aged five and seven. She is aware that the children's mother has been subjected to violence from her partner. Over the last two weeks the children have appeared to be lethargic and withdrawn at school, and when the seven-year-old was changing for games today, his teacher noticed bruising across the back of both of his legs. Ms Harden tried to contact the mother this morning but was only able to reach her partner, who was abusive and aggressive during the brief telephone conversation. The manager of the department asks the social worker to visit the family's house and make some preliminary inquiries.

What do you think will be the main practice issues to consider in this situation?
What social work values do you think will underpin planning in this case?

Now read the discussion

Comment

You may have thought about the kinds of response the social worker might receive when he or she visits the children's home: the response might be very hostile and unwelcoming and there is clear potential for conflict. The primary concern will be the welfare of the children. The social worker will need to see and talk to the children and their mother, and to ensure that the children are safe. The social worker would probably check to see whether the social services department already knows the family because, if so, there could be helpful information on the files. It would be important, for example, to find out whether the mother's partner is actually the children's father.

The social worker may also want to try to ascertain whether the mother's safety and well-being is at risk and consider what advice to offer. You have already seen that working in partnership is a core value when working with service users, but is it possible to act in partnership where there is conflict? The social worker may need to take measures to protect the children that would mean removing them from the parents' house. How could partnership be achieved in this context? Good practice would be about working with the adults in a way that was open and honest and which kept them informed about their rights. Being clear about the social work role and powers and duties is essential, as is the need to communicate in a jargon-free and non-legalistic way.

One researcher, Stuart Vernon, believes that there may be a tension or even conflict between social work values and the law, there are areas of social work law where there is no such conflict. So what are legal values? We explore this next.

The law is one way in which established but discriminatory practices can be and are challenged. At the same time, however, the law can be seen as supportive of the prevailing social order, shaped by dominant forces that perpetuate inequality and injustice. Nevertheless, there are some key values embedded in legislation that are supportive of social work values. For example, the Human Rights Act (HRA) 1998 incorporates the provisions of the European Convention on Human Rights (ECHR) into UK law, with the result that the principles enshrined in the articles of the ECHR are directly applicable within the UK. These principles include respect for family privacy (Article 8) and an insistence on procedural fairness in the resolution of disputes (Article 6). Further, Article 14 aims at ensuring that the rights contained within the ECHR are secured without discrimination on any ground. The impact of the HRA 1998 on social care and social work has already been considerable.

Thus it is important to recognise that the law expresses some values that accord with social work values and can help you to work in a positive way to support and empower service users. However, it is also important for social work practitioners to be aware of the ways in which the law can fail people. For example, there is little legislation to protect adults who are vulnerable through age. Community care legislation may provide that certain people are entitled to an assessment of their needs, but this is largely at the discretion of the local authority and it can be difficult for service users to challenge such decision making.

Although agency policies and procedures also set parameters within which discretion is exercised, it is often the individual social worker who makes the initial decision. This choice will be influenced by a range of factors, including the knowledge and understanding of the social worker, his or her experience of similar situations, the viability of available options – including the law and ongoing policy – and the social worker's own values.

4.3 Conclusion

Extract 4

4.3 Conclusion

Social work practice is based upon assessments of situations and decisions about strategies to be adopted. Sometimes there can be a tension between the law and working within social work values; the law provides the framework for practice. In the next section you are going to examine the legal structures and processes within which social work skills are applied.

Key points

The law provides a mandate for practice, but good practice involves more than knowing and applying the law; it also involves social work skills and values.
Social workers need to be able to recognise their own values and prejudices.
Social workers need to be able to demonstrate an understanding of the core values of social work practice, such as respecting and valuing uniqueness and diversity.
A commitment to social work values promotes effective practice, such as working in partnership and empowerment of service users.
Legal values can accord with social work values and can help social workers to work in a positive way to support and empower service users.
There may sometimes be tensions between the need for social workers to fulfil their legal obligations and the need to uphold their social work values.

Do this

Now you have completed this unit, you might like to:

Post a message to the unit forum.
Review or add to your Learning Journal.
Rate this unit.

Try this

References

Baker, C. (ed.) (1998) Human Rights Act 1998: A Practitioner's Guide, London, Sweet and Maxwell.

Bashir, A. (1999) ‘Working in racist Britain’, Community Care, 21–27 October, p. 26.

Biehal, N., Clayden, J., Stein, M. and Wade, J. (1992) Prepared for Living? A Survey of Young People Leaving the Care of Three Local Authorities, London, National Children's Bureau.

Blom-Cooper, L. (1985) A Child in Trust: The Beckford Report, London, London Borough of Brent.

Braye, S. and Preston-Shoot, M. (1997) Practising Social Work Law, Basingstoke, Macmillan.

Brechin, A. (2000) ‘Introducing critical practice’ in Brechin, A., Brown, H. and Eby, M.A. (eds) Practice and Health in Social Care, London, Sage.

British Association of Social Workers (2003) Code of Ethics for Social Work [online]. www.basw.co.uk/articles [Accessed 12 September 2005].

Butler-Sloss, E. (1988) Report of the Inquiry into Child Abuse in Cleveland, London, HMSO.

Care Council for Wales (CCW) (2002a) Code of Practice for Social Care Workers [online]. http://www.ccwales.org.uk [Accessed 24 October 2005].

Care Council for Wales (CCW) (2002b) Code of Practice for Employers of Social Care Workers [online]. http://www.ccwales.org.uk [Accessed 24 October 2005].

Care Council for Wales (CCW) (2004) The Approval and Visiting of Degree Courses in Social Work (Wales) Rules [online]. www.ccwales.org.uk/eng/training/pdf/rules 2004.pdf[Accessed 12 September 2005].

Clyde, J.J. (1992) Report of the Inquiry into the Removal of Children from Orkney in February 1991, Edinburgh, HMSO.

Culley, L. (1999) ‘Working with diversity, towards negotiated understandings of health care needs’ in Davies, C, Finlay, L. and Bullman, A. (eds) Changing Practice in Health Care and Social Care, London, Sage.

Dalley, G. (1997) Ideologies of Caring, 2nd edn, Basingstoke, Macmillan.

Dalrymple, J. and Burke, B. (1995) Anti-oppressive Practice, Social Care and the Law, Buckingham, Open University Press.

Department of Health and Home Office (2003) The Victoria Climbie Inquiry: Report of an Inquiry by Lord Laming, London, The Stationery Office.

Department of Health (2002) Requirements for Social Work Training, London, DH.

Department of Health, Department for Education and Employment and Home Office (2000a) Framework for the Assessment of Children in Need and their Families, London, The Stationery Office.

Department of Health (2000b) Assessing Children in Need and their Families: Practice Guidance, London, The Stationery Office.

Department of Health, Home Office and Department for Education and Employment (1999) Working Together to Safeguard Children, London, The Stationery Office.

Department of Health (1993) Code of Practice Section 118: Mental Health Act, London, HMSO.

Department of Health (1989) Caring for People: Community Care in the Next Decade and Beyond, London, HMSO.

Dutt, R. (1999) ‘Your shout’, Quality Protects, Issue 2, July, p. 12.

General Social Care Council (GSCC) (2002) Code of Practice for Social Care Workers and Code of Practice for Employers of Social Care Workers [online]. http://www.gscc.org.uk [Accessed 24 October 2005].

Hardy, S. and Hannibal, M. (1997) Law for Social Workers, London, Cavendish Publishing Limited.

Hirst, J. (1999) ‘Working in racist Britain’, Community Care, 21–27 October, p. 26.

Home Office (1997) Rights Brought Home: The Human Rights Bill, CM 3782, London, HMSO.

Humphreys, C. (2000) ‘The impact of domestic violence on children’ in Foley, P., Roche, J. and Tucker, S. (eds) (2000) Children in Society: Contemporary Theory, Policy and Practice, Basingstoke, Macmillan (K204 Course Reader).

King, M. and Trowell, J. (1992) Children's Welfare and the Law: the Limits of Legal Intervention, London, Sage.

Levy, A. and Kahan, B. (1991) The Pindown Experience and the Protection of Children. The Report of the Staffordshire Child Care Inquiry, 1990, Staffordshire County Council.

Macpherson, W. (1999) The Stephen Lawrence Inquiry: Report of an Inquiry by Sir William Macpherson of Cluny et ah, London, The Stationery Office.

Morris, J. (1997) ‘“Us” and “them”?’ in Bornat, J. (ed.) Community Care: A Reader, Basingstoke, Macmillan.

Shardlow, S. (1998) ‘Values, ethics and social work’ in Adams, R., Dominelli, L. and Payne, M. (eds) Social Work Themes, Issues and Critical Debates, Basingstoke, Macmillan.

Stevenson, O. (1988) ‘Law and social work education: a commentary on the law report’, Issues in Social Work Education, Vol. 8, No. 1, pp. 37–45.

Walker, D.M. (1997) The Scottish Legal System, 7th edn, Edinburgh, W. Green & Son/Sweet & Maxwell.

Welsh Language Board (2005) The Welsh Language, Welsh and the Law [online]. www.welsh-language-board.gov.uk or www.bwrdd-yr-iaith.org.uk [Accessed 12 September 2005].

Welsh Office (1997) A Voice for Wales: The Government Proposals for a Welsh Assembly, London, The Stationery Office.

Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

All materials included in this unit are derived from content originated at the Open University.

Related educational resources

Thu, 31 Jul 2008 09:30:13 GMT

This is a list of all the Related educational resources for the unit K269_1 - Social care, social work and the law - England and Wales