Publication - Advice and guidance

Carers (Scotland) Act 2016: statutory guidance

Published: 23 Mar 2018

Statutory guidance to accompany the Carers (Scotland) Act 2016.

150 page PDF

1.2 MB

150 page PDF

1.2 MB

Carers (Scotland) Act 2016: statutory guidance
Annex D

150 page PDF

1.2 MB

Annex D

Carer identification

1. Carer identification can be carried out by, amongst others:

  • health and social care and children’s services professionals when carrying out assessments with cared-for persons;
  • health and social care professionals during anticipatory care planning;
  • health and social care professionals in hospital settings;
  • district nurse teams;
  • occupational therapists;
  • social care assistants;
  • GP Link Workers;
  • guidance and teaching staff in schools and staff in colleges and universities;
  • providers of care and support services;
  • housing staff;
  • third sector and independent organisations;
  • employers (including those who are Carer Positive [162] );
  • multilingual groups; and
  • outreach with gypsy traveller communities and by those working with Black and Minority Ethnic ( BME) communities.

2. The potential barriers to carer identification include:

  • identifying with the term ‘carer’ – both because of confusion with care workers being referred to as carers and because they see themselves primarily as a ‘mother’, ‘daughter’ etc.;
  • the view that caring is a legitimate domain of family responsibility;
  • resisting access to support in order to protect a person’s identity;
  • pride in self-sufficiency and a sense of shame in asking for, or being offered, support;
  • lack of family contact with social work departments;
  • fear of societal stigma if caring for someone with substance misuse or mental ill health;
  • self-management by people with long-term conditions but the caring role becomes more intense over time as people’s health deteriorates;
  • with respect to young carers, fear of family break-up or being treated differently to friends who are not carers since young people like a group identity;
  • language barriers and lack of translation services, for example, there is no word for ‘carer’ in Punjabi and Urdu;
  • lack of training with some GPs and other healthcare professionals;
  • a need to fully consider the personal outcomes of the carer in the family dynamic; and
  • the visibility of services to support carers in some ‘hard-to–reach’ communities, such as in rural and remote areas and in BME communities.

3. Examples of good practice in identifying carers include:

  • link workers in GP and hospital settings;
  • employers with carer registers and websites on carers in employment;
  • sensitive young carer identification in schools via awareness raising, small group exercises and teacher training and continuous professional development with links to Getting it right for every child;
  • carer awareness raising in colleges and universities via carer campaigns and carer policies;
  • local publicity and communications; and
  • training of health and social care professionals.