Understand diversity, equality and inclusion in own area of responsibility 1.1.1There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability or diagnosis is, the focus is on how to improve and empower the individual’s life and lead a more independent life as possible. The second model is the medical model of disability which views adults has having an impairment or lacking in some way, this model focuses on impairments that the adult has and finding and acknowledging ways to correct them.
The client group at my current place of work are adults with mild learning disability and some of the residents have a dual diagnosis of mental health issues as well. Both the social and medical model has an impact on their daily life. The companys’s ethos is to empower the residents and in able them to lead a normal life as possible. This is done by providing and engaging them in their own individualised person centred plans and asking their opinions on what they like how they like it etc. allowing them to make informed choices for them self and whether they have the capacity to make these decisions.
1.2 Analyse the potential effects of barriers to equality and inclusion in own area of responsibility The potential effects that the residents will experience in this care setting are prejudice and discrimination. Prejudice happens when society lacks education and the understanding of different cultures and how society looks at it. Prejudice begins by making assumptions of a certain client group i.e. people with learning disability and mental health issues are put into a certain box.
3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion •The Equality Act is a legislation that is in place to ensure that people are given equal rights and opportunities regardless of their age, gender, disability, race,religion or belief and sexual orientation. This legislation promotes diversity, equality and inclusion by making it a requirement that they are commonly practiced and incorporated into the health and social care setting, making it illegal to discriminate against a person/or persons for any reason.
The main Acts incorporated into the Equality Act 2010 are;
• The Care Quality Commission
• The Disability Discrimination Act 2005
• Human Rights Act 1998
• The Equal Pay Act 1970
• The Sex Discrimination Act 1999
• The Race Relations Act 2003
If these code’s of practice and legislations where not to be followed the consequences can be diverse. They can effect just one individual or can effect an entire team of social care workers. By not following the codes of practice and the legislation you could cause a service user to feel discriminated against which would have negative effects such as making them feel isolated or un-heard and could lead to more problems that would effect the people around them as well as the individual . By not using inclusive practice you may find that the service user might be put in a situation in which they are not happy which could make them act out in a way that could effect their future and how other team members interact with them. • [The service has a low number of service users from other black and cultural backgrounds
•There are few staff members from black and cultural backgrounds (I have recently recruited a female member of staff who originates from Ghana ) •Some service users display prejudice by refusing support from a balck worker •Waiting for a disabled woman to be clear through the CRB process to become a volunteer focusing on media and creative writing. •Decision making processes for service users through the person centred plans which for some of the people in the service I manage still are powerless as staff determine outcomes for the person especially for people with limited communication. There are a number of people who are institutionalised and because they are older this is unlikely to change. •Staff attitudes towards women for example saying “Hey girl” I respond to this by saying my name is Alison and I manage the service. I feel there islittle respect of people’s positions within the organisation. There needs to be teaching of professionalism staff using appropriate language when in the work place. I feel undermined as a woman •Work policy systems for discrimination
•Simple changes as everyone using the same mugs and staff having drinks at the same time as people who use the service. •Equality Act 2010 is the law that bands unfair treatment and helps achieve equal opportunities in the work place and wider society. •Promote – cultural diversity social work student on 9 week placement from the Check Republic unable spend quality time with her to discuss how the service •Ankar Hindu temple celebration of their 8 night festival •Health & wellbeing day promotion of healthy Asian finger foods for many people who attended the day this was a new experience including myself. 3.2
•it is important to promote equality and explain without causing offence why some practices are unacceptable “The key anti-oppressive component of personal ands social history discussed in chapter one understanding and valuing the cultural and spiritual heritage of families and communities within which individuals are situated, but recognising the continually changing dynamics of that experience.” (Burke, Clifford 2009:11) Anti-Oppressive ethics and values in Social Work Derek Clifford and Beverley Burke
•Creating an environment to learn through music and singing for example gospel choir. •The organisation is predominately white with its origins from the Christian Brothers established in Belgium. Their principles for caring for orphaned children and children with disabilities. •As a manager it is important to ensure that people are given the opportunity to make informed decisions
Burke, B. Clifford, C. (2009) Anti-Oppressive Ethics and Values in Social Work, Palgrave Macmillan 3.3
•Organise different cultural days /celebrations
•Recruit more volunteers from cultural background
•Out reach work with other cultures and religions allowing people to gain insight into how other people live.
4 Be able to manage the risks presented when balancing individual rights and professional duty of care.
4.1 The people I am responsible for have varying degrees of learning disabilities therefore their level of understanding in some cases is limited owing to their life experiences. •The majority of people have never had the opportunity to make informed decisions. The Mental Capacity Act 2005 states that you can make decisions acting in persons best interests. •Duty of care ensuring a person is not put at risk and keeping people safe. It is difficult for some staff to understand the power they hold and •don’t always make the best decision for the person.
•Informed choice this is giving people the appropriate information to make a decision. •It has to be in a format that the person understands such as easy read pictorial as most people who I support have limited literacy skills. Using pictures are and basic sign language can help. •Service user group meets monthly chaired by the people who use the service to discuss what happens in the service
•Individual capacity is based on a persons IQ and socialisation from childhood to adulthood most behaviour’s are learned. The people I support in most cases have been with the organisation since childhood there fore are institutionalised so decision making is very difficult for them. It is almost subservient wanting to please the member of staff by agreeing through repeating what the staff member had said. You could argue that the people we support are conditioned to give their personal power away to staff. There are minority of staff who say they acting in the person’s best interests but are actually exploiting their power. 4.4
Propose a strategy to manage risks
•Financial policy when handling peoples personal monies ensuring they are supported to handle their own money to the best of their ability. •Assess the persons capacity level of understanding
•Work on a life skill guiding the person through decision making stages •Write a risk assessment for each activity undertaken.
•Travelling alone in taxis ring the person’s home first to check support staff are there. Ring for taxi. Support person into the taxi give taxi information on whether the person can talk confirm address and that a member of staff will meet the person at the final destination and pay. \r\ing person’s home to inform they have left in the taxi give the taxi company details, description of driver and car.
Courtney from Study Moose
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