Principles of diversity, equality and inclusion in adult social care Essay

Custom Student Mr. Teacher ENG 1001-04 20 August 2016

Principles of diversity, equality and inclusion in adult social care

Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the importance of diversity, equality and inclusion 1.1 Define what is meant by:
a) diversity
b) equality
c) inclusion
d) discrimination
1.2 Describe how direct or indirect discrimination may occur in the work setting 1.3 Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination 2. Know how to work in an inclusive way

2.1List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings 2.2Describe how to interact with individuals in an inclusive way 2.3 Describe ways in which discrimination may be challenged in adult social care settings 3. Know how to access information, advice and support about diversity, equality, inclusion and discrimination 3.1 Identify sources of information, advice and support about diversity, equality, inclusion and discrimination 3.2 Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination

Additional information about the unit
Unit purpose and aim(s)
This unit introduces the concept of inclusion, which is fundamental to working in adult social care settings. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Unit expiry date

Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate) HSC 24
HSC 234
Guidance for developing assessment arrangements for the unit (if appropriate) An individual is someone requiring care or support

Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Support for the unit from a SSC or other appropriate body (if required) Skills for Care and Development

Location of the unit within the subject/sector classification system 01.3 Health and Social Care
Name of the organisation submitting the unit

Availability for use
Shared
Unit available from

Unit guided learning hours
18
Additional guidance

See ‘Guidance for developing assessment arrangements for the unit’

1. Define what is meant by: (1.1.1)
a. diversity
Diversity basically means difference, difference in age, background, religion and the list goes on. It is important to create an atmosphere in which each diverse person feels equal in their surroundings

b. equality
Equality is everyone getting the same privileges and opportunities as everybody else no matter what shape, colour or beliefs

c. inclusion
No matter what even if it ay be a disability, gender or age a person is aloud equal access to a service no matter what d. discrimination
Discrimination is generally treating someone as an outcast because they may be different in some way or another to everyone else

2. Describe how direct or indirect discrimination may occur in the work setting (1.1.2) When a person is not treated as equal as everyone else be it because of age, religion, gender, ethnicity, or sexuality. Example- you apply for a job as a shop assistant and your aged 50 but have all the necessary qualifications and plenty of experience. The person conducting the interview comments on your age in an inappropriate manner, and then tries to question you on your health problems. After the interview you find that the person conducting the interview pays more attention to the younger fitter people and then states you haven’t got the job, without giving a proper reason as to why. Indirect discrimination-

When there are certain requirements or conditions which may affect certain people in many different ways. Example- searching through the newspaper looking for a job, you come across an add, it says you need to have some sort of vehicle to get from place to place. This is indirectly discriminating people who may be unable to drive due to some sort of disability or financial problems.

3. Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination (1.1.3) For those who support the inclusion of diversity and equality their more likely to attract those who are open minded and non-judgmental individuals, this would reduce the risk of discrimination. If there was any discrimination occurring there might be a more firm disciplinary towards the situation that has taken place.

4. List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings (2.2.1) •Race relations act 1976, amended 2000
This states that everybody no matter what race, nationality or ethnicity should be treated fairly like everyone else

•Disability discrimination act 1995
This states that a person with a disability should be treated the same as an able-person

•Employment equality regulation 2003 (religion or belief) This states that it is illegal to discriminate an individual at a work place because of their religion or beliefs this also covers those in training

•Employment equality regulation 2006 (age)
This states that it is unlawful for an employer to discriminate against anyone due to their age

•The Equal Pay Act 1970 (amended
1984). This states that women must be paid the same as men when they are doing the same or similar work

•The Sex Discrimination Act 1975 (amended 1986). This makes it illegal to discriminate against men or women in employment, education, housing or in providing goods and services

5. Describe how to interact with individuals in an inclusive way (2.2.2) Many individuals interact in different ways it is important not to assume how a person may interact. The elderly
When communicating with an older individual it is important to speak clearly and loudly, not shouting but keeping a loud clear voice while looking at them will help them hear what is being said and cut down on miss-communication. Many people just assume that when a person is elderly they are not able to do many things their selves, it is important to promote their independence and only intervene when they are comfortable for you to do so or when it is necessary (example, when they are at risk)

The disabled
Many people just assume that when a person is physically disabled their mentally affected as well which is not always the case. People who are physically disabled like to be treated as everyone else, for the people who are mentally disabled be it mild or severe there may be certain things that have to be altered when interacting with them. When speaking trying to not use technical words but smaller words so they understand will be a help, speaking clearly and sometimes using flash cards makes a big difference. Some disabled people again don’t like their independence taken from them, of course they will need help in certain areas but checking that it is ok to do so shows that you are not there to shadow their independence but enhance it slightly

6. Describe ways in which discrimination may be challenged in adult social care settings to promote change. (2.2.3) The way to deal with discrimination is to deal with it at the time it has arisen and encourage talking and to discourage this behaviour. I would ensure that the service users I work with know their rights and give them access to any information that they need, as well as offer any support they might need. If required I would make contact with an advocate who can help the service user to understand their choices and rights.

7. Identify sources of information, advice and support about diversity, equality, inclusion and discrimination (3.3.1) The Equality and Human Rights Commission (www.equalityhumanrights.com) has a statutory remit to promote and monitor human rights and to protect, enforce and promote equality across the seven protected grounds, which are; •Age

•Disability
•Gender
•Race
•Religion and belief
•Sexual orientation
•Gender reassignment
They are able to provide a wide range of resources, advice and guidance about all the areas of equality rights. They produce guidance documents about legislation, particularly the Equality Act 2010 and you can download these from the website. There are likely to be local recourses such as the Citizens Advice Bureau, Welfare Rights or Law Centres. Local libraries also have plenty of information available both online and in hard copy.

8. Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination (3.3.2) Knowing where to go and whom to ask when you need information and advice is important. If you are unaware or have tried a few places without success, do not give up. You owe it to the people you support to develop your knowledge and understanding so that you can pass on advice and encourage people to insist on being treated equally and to be able to access their rights.

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  • Date: 20 August 2016

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