Jewel and Esk College 11 Social Care Theory for Practice Assessment 1 Outcome 1 ALISON HERRIOT Values 1) The values that I hold at this point in my life have developed over the years there have been many influences like family, friends, work, and my life experiences have played a part in the development of these values. Values are a guide that I feel I need to have in order for me to continue my life in the right direction and be as happy as it can be. These are some of the values and what influences I feel gave me them.
Firstly being non-judgemental is a value I gained after years of different experiences, while in my youth the mistakes I made that caused my family a lot of pain, has been the biggest influence, as I am a good person, that did things I`m not proud off. When these occurred I never understood why I had acted in that way, today I have realised that when people act in ways that are not considered the social norm that there are always reasons for the behaviour that are hidden from view.
Secondly, the value of being truthful is one that I learnt to hold from childhood, mum and gran always used to tell me that telling the truth was usually the best option as to lie would make things harder to deal with. If you are not honest with people then you cannot build good relationships with others, these relationships are the things that you need to be happy and are what will help you through the bad times. Finally, Empathy is a value that is probably the newest one I have, this has developed through wanting to help people and the first course I took when I came back into education the course was an Introduction to Counselling. )Anti-Discriminatory Practice Treating everyone, the same is not what anti-discriminatory practice is about. Anti-discriminatory practice is about recognising that each person is different. Working with service users to see how best to meet their needs. Ensuring service users are able to assert their rights and challenge the inequalities they may face. Gibb. S (2000) p57 Discrimination can occur because of the way we see ourselves and how we see others as a different type.
Discrimination comes from attitudes and behaviours based on traditional assumptions and stereotypes learned during childhood along with prejudice learned from being socialised in a certain culture. Our culture forms our personal identities leaving many of us knowing that we are seen as less valued or disliked by the society we live in. Gibb. S (2000) Labelling and stereotypes fail to see the whole person they just see one part of a person’s identity and put them into a group that share that characteristic.
Anti-discriminatory practice sees the whole person and recognises that they have needs relevant only to that person, working with them to recognise and provide them with the information that they need to assert their rights and fight any discrimination they may encounter. If needed you as a social care worker do can this for them. Having some control over their life will build self-esteem, help them feel more in control of their life and increases independence.
Values associated with anti discriminatory practice are valuing diversity, choice, promoting equality, individuality, confidentiality, respect, ethnical/culturally sensitive practice, and inclusion. Individuality as a value in anti-discriminatory practice ensures the individual needs of service users are recognised; without individuality then everyone`s care would be the same this would lead to people being undervalued and not receiving the care they need. Individuality is a value that is important at Redhall Primary School.
When working with children with learning difficulties we are aware of each child’s individual needs such as their culture and beliefs. A pupil at Redhall Primary School cannot eat certain foods because of his religion. This is when the anti-discriminatory practice value of being ethnically and culturally sensitive is used; this also has lead to celebrations being enjoyed by all pupils. Respect is something that social care workers must have for service users no matter who they are. They must show respect when they communicate and how they approach them.
Respecting their individual’s beliefs, values, wishes, choices, and privacy is ensuring you are working in a way that shows anti- discriminatory practice. When working with the children we must be aware of the needs, problems, beliefs the child has when communicating with them. Connor, A (2009)p131-139 3)Legislation Legislation is laws that have been passed by an Act of Parliament. They are the rules to enable the people in a society to live in safety. Legislation is reviewed and updated when necessary.
The Education (additional support for learning ) (Scotland) Act 2004 was introduced to replace the Education (Scotland) Act 1980 as this act needed to be updated so it was more modern in the area of education assessment, support and provision. Additional support needs are defined as any provision that will benefit school age and pre-children that is different from what is generally provided for children of the same age in mainstream school provision. (s. 1. ) Maclean Siobhan, Shiner Mark (2009,p118) Education Authorities which already have the responsibility for a child’s education (s. ), have a duty to provide a co-ordinated support plan which if needed takes into account the ethnic and cultural needs for a child with long term additional support needs, which have a negative effect on their education. They may also require support from services outside education. (s. 4) The legislation relates to anti-discriminatory practice as it ensures that all children receive an education that enables them to develop socially, personally as well as academically according to the child’s ability.
A child with additional support needs should be placed in main school education if possible ensuring that they are not at a disadvantage to pupils who are not disabled. Maclean S, Shiner M, (2000) p118-120 Race Relations Act 1976 This act was introduced to make it unlawful to discriminate against anyone on the grounds of Nationality, Colour, Ethnic, Race or National Origin. The act applies to Education, Employment and Training, Housing, The provision of goods and services Race Relations Act (Amendment) 2000
Amended in 2000 in order to strengthen and extend the act of 1976 it does not replace the 1976 act the differences the two acts Outlaws race discrimination (indirect, direct, victimisation) in public authority functions not covered by the 1976 act. Places a duty on specified public authorities to promote race equality Allows race discrimination claims to be brought against educational bodies Race discrimination, A Guide to the Race relations act1976, Home Office Gives the commission for racial equality, the powers to enforce specific duties imposed on public authorities.
Make chief officers of police vicariously liable for acts of discrimination carried out by officers under their control. http://m. guardian. co. uk/society /2000. The change of law for the police was because of the failings police made in the Stephen Lawrence case Anti-Discriminatory Practice With the legislation in place meant that no longer can someone be treated differently because of their race Everyone is of equal value whatever their nationality, colour, ethnic origins, gender or race are protected with this Act There are a few exceptions to the rule.
If someone of a certain colour to play, the part of a historical figure may need to be of a certain race. . The act also lays out guidelines for organisations on how to safeguard against racism For practice members of staff * Will be trained in race equality * Will make service users user aware of complaints procedures * Will regularly review and monitor policy and practice * Take steps to ensure that the service offered is influenced by the views of people from ethnic minority groups * Will ensure that no service user receives more favourable treatment on the grounds of race, skin colour or ethnic origin.
Tee, Gillian The race relations Act is vital in a social care setting as it protects users from * Unlawful racial discrimination * To promote equal opportunities * To promote good relations between people of different racial groups Race Equality Policy, Greendykes Child, and Family Centre (2011) Data Protection Act 1998 The act applies to anyone who deals with personal information on individuals. It is sets of guides of how to deal with the information. encourages them to analyse * Why they hold it * Whether there is permission to hold it * Who can access it
It also so allows the person who’s information being held to view it. There are eight general principles that underpin the act including whether personal information is * Secure * Adequate and relevant * Kept for no longer than needed This Act lead to the setting up of an independent body. The Information Commissioners Office, which oversees the use of data Protection Act and the Freedom of Information Act Maclean S, Shiner M, (2000) p42-p44 References Connor, A (2009) p131-139 Social Care and the Law in Scotland, Seventh edition, Great Britain, Kirwin Maclean Associates Ltd.
Gillian Tee (Director) Race Equality Policy Statement, Greendykes Child, and Family Centre http://m. guardian. co. uk/society /2000 http://www. yourdictionary. com/discrimination (1996-2011) Love to Know, Corp. Gibb S (2000) Care in Practice for Higher Still. Great Britain. Hodder and Stoughton, Headline. Race discrimination, A Guide to the Race relations act1976, Home Office Siobhan Maclean and Mark Shiner (2009) Social Care and the Law in Scotland, Seventh edition, Great Britain, Kirwin Maclean Associates Ltd