This essay will show how Goffmans theory concerning total institutions is supported and why this can cause difficulties to service users. It will also show why it important for care workers to help service users to have a voice and be heard to enable them to express their thoughts, feelings, ambitions and requests. This can by clearly illustrated by the case studies of Margret Scally a resident of Lennox Castle, an interview with Colin Sporul and Allen Williamson two nurses at Lennox Castle and final Lesley Learmonth. The essay will also show how care workers can facilitate in the process to ensure service users are confident in speaking out when they need to in the future. It was believed by members of society; people with learning difficulties should not be a part of the wider community or have the same rights. This opinion was reinforced when the government began to have large institutions built to house all the people described as ‘mental deficiency’: ‘idiots’, ‘imbeciles’, ‘feeble-minded persons’ and ‘moral imbeciles’. (The Open University (2011) DVD Unit 7, Lennox Castle timeline). Communication is an essential part of daily life for everyone but for people who have learning difficulties or impairments like those in Lennox Castle it is especially important. This is why it is imperative all workers in health and social care sector ‘support people in having a voice and being heard' (K101, Unit 4 p 183), this is one of the five principles of care implanted in the care sector. Care workers should encourage service users to speak out which will empower them to create their own individuality or identity which in turn will give them a better quality of life; this is a lot different to the way people with learning difficulties w... ... middle of paper ... ...re independent. Although Lesley in living in the flat she gets supported living and regular visits from a support worker, Lesley tells us ‘I like being independent…. I am settled’ (The Open University (2011) DVD Audio 7.3). Changes in the National Health Service and Community Care Act 1990 emphasised that people with learning difficulties should be helped and supported to become ‘integrated in to the community’ rather than being institutionalised. This aim has been partially successful with the help of care assessments. This gives the service user the opportunity to speak out with confidence stating what they feel is the right type of support for them, at the end of this process the service user will ‘have their own individual care plan’ documenting all that has been discussed and the support they will be receiving. (http://pb.rcpsych.org/content/24/10/368.full).
For future practice in social work, I learned that it is important to empower your clients to set goals and help push them to reach those goals. Robert wanted to plays sports and kept trying until he found a sport that was the best fit for him. Snow (2013a) talked about “the ‘problem’ of disability is not within the person, but within the social attitudes, and our attitudes shape the world we live in” (p.119). I agree with Snow, if our attitudes in society don’t change about “disabilities” the person will never feel completely welcomed or “fit” for
This report aims to recognize the contemporary statutory framework for identifying and working with children with Special Education Needs and Disability in England (The SEND Code Of Practice). The report will pay particular interest in discussing the key elements which derives from the 2014 Children and Families Act practiced in relation to the Department for Education (DfE). The report will pry into the current changes of the SEND code of practice, its assessment framework, why these have been introduced and who these changes makes a difference to. To discuss this the report will be looking at a variety of sources to better understand the most important details also includes but not limited to newspaper report, recent research papers,
Lavoie’s workshop provokes an emotional response. After viewing life through the eyes of a child with special needs, I cannot help but have a more significant understanding of what people, especially children with disabilities, must deal with every day, everywhere. During the many years that I have worked with children with various disabilities, I have encountered each of the topics discussed in Lavoie’s workshop and agree with the points he makes regarding children with disabilities. Particularly impacting the way I interact with my students are the topics concerning: anxiety, reading comprehension, and fairness.
In the case of Ann and Angus (K101,Unit 1,pp.14-19), this was an informal type of home care based on the previous and existing relationship between Ann and her step-father Angus. Liz Forbat (K101,Unit 1,p.27) interviewed 6 pairs of people involved in family care and believed that people became carer and cared for in the context of an existing relationship so the strengths and weakness of those relationships were played out in the care relationship. Ann had the right skills to make a successful care relationship with Angus as she loved and supported him and still allowed Angus to remain an individual and respected his beliefs and preferences. Though her own relationships with her other family members were under pressure and her own life had drastically changed. However, while Ann was caring for Angus she was crossing the normal boundaries of her previous...
This essay response will focus on justifying why service user involvement / participation is important in the development of services for adults. To understand this, I will first look into the ideological principles that have shifted social work practice towards user participation before looking at the different ways these concepts have played out, with a particular focus on service users with disabilities. Service user ‘involvement’ and ‘participation’ in social work practice is underpinned by the fundamental values that services should be ‘user-centred’, ‘user led’ and ‘needs led’ (Warren, 2008). I have chosen to focus on adults with disabilities because there has been much recent development and policies put into place for this group of people. However, they are still considered one of the most vulnerable groups in society (Kemshall and Littlechild, 2000. The meaning of disability is a contested concep...
One of the five key principles of care practice is to ‘Support people in having a voice and being heard,’ (K101, Unit 4, p.183). The key principles are linked to the National Occupational Standards for ‘Health and Social Care’. They are a means of establishing and maintaining good care practice. Relationships based on trust and respect should be developed between care receivers and care givers, thus promoting confidence whilst discussing personal matters without fear of reprisal and discrimination.
We have seen how this can lead to the deterioration of clients’ health or even potentially lead to their death. Going forward, I will also have to “identify individuals or groups who may be sympathetic to my issue and may be my potential supporters” Dukeshire & Thurlow ( 2002). To this end, I will talk to some of my colleagues in an attempt to bring them together on this issue. Clients will also be involved in the group, as will parents and guardians, but the latter two only with the approval of management, as frontline staff working with people with developmental disabilities are not at liberty to discuss such sensitive issues with parents or guardians without management’s consent. Management or supervisors may accuse frontline workers as speaking poorly of the system that employs them to a customer, who may as a result switch to another
People with disabilities were segregated from society, excluded from public education, placed in institutions for long-term custodial care, considered unable to learn or benefit from educational programs, not valued members of the community and referred to as crippled, idiotic, feeble-minded, insane. The first special class for deaf children in a public school was held in Boston in 1869. In 1896, the first special class for children who were mentally disabled was held in Rhode Island and in 1899 a class for students with physical impairments was formed as well.
Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...
Previous experience of working in the care industry, with adults with a wide range of needs and disabilities, has given me the experience of working with a diverse range of people. I am currently an administrator for a charity whose service users are adults with learning disabilities. Being caring and compassionate has helped build up a strong relationship with the service users, which in turn has helped me gain their trust. This has helped me to be able to develop a better relationship
Social care is an essential fragment of welfare in contemporary Britain. Currently, the disabled and the elderly have a say in regards to their care and can choose the best method of care that suits their lifestyle and individual needs. However, provision of care was not always so versatile; for much of the twentieth century, long term care of any nature remained the responsibility of state run institutions. The service user; as they are referred to as today, had all their rights forfeited, their identity lost and had no input regarding their care plan; on many occasions they were forcefully institutionalised. Therefore, this essay sets out to answer the following questions - What is meant by the term “institutionalisation” and secondly,
Within this essay, I will reflect and critically analyse an OSCE which has increased my awareness, or challenged my understanding, in assessing the holistic needs of a service user (John), referred by his GP, whilst incorporating a care plan using the Care Programme Approach (CPA). By utilising this programme and other sources of current literature, I hope to demonstrate my knowledge and understanding in relation to this skill as well as identifying areas with scope for learning.
Another important professional in New Zealand is a Special Education Needs Coordinator (SENCO). SENCOs work within schools. When a school-aged child is identified as having Dyslexia, it is important that their school’s SENCO is made aware. When this happens, the SENCO can then work with teachers to create an individual education plan for the child, detailing appropriate teaching methods, goals and objectives for the child’s schooling. Additionally, a SENCO will collaborate with Speech-Language Therapists and other supporting professionals.
Even today in a society deemed so accepting and open to differences, degradation and discounting of people with disabilities, both mental and physical, is still extremely prevalent. Developmental disabilities are severe long-term problems that “may be physical, [...] affect mental ability, [and] are usually lifelong and can affect everyday living” (Developmental Disabilities: MedlinePlus 2015). After the closing of many state-run institutions which housed a peak of 194,650 people in 1967, (NCD.gov n.d) many were forced to find alternative housing and programs to help them assimilate to socitey. To accommodate people with developmental disabilities, for example learning disorders or Down Syndrome, they were given monotonous tasks to keep them busy and manageable. Their humanity was disregarded and being given such menial tasks greatly affected the self-worth of those with developmental disabilities. In more recent years, the idea of self-advocacy and was introduced as a way to
It is necessary to explain what clinical skills are and why they are essential in ID (Intellectual Disability) nursing. For the purpose of this assignment the focus will be on a traditional skill of care planning and a non-traditional skill, accessible communication. These skills combined, give a more in depth understanding on the role of the RNID (Registered Nurse Intellectual Disability) in the overall care of a person with ID. Maintaining competence is an integral part of the role of the RNID. Competence in this context can be described as a holistic integrated approach when caring for an individual with ID (Gonczi 1994). RNIDs use a nursing process such as the bio psychosocial approach when looking at the overall needs of a person. Realising that all aspects of a person such as the biological, psychological and sociological are interlinked ensures that all needs of an individual with an ID are met. Clinical competence is a necessary component of nursing and the NMBI formerly known as An Bord Altranais (2005) is the governing body in Ireland. According to Gleeson (2008) the development of skilled clinical practice is at the centre of nurse education. Two recent reports are influential as regards the role of the RNID in the overall care of a person with ID and they are the IDS-TILDA (Intellectual Disability Supplement to the Irish Longitudinal Study on Ageing) ( McCarron et al. 2011) and Strengthening the Commitment –The Report of the UK Modernizing Learning Disabilities Nursing Review 2012. Reference will be made to these reports as the assignment progresses.