Discrimination and Equality

Topics: Discrimination, Risk, Decision theory Pages: 15 (4781 words) Published: June 5, 2014
 Champion Equality, Diversity and Inclusion SHC53

Understand diversity, equality and inclusion in own area of responsibility 1.1 What do we mean by diversity, equality and inclusion?
Diversity refers to groups within society.
Different groups can be linked to;
gender
ethnicity
social background
cultural background
religion and beliefs
family structure
race
disabilities
age
appearances
sexuality
economic status
Equality refers to individuals being treated as equals, and allowing all to have the same opportunities, and to be treated with respect and dignity and to be given the same opportunities to achieve.

Inclusion is the process that includes all, while ensuring that the needs of the individuals are met, whilst overcoming the barriers to prevent everyone participating.

Social Model
The favoured model that is linked to my work is the social model, which focuses on the child or individual and not on their disability, ethnicity, gender, social background, ect; this model looks at the environment as the problem and not the individual thus enabling them independence and empowerment.

The health model of disability
Focuses on the persons impairments as the problem and not their environment. This can restrict their independence and highlight their disability.

Within my area of work I have children and young people who have autisum, globle development delay and mental health diagnosis and some who have suffered great trauma leading to attachment disorders. Both of the above models impact on our young people, we strive to empower our young people to enable them to lead as normal a life as possible. Our company word is ‘Respect’ our ethos is to wrap around the child allowing them to reach their full potential, and supporting them to make informed choices during their time with us and for their futures. We will always advocate for the child to become as independent as they can, this is achived by personal care plans and life skill plans, the children are included in this planning which enables their voice to be heard and involves them in decision making, With the young person always being at the centre of our ethos this ensures they are treated as individuals and listened to. This allows the young person to be ‘empowered’ to identify their own personal choice on decision making about their own lives .For example; a young person with Mental Health diagnosis may not have the capacity to make all decisions about going to college, but can be part of the planning and the communication around this. When needed we would use social stories, pictorial items and arrange college visits.

1.2 Children living within the care system come across barriers of equality and inclusion, in care carries a stigma “they must be bad” this prejudice happens out of ignorance and the lack of empathy, this prejudice is grown out of assumptions that all looked after children are small criminals . This can have a huge impact on their self-esteem and leave them feeling unable to accesses the community for activities. Discrimination can have a negative effect on children and adults; this can affect their well-being and their mental health. If children and young people lose their confidence, they may become withdrawn and spend periods of time alone, in their bedrooms feeling rejected and that they don’t belong. This will affect their confidence and self-esteem preventing them from engaging in activities within the community and school if this is not addressed then it could affect their future prospects. The long term effects of exclusion can result in the young person continually thinking they are bad or cannot fit into society, ending up in prison or mental health residential homes because they only feel safe when institutionalised .

I feel this prejudice is unwarranted and leads to these children having to try harder to fit in to society. These...

References: care quality commission . (2012, june 29). Retrieved may 3, 2013, from www.cqc.org.uk.
legistation . (2013, march 10). Retrieved from www.legistation.gov.uk.
Caplin, P., Landridge, E., Morgan, B., Platts, R., Rowe, J., & Scragg, T. (2012). Diploma in leadership for health and social care . Cheltenham: Nelson Thornes .
Equality and Human Rights commision . (n.d.). Retrieved may 3, 2013, from www.equalityhumanrights.com.
J McKibbin, A. W. (2008). Leadership and Management. Derby: Heinemann.
Equality Act (2010)
Mental health Act ( 1983)
Mental Health Act and Mental Capacity Act (2005)
Disability discrimination Act (1995)
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