History Of Oppressed Groups

fib Of Oppressed GroupsDiscuss how burdensomeness related to your chosen bea open fire manifest itself in institutions and societies, and how it toilette impact on the have a go at its of individuals and communities. Consider and choose specific reference to the sociable policy response.The term subjugation is non simple to define. It is complex and can take many distinguishable systema skeletales. some measures it is clearly visible and at other times more pestilent and strong to identify. The purpose of this research provide be to explore conquest and how it can manifest itself in institutions and societies and how it can impact on the lives of individuals and communities. In order to explore subjugation this research will use great deal with a tuition disability at its focus. Firstly this research will look at what oppression is and how oppression of good deal with development disabilities has settle to manifest itself in institutions and societies. This resea rch will then explore the oppression faced by wad with a acquisition disability and the legislating that contests oppression. Theory much(prenominal) as Thompsons (2006) PCS fashion place will be explored in order to aid an understanding of how oppression and favouritism campaign at bottom order. Finally this research will explore vales and ethics necessary to bring up anti-oppressive practice. Throughout the assignment a social policy response to oppression will be considered.Thompson (2006) describes oppression as the inhuman or degrading treatment of individuals or groups. It is the unjust and unfair treatment of these individuals or groups of pot through the negative and degrading exercise of power, both(prenominal) individually and structurally (Thomas and woodland 46). Power is used to implement unfair judgements, often widely, over specific people or groups within ordering (Thomas and forest 46). At a personal take aim oppression can lead to demoralization a nd a lack of self-esteem, while at a structural train it can lead to the denial of rights and citizenship (Dalrymple ad Burke 2006 121). Any situationors which may perceive a person as being different from the absolute majority increase the possibility of oppression.Discrimination and oppression be often fix when considering people with information disabilities. This could be due to the confusion between psychogenic illness and learning disability and also the way people with a learning disability view been perceived over time (Thomas and woodwind 2003 49). Thompson suggests a four part mannequins that can be used to maintain institutional and social views and provide an understanding of how people with learning disabilities atomic number 18 viewed (Thompson 1997 151). The four simulations include the threat to nine model, the medical checkup model, the subnormality model and the special needs model. Thompson (1997) highlights that the first model illustrates the ma jority view of hostelry at the beginning of the 20th century. loving and heathen constructs manifest themselves in a fear of freakishity in relation to disability (Llewellyn, Agu and Mercer 2008 17). This social view believed that people with physical or learning disabilities should be contained in special institutions as they were a threat to nightspot. This model led to the medical model which believed in using a scientific approach to cause people and dominate and contain what participation saw as abnormal behaviour (Llewellyn, Agu and Mercer 2008 14). The medical model became predominant in health and social care and conflicts between the medical model and social model are still apparent in social policy for vulnerable groups (Llewellyn, Agu and Mercer 2008 14). The one-third model Thompson suggests which can be used to inform institutional and societal views which provide an understanding of how people with learning disabilities are viewed is the subnormality model. T his model is the measurement of medical deadening and the ability to achieve academically (Thomas and timber 2003 49). An IQ test was invented to be used to diagnose a learning disability and to identify whether the IQ level was below normal (70), if it was below normal subnormality was diagnosed highlighting differences leading to oppression (Thomas and Wood 2003 49). The last-place model Thompson used in gaining an understanding of how people with a learning disability are viewed is the special needs model. This model considers integration into fraternity but relies on the identification of the special needs of the individual (Thomas and Wood 2003 49). By using this model, similar to the subnormality model, peoples differences are highlighted, making integration into partnership more difficult. Integration into society is difficult due to the fact that people are fitted into society and society does not adapt or change to accommodate them (Thomas and Wood 2003 49). Thomson s uggests that elements of each of these models may affect accredited societal attitudes. Each could play its part in explaining the reason for secernment and oppression towards people with a learning disability. What all these models have in common is a tendency to marginalise and disempower, to a greater or lesser extent, people with a medical impairment (Thomson 1997 152).As mentioned in the beginning the medical model and social model for understanding people with learning disabilities is still in conflict. Historically emplacements on cure, research and treatment have heavily defined how disabled people are viewed and treated within society (Llewellyn, Agu and Mercer 2008 59). The focus on the medical model rather than the social model can be seen in language up until very recently. equipment casualty such as spastic and retard can be seen in policy and medical procedures throughout the nineteenth and twentieth centuries implying lack of character and therefore lack of wor th (Llewellyn, Agu and Mercer 2008 259). The medical model seems to focus chiefly on the impairment and ignore how society reinforces barriers for disabled people and so the social model of disability emerged (Llewellyn, Agu and Mercer 2008 260). From the social model perspective it is society and structures that are the more significant problem rather than the illness or disability itself (Llewellyn, Agu and Mercer 2008 261). The media is a powerful institution for shaping societal views and continues to award people with learning disabilities negatively which majorly contributes to structural inequalities and oppression (Llewellyn, Agu and Mercer 2008 262). The Marxist perspective on sociology saw the industrial revolution and the rise of capitalism as increasing widespread social oppression. With labour power at this time seen as such a huge commodity and as society is about the relationship between capital and labour, the disabled person is of no use or value (Llewellyn, Agu a nd Mercer 2008 262). Learning disability made it difficult to work which led to institutionalisation and segregation. Statistics show that fewer than 5,000 disabled people in England were confined to asylums but by the 1900s this had increased to 74,000 (http//www.isj.org.uk/?id=702). Oppression from this perspective prerequisite be challenged by looking at key structural issues such as political or economic organisations, the media and areas such as exercising (Llewellyn, Agu and Mercer 2008 261). It is these barriers to participation in society rather than the disability itself that leads to societal and institutional widespread oppression of individuals and communities (Llewellyn, Agu and Mercer 2008 261). The social model of disability rejects the medical model stating that it is society that causes disability not impairment (Llewellyn, Agu and Mercer 2008 262).Having explored how oppression of people with learning disabilities has sociologically developed over time and the t ypes of oppression faced by people with learning disabilities, this research will now explore edict which challenges oppression and attempts to assist anti-oppressive practice and empowerment. The Disability Discrimination Act 1995 was introduced to exempt discrimination on the grounds of disability. Disability in this Act is delineate as physical or mental impairment which has a certain and long term adverse effect on ability to delight out normal day to day activities (Brayne and Martin 1997 416). This Act creates legislation which deems discrimination on grounds of disability in employment unlawful ask out for certain circumstances such as the police or arm forces and highlights guidelines of how disabled people should be treated at work or in places of education (Thomas and Wood 2003 52). The Human Rights Act 1998 was created to attempt to promote individual rights. For people with learning disabilities this means that the Act may suspensor them to live fully and freely, on equal terms with non-disabled people (Thomas and Wood 2003 52). In terms of economics The Independent Living Fund and the residential district Care Act 1996 aim to help disabled people to control and organise their own care and budgets (Llewellyn, Agu and Mercer 2008 259). Disabled people have fail more politicised and campaigned for change, an example being the Disability Rights Commission which advocates for a rights to autarkical living (Llewellyn, Agu and Mercer 2008 264). The Adults with Incapacity Act 2000 introduces a new way of support adults who do not have the capacity to make decisions for themselves due to impairment (Thomas and woodland 2003 53). This Act realises that although some complex decisions may not be able to be made other more simple and naive choices can be. The Act enables adults with incapacity to maximise their own ability, encourage the development of new skills and ensure that whichever intervention is provided is the least intrusive possible (T homas and woodwind instrument 2003 54). There is much limitation within legislation through weaknesses of articulate and restricted implementation which does not always reflect anti-oppressive practice towards people with a learning disability, further when used optimisticly the law can be used to promote self-determination, equality and rights, key aspects of deconstructing a socially and culturally oppressive society. (Dalrymple and Burke 2006 91).Thompson (2006) saw anti-discrimination and anti-oppressive practice as occurring on three levels personal, cultural and societal and developed a PCS model to challenge oppression. He believed that in order to both understand and tackle oppression looking at the individual alone is not enough, a reflection of the individual, cultural and structural factors is necessary (Thompson 2006 30). The personal level is the individual level of thought, feelings, attitudes and actions (Thomson 1997 20). As individuals we have our own beliefs a nd set which are heavily make up ones mindd both by our past experiences and our current understanding of ourselves and the society in which we live (Parrott 2006 13). Individual values and beliefs are learnt from a variety of sources including family, school, finishing and worship as well as the society in which we live, political influence and the media (Thomas and wood 2002 55). Personal values are intrinsic to the culture in which we live and in each culture certain social and cultural values will be exercised (Thomas and Woods 2002 55). These cultural values influence our individual ideas of what is acceptable behaviour and how to treat people who are different and so cultural values can underpin how we act towards people with a learning disabilities which may lead to discrimination and oppressive attitudes (Thomas and Woods 2002 55). The structural level of oppression refers to the network of social courses and relates to the ways in which oppression is institutionalised and sewn in to the fabric of society (Thomson 1997 20). populate with learning disabilities can be affected through social division and the power of society in deciding what is acceptable behaviour and which groups of society require and deserve support (Thomas and Woods 2002 56). By showing how society influences cultural views, which may in turn impact upon personal values and beliefs Thomson highlights the importance of recognising all three levels at which discrimination and oppression operate (Thomas and Woods 2002 56). In order to challenge and combat oppression it is essential to have an awareness of the types and ways oppression can occur. At a personal level it is important for social workers to critically reflect on the different values they may hold in order to hasten a greater ability to challenge oppression and re-evaluate practice (Thomas and Woods 2002 56). At a cultural level the ability to change attitudes becomes harder however it is essential for practitioners to attempt to promote anti-oppressive practice at this level as well as structurally. Thomson (1997) states that in order to promote anti-oppressive practice on all three levels individuals must collectively challenge the dominant sexist culture and ideology and, in doing so, playing at least a part in the undermining of the structures which support and are supported by that culture (Thomson 1997 23).As mentioned previously, values are intrinsic to practitioners being able to drill and promote anti-oppressive practice. Guidelines for skipper behaviour have been developed through professional values into a code of ethics which describe behaviours in the form of standards and multi-disciplinary reference points for social care practitioners. The values associated with social work are incorporated within the British Association of Social Workers (BASW) code of morality and Codes of Conduct for Social Care Workers and their Employers published by the Northern Ireland Social Care Cou ncil (NISCC) in 2002 (Dalrymple and Burke 2006 87). According to Brayne and Carr (2005) Practitioners have statutory duties, underpinned by professional codes and personal values to support the most vulnerable members of society (Brayne and Carr 2005 cited in Dalrymple and Burke 2006 97). Through these various codes of ethics the promotion of rights, choice, positive education and awareness in society are highlighted which challenge oppression with people with learning disabilities as well as many loaded groups within society (Thomas and Woods 2002 61).