The Tandem of Social Inclusion With the Concept of Social Exclusion - Essay Example

?Order 528030 Topic: SWFS 5004 Social Inclusion (Part 2) Lecturer: Introduction Social inclusion is considered in tandem with the concept of social exclusion. A working definition of social inclusion can be taken to refer to “a number of affirmative actions undertaken in order to reverse the social exclusion of individuals or groups in our society” (Sharon, 2003). In the views of Hilary (2007), social exclusion is a complex concept described as: “A multidimensional process of progressive social rupture, detaching groups and individuals from social relations and institutions and preventing them from full participation in the normal, normatively prescribed activities of the society in which they live”. In simple terms therefore, social exclusion may refer to the extent to which individuals are unable to participate in key areas of economic, social and cultural life (Levitas, 1998). While clarifying this definition, Hilary (2007) explains that an individual can become socially excluded if he or she fails to participate fully in key activities carried out in his or her society. In view of the foregoing definition, it can clearly be upheld that social exclusion involves an individual’s lack of participation in society and emphasizes the multi-dimensional, multi-layered and dynamic nature of the problem (Frazer & Marlier, 2007). The concept of social exclusion can thus be found to possess four salient features namely: lack of participation, multi-dimensional, dynamism and multi-layered. Silver (1994) observes that the causes of social exclusion operate at many levels including individual, household, community and institutional. Hilary (2007) sums up the concept of social exclusion as the inter-connectivity between “a person’s social class, educational status, relationships in childhood and living standards as well as how these might affect access to various opportunities”. This essay attempts to delve into instances of social inclusion and exclusion they applies to people with a disabilities, minority men and women of all races, the elderly and youth and all sexual tendencies (Malcolm, 2002). The essay particularly addresses Mental Health and social inclusion presenting an in-depth analysis of the concept of power in respect of social inclusion. It similarly presents a PowerPoint presentation of my personal reflections on my own values of respect, caring and person centered. Aspects of social inclusion and social exclusion As earlier explained in the foregoing introductory part of this essay, social exclusion has been demonstrated to be multidimensional going beyond the issue of material poverty. According to Will (2007), social exclusion also encompasses other forms of social disadvantages such as lack of regular and equal access to education, health care, social care as well as proper housing. Additionally, the same causes go beyond material poverty and further encompass a wide range of reasons including discrimination against immigrants, ethnic minorities, the disabled, the elderly or ex-offenders (Will, 2007). Secondly, social exclusion is also considered to be a process in itself rather than a mere outcome of a process as espoused by Paris (2004). Research indicates that the accumulation of a number of disadvantages associated with social exclusion may result in a self-reinforcing cycle that makes it difficult to attribute causality to one specific factor or another (Frazer & Marlier, 2007). This fact has led a multiplicity of social scientists to delve into the genesis of social exclusion, making the concept quite dynamic, where different individuals or groups of individuals find themselves in different stages of the exclusion process, whether temporarily, recurringly or continuously (Levitas, 1998). Apart from the preceding argument, the concept of social exclusion is said to be context-specific where best inclusion endeavors are in ways that are specific to particular localities. This in essence implies that countries and governments need to develop policy packages which take account of their specific policy challenges. In so doing, interested organizations and other stakeholders are allowed sufficient freedom to define how best to integrate social media into their approach of tackling social exclusion (Sharon, 2003). This aspect is further strengthened by the idea that social exclusion has both an individual and a collective perspective. The individual’s perspective entails the person’s lack of access or capacity to the multitude of social opportunities brought about by being included into mainstream society (Silver, 1994). In view of the collective perspective, social exclusion breaks the larger social bond that holds society together. Social exclusion also has a relational aspect where the excluder inter-relates with the excluded. As noted by Hilary (2007), the excluded should be guided into a better integration with mainstream society, taking on external factors such as monopolization of jobs and restrictive access to certain sectors as well. In this age of information superhighway, social exclusion has been further defined in terms of ICT where three categories have been produced. There is a definite overlap amongst these three categories as indicated by Hilary (2007). Accordingly, there is the category of people with disabilities who challenged by mobility, sensory and cognitive aspects. The second category composes of individuals who are socially excluded because their attitudes are wanting, and are usually deprived of both basic necessities and skills (Manning & White, 1995). The untapped mainstream category on the other hand is composed of individuals who are noted to be frustrated and overly unmotivated. There is a significant overlap with old age between the three categories as earlier mentioned. Additionally, Aldridge & Becker (2003) and Paris (2004) decided to use barriers to internet usage of the groups of disadvantaged or disenfranchised non-users as reported in (Will, 2007). The salient features of this categorization were identified by Will (2007) as “Motivation, Access, User interface, Web-design usability and Content”. Mental Health and social inclusion People with mental health problems frequently have housing problems such as rent arrears or poorly maintained accommodation (Jenkins et al, 2002). Published work indicates that most of them live in mainstream housing while just about half live by themselves. Many experience high levels of debt since they lack advice on financial and legal issues (Cantor & Selten, 2004). Because of this, they are therefore frequently denied access to financial services. Reports by Aldridge & Becker (2003) further indicate that one in four people experience difficulties accessing mental health services through an inability to pay for transport. Additional reports by Frazer & Marlier (2007) note that these people highly need information and advice to enable them find employment and/or participate in local communities. From the preceding revelation, it is clear that health and social care services are critical in enabling people to work and maintain social contacts, both of which are strongly associated with better mental health outcomes and reduced reliance on services (Malcolm, 2002). While there is already much good practice, low expectations and negative assumptions among health and social care staff about the abilities of people with mental health problems can inhibit progress. The new mental health workforce provides an important opportunity to change attitudes and place greater focus on employment and social inclusion issues (Manning & White, 1995). To effectively address the problem of social exclusion due to mental inadequacies, Levitas (1998) has suggested that discover the root cause of the problem will be necessary. The causes of social exclusion Among the numerous causes of the social exclusion experienced by many adults with mental health problems, the underlying ones have been identified as stigma and discrimination which translates to actual or fear of rejection from the community. This in effect has led to people wanting to stay in the safety of mental health services rather than engaging in the mainstream (Jenkins et al, 2002). A number of campaigns have dismally failed to yield any significant change in attitudes as reported by Hilary (2007). A big majority of employers say they would rather not recruit someone with a mental health problem further emphasizing the rate of exclusion. Secondly, there is a lack of clear responsibility for improving vocational and social outcomes for adults with mental health problems. This implies that services do not always work effectively together to meet individual needs and maximize the impact of available resources (Sharon, 2003). Professionals across sectors too often have low expectations of what people with mental health problems can achieve. As reported by Levitas (1998), there is limited recognition that returning to work and overcoming social isolation is associated with better health outcomes. Moreover, healthcare professionals have no time, training or local contacts to help people with mental health problems to participate in their local communities (Paris, 2004). Apart from this, there is an observed lack of ongoing support to enable these people to work. Available statistics show that close to ?140 million a year is invested by health and social care in vocational and day services for people with mental health problems (Frazer & Marlier, 2007). But not all of these funds promote social inclusion as effectively as they could, hence further weakening the initiative. This problem is further amplified by the fact people on benefits often do not believe they will end up financially better off if they try to move into work (Jenkins et al, 2002). They don’t see employment as a key solution to their afflictions. Finally, Will (2007) argues that people with mental problems face barriers to engaging in the community activities. They can struggle to access the basic services they need, in particular decent housing and transport. Education, arts, sports and leisure providers are often not aware how their services could benefit these people and how they could make their services more accessible for them (Aldridge & Becker, 2003). Many people in this group do not want to participate in activities alone, but they feel there is no one who can accept to join them. Additionally, these people are known to face exclusion by law from some community roles such as jury service (Will, 2007). Breaking the cycle of social exclusion Removal of some or all of the identified causes of social exclusion can be found to reinstate the former, valued roles and relationships of individuals and groups in the society. This, according to Silver (1994) helps in promoting social inclusion. A number of strategies have been proposed to this effect. Firstly, the idea of inclusive communities should be embraced by all. This is claimed by Sharon (2003) to result in a reduction of stigma and discrimination within the local community to support reintegration and the acceptance of people with mental health problems as equal citizens. Secondly, there should be early intervention for the disadvantaged group. This entails offering support and help before these people reach crisis point in a way that is non-stigmatizing and easily accessible (Malcolm, 2002). Apart from the foregoing, it is suggested that recovery efforts must include empowerment and the right to individual choice for the mentally afflicted. This involves “breaking the perceived link between mental health problems and incompetence, to provide individuals with control over their own care and future” (Levitas, 1998). A focus on employment will also form another significant aspect in breaking the cycle of exclusion. Recognizing that jobs provide a sense of worth and identity as well as financial security will be a fundamental entity to this initiative. This is because working is associated with better health outcomes and reduced need for health and other services (Jenkins et al, 2002). Promoting broader social participation for all members of the community through education, training or volunteering, particularly in mainstream settings can increase employment prospects as well as making people feel valuable in their own right. In this way, these people can help build self-confidence and social networks as is the case with sports and arts activities. Cantor & Selten (2004) underscore the importance of sports in improving people’s physical as well as mental health. People faced with exclusion can break this yoke by securing basic entitlements such as decent housing, basic financial and transport services (Malcolm, 2002). They should similarly be enlightened of their basic fundamental rights. Finally, acknowledging people’s social networks and family relationships is another key strategy that can be employed in promoting inclusion. This will entail recognizing the central role that family members and friends can play in reintegration into communities. This can go hand in hand with efforts of building confidence and trust explained by Manning & White (1995) as: “making services more welcoming and promoting understanding of different needs to encourage people who may mistrust statutory services such as some ethnic minorities or parents, to engage with services earlier”. A framework for change In a nutshell, a framework for change can be instituted to run through five key steps to break social exclusion while promoting social inclusion. For change to be achieved, stigma and discrimination must first and foremost be dealt with form the outset. This will require challenging negative attitudes across all sectors. Secondly, the proposed framework for change will require all the concerned individuals to get their basic fundamental rights including housing stability, affordable transport and financial security (Paris, 2004). This is inline with extant literature as illustrated in earlier paragraphs of this essay. On attaining the first two steps of the framework, then the next step will be in supporting families and community participation. This, according to Will (2007) reside in increasing access to education, volunteering and leisure; support for effective parenting; enable participation in community roles such as jury service or school governor. Attainment of this aspect in the framework will result in enhanced employment opportunities for all irrespective if gender, race or creed. This aspect is also found to enhance access to employment programs, easing the transition from benefits to work, help with enterprise; and support for job retention (Sharon, 2003). Health and social care summarizes the other steps in the proposed framework. The aspect will include: “primary care as a gateway to generic advice and support; advice and support on vocational and social issues in secondary care; day services that promote access to mainstream activities in the community; and focus on inequalities in access to services and tackling poor physical health” (Will, 2007). Personal reflection (PowerPoint presentation) Conclusions There has been considerable modernization and investment in mental health services even though links between health and social care; employment and other key local partners have been found to be weak. Training on vocational and social issues for health and social care professionals has also been reported to be limited (Will, 2007). Some gaps in service provision such as access to talking therapies and physical health checks remain unaddressed. Frazer & Marlier (2007) and Hilary (2007) claim that some groups such as ethnic minorities and people with complex needs still face particular barriers to accessing services despite the recent efforts applied. Strengthened advice and support in primary and secondary care should ensure that employment and social issues are addressed early before they have a detrimental impact. It is the recommendations of this essay that provision of vocational and social support be embedded in the social care of the mentally incapacitated. The essay has further established that it is necessary to have a program that will have full involvement of the individual which will help him or her to work with relevant departments to test models for providing vocational and social support in primary care (Aldridge & Becker, 2003). The framework for change will particularly support health and social care services to transform day services into community resources that promote social inclusion through improved access to mainstream opportunities. It will also work with relevant training organizations to strengthen training on vocational and social issues for health and social care professionals, and tackle inequalities in access to health services (Aldridge & Becker, 2003). It has been established throughout this essay that stigma and discrimination can have a greater impact on people’s lives than the mental health problems themselves. Despite the variety of national and local campaigns that have been instituted so far, stigma and discrimination still remain widespread as upheld by Paris (2004). However, international evidence suggests that campaign work can be effective if properly funded and targeted. Governments the world over are in concerted efforts to develop a strengthened program aimed at tackling stigma and discrimination. This has been initiated by the National Institute for Mental Health in England as reported by Jenkins et al (2002) and is working closely with other government departments, people with experience of mental health problems and the voluntary sector. Further reports indicate that the National Institute for Mental Health in England plans to work with the Department for Education and Skills to develop resources for schools (Will, 2007). References Aldridge, J & Becker, S. (2003). Children caring for parents with mental illness: perspectives of young carers, parents and professional. Bristol, The Policy Press. Cantor, E. G & Selten, J. P. (2004). ‘Schizophrenia and Migration: A Meta-Analysis’, Schizophrenia Research, 67 (1). Frazer, H & Marlier, E. (2007). “Tackling child poverty and promoting the social inclusion of children in the EU”. Social Inclusion Policy and Practice. Hilary, S. (2007). “Social Exclusion: Comparative Analysis of Europe and Middle East Youth”, Middle East Youth Initiative Working Paper, p. 15. Jenkins, R. A., McCulloch, L. F & Parker, C. (2002). Developing a National Mental Health Policy. Maudesley: Hove, The Psychology Press. Levitas, R. (1998). The Inclusive Society? Social Exclusion and the New Labour, Macmillan, London. Malcolm, S. (2002). An Inclusion Lens: Workbook for Looking at Social and Economic Exclusion and Inclusion. Halifax: Population and Public Health Branch, Health Canada. Manning, C & White, P. D. (1995). ‘Attitudes of employers to the mentally ill’, Psychiatric Bulletin, 19: 541-543. Paris, R. (2004). At War’s End: Building Peace After Civil Conflict. New York: Cambridge University Press. Sharon, J. M. (2003). Social Cohesion: Insights from Canadian Research. Ottawa: Strategic Research and Analysis Directorate, Department of Canadian Heritage. Silver, H. (1994). ‘Social exclusion and social solidarity: three paradigms’, International Labour Review, vol. 133, no.6, pp. 531-577. Will, K. (2007). Multicultural Odysseys: Navigating the New International Politics of Diversity. Oxford: Oxford University Press. Read More