Valorisation Theories - Assignment Example

Normalisation and Social Role Valorisation Theories Normalisation and Social Role Valorisation Theories By ______________________ Normalisation and social role Valorisation theories Normalisation theories emphasise on certain rules and principles that are applied on those individuals that are despite possessing a learning disorder are intended towards the betterment by treating as a normal person. Being started in Sweden, Bengt Nirje a Scandinavian was the pioneer of 'Normalisation' theory, "Normalisation largely evolved as a human rights-based, upon the platform which critically reacted against large institutions, the service model that dominated services for people with learning disabilities from the 19th century. Life for people with learning disabilities in such places was very deprived and abnormal as compared with the lives of ordinary people. Poor conditions were documented in the literature from the 1960s in many parts of the world including UK. Normalisation simply stated that these people should be enabled to lead lives like those of ordinary people. It is to be noted that normalisation did not talk about 'making people normal'" (Errol, 2006d) which later was criticised by Wolf Wolfensberger in his 'Social role valorisation' (SRV) theory. SRV theory defines the relationship between socially valued and feeble people by raising the moral and consciousness among them. The SRV social model ideas differ from other explanations of disability in offering a social rather than an individual deficit approach to explain the oppression that disabled people are confronted to. However, it is acknowledged that individual model accounts remain influential in disability in a sense that it provides those explanations for disabled people's experience, which are particularly contested in the lives of people with learning difficulties. In this respect, theories of Normalization and Social Role Valorisation (SRV) have influenced not only the perception of majority but also the development of policy and practice for decades. "In comparison to the normalization, SRV focus on the life experiences of people with learning difficulties, social model accounts have in the past been rightly criticized for failing to fully incorporate analysis of such experiences into their explanations for, and challenges to, disabled people's oppression" (Tregaskis, 2004, p.13) In fact, a review of social model and normalization/SRV explanations of discrimination suggests significant similarity in their explanations of the ways in which society culturally discriminates against disabled people, and what effects this process may have on them. However, these accounts then differ radically when it comes to developing approaches to achieving change aimed at improving disabled people's lives. "The social model advocates a holistic structural barrier approach which focuses on bringing about change to the structure of society so that people with impairments are no longer viewed as an unproductive drain on resources who face inevitable discrimination as a result. Normalization/SRV as implemented in Britain, views it in a more realistic way to concentrate on improving the lives of disabled people and those having problem with learning difficulties by encouraging their assimilation within the mainstream as a means of improving their life chances; and views as well-meaning but unrealistic any attempt to achieve wider social change". (Tregaskis, 2004, p.13) Thus normalization/SRV has been described as a relatively static and conservative theory, in that it makes certain assumptions that things will always remain the same, and does not critically evaluate or challenge the power relations inherent in professional-service user relationships which may actually make it difficult for disabled people to take control of their lives in the way that the normalization/SRV approach advocates. However, by carrying on with the devaluation of difference and encouraging conformity to existing normative values around appearance, behaviour and performance, normalization/SRV theory doesn't seem to allow for this possibility in relation to the way society sees disabled people. "Normalization/SRV has been criticized for its recommendation that individuals with impairments should for preference, mix with non-disabled people rather than with other 'devalued' disabled people, to minimize the negative feedback from members of the mainstream that may ensue from coming across a group of people who look different. This approach has been viewed as being unduly divisive, and lacking in recognition of the importance of developing a shared group identity and of belonging to a wider social movement of disabled people that celebrates difference rather than denying it". (Pickering, 2001, p. 42) Such criticism notwithstanding, the ongoing impact of normalization/SRV in the lives of people with learning difficulties remains influential. Indeed, its fierce critique of the shortcomings of much existing service provision for people with learning difficulties is a powerful indictment of service providers' ongoing failure to support disabled people's moves towards self-development and personal growth, expressed through the maintenance of organisational policies and practices that may actually reinforce disabled people's social exclusion instead of challenging it. The Learning disability white paper "The English National Board proposed strategy for Learning Disability for the 21st Century, which was published on 20 March 2001. It was the first white paper on learning disability for thirty years and set out an ambitious and challenging programme of action for improving services. The proposals in the white paper are based on four key principles: civil rights, independence, choice and inclusion. Valuing People takes a life-long approach, beginning with an integrated approach to service for disabled children and their families and then providing new opportunities for a full and purposeful adult life. It has cross-Government backing and its proposals are intended to result in improvements in education, social services, health, employment, housing and support for people with learning disabilities and their families and carers". (2006a) White paper Policies "White Paper aimed at outlining its strategy for people with learning disabilities. According to Tony Blair, "People with learning difficulties can lead full and rewarding lives as many already do. But others find themselves pushed to the margins of our society. And almost all encounter prejudice, bullying, insensitive treatment and discrimination at some time in their lives". (2006b) Within the first 18 months of the Labour government, plans were announced for the establishment of a Disability Rights Commission together with the establishment of a Disability Rights Task Force. Such initiatives were an integral part of the government's White Paper on welfare reform and, in particular, the relationship between benefits and employment. It was clear from the policies that the employment as well as related education needs of the disabled have a greater prominence than has been the case in recent years, even allowing for the passing of the Disability Discrimination Act 1995. In the policy arena it cannot be assumed that the disability lobby, just as it is beginning to have an impact upon debate, will necessarily view learning disabilities as an integral part of its activities or even as a possible ally. In fact, it may well see learning disabilities as a potential rival for scarce resources and government favour. "The challenge for learning disability is to ensure that these changes would not under any circumstances disadvantage the user possessing learning disabilities. At the same time, it is imperative that sight is not lost of specific areas of activity that, along with a new White Paper for learning disability, will inform the direction that learning disability nursing takes in the future. These include six initiatives to inform the educational and training dimensions of the specialist, generic and care worker across the UK: Healthcare needs: collecting valid and reliable data that enable the profiling of needs in ways that address issues around the necessity for specialist and generic services and associated professional support. Skills development: clarifying the skills required of learning disability nurses in a variety of settings at pre and post registration levels. Workforce profiles: establishing a database of deployment that enable the tracing of career paths across sectors, together with accompanying roles and functions, that can inform both pre and post registration courses together with debates over integrated workforce planning. Access pathways: clarifying the paths for the user through evolving patterns of service delivery, especially in health, and the contribution of the specialist practitioner to identifying and developing integrated care pathways through provision. Partnership initiatives: collecting evidence that is both rigorous and systematic to enable the replication of successful joint service development that best meets the needs of the user in ways that reflect current national thinking towards disabled. Service provision maps: identifying emerging infrastructures of services that enable both purchasers and providers to locate the work of the learning disability so that their specific skills remain available to users". (Tregaskis, 2004, p. 81) "In considering the relevant policy agendas, it is necessary to think across boundaries and to anticipate the impact of developments in areas as diverse as housing, health, social care, education, employment, police and the criminal justice system upon the health needs of people who have a learning disability. Without such an approach, the achievements of the last three decades could be undermined, if not lost. Should this occur, the quality of life available to people who have a learning disability will be seriously compromised". (Pickering, 2001, p. 19) It was in the middle of the 19th century that enthusiastic educational pioneers launched on concerted efforts to reverse the deviancy of the retarded. They intended to make the deviant undeviant, but their goal was not so much to make the retarded person "normal" as to make him productive, adjusted and independent. It was during this period of optimism that institutions for the retarded were founded throughout the western world. The "perception" was the humane one - of the retarded as developing persons. Government Objectives for Learning Disability Services The Government objectives reflect "the partnership approach which is central to Valuing People and clarify the Government's expectations of all local agencies providing help to people with learning disabilities and their carers: social services, health, education, employment, housing, the Benefits Agency, transport and leisure services. Local voluntary groups and independent service providers also need to be part of the partnership. This approach is in line with the Government's principles for partnership working enshrined in the Local Strategic Partnerships now being introduced to co-ordinate implementation of local community strategies and the Government's strategy for neighbourhood renewal". "There are two categories of Government objectives for people with learning disabilities: the first deal with outcomes for people and the second concern systems needed in order to deliver better outcomes. We support the objectives with more detailed sub-objectives, which will be monitored through new performance indicators. These objectives will provide the focus for local action to implement Government proposals". Objective 1: Maximising opportunities for disabled children Objective 2: Transition into adult life Objective 3: Enabling People To Have More Control Over Their Own Lives Objective 4: Supporting Carers Objective 5: Good Health Objective 6: Housing Objective 7: Fulfilling Lives Objective 8: Moving into Employment Objective 9: Quality Objective 10. Workforce Training and Planning Objective 11: Partnership Working (A White Paper) Influence on the Development of Care Practice The best example of care practice development is the Government's Strategy for Special Educational Needs (SEN) launched in February 2004. "It sets out the Government's vision for enabling children with special educational needs to realise their potential and a programme of sustained action and review over a number of years to support early years settings, schools and local authorities in improving provision for children with SEN in four key areas. It builds on the proposals for integrating children's services in the 'Every Child Matters' Green Paper and includes a strategy for improving childcare for families of children with special educational needs and disabilities". (2006c) The Strategy sets out the Government's objectives and priorities for future action in the short and longer-term, embedding SEN and disability in mainstream policy and practice, and focusing on improving outcomes for children and young people. (2006d) References A White Paper, Valuing People. "A new strategy for learning disability for the 21st Century" Pickering Sharon, 2001. "Meeting the Health Needs of People Who have a Learning Disability": Jeanette Thompson: Balliere Tindall: Edinburgh. Tregaskis Claire, 2004. "Constructions of Disability: Researching the Interface between Disabled and Non-Disabled People": Routledge: New York. 2006a, accessed on July 14, 2006 from 2006b, accessed on July 14, 2006 from 2006c, accessed on July 14, 2006 from 2006d, Errol Cocks, "Normalisation and Social Role Valorisation" Read More