equalities nhs calderdale
DESCRIPTION
presentation on equalities act and disability equality implicationsTRANSCRIPT
NHS Calderdale
Equality & Diversity for commissioners
Mole (Laura) Chapman
Mindscapes to Landscapes
We would be foolish to assume that it’s easy to achieve a fairer society.
If it was easy we would have cracked it, and we would all live in an equitable world.
• It is not.• We have not.• We do not.
Think!
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The Equalities Act
Public Duty• Eliminate discrimination, harassment and
victimisation• Advance equality of opportunity for
different groups of people • Foster good relations between groups
EQuality training 2010
What is in the Act?
A new duty to consider socio-economic status
The Bill introduces a new requirement on strategic public authorities to have due regard to how their decisions might help to reduce inequalities associated with socio-economic status.
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What is in the act?
• Positive Action• Dual Discrimination • Equal Pay• Impact - strategic, policy and service
delivery
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Equality:
Every human being has an absolute and equal right to common dignity and parity of esteem and entitlement to access the benefits of society on equal terms.
Equal treatment for all: The availability of the same rights, position, and status to all people, irrespective of gender, sexual preference, age, race, ethnicity, ability or religion.
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Equity The principle of equality has to be reinforced and extended by the
practice of equity. Three broad principles about the nature of social justice:
• Equity: every human being has a right to benefit from the outcomes of society on the basis of fairness and according to need.
• Leadership activity require ethical practice: deliberate and specific intervention to secure equality and equity.
(West-Burnham & Chapman 2009)
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Single/Other → Diverse
Change & Stereotypes
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Marginalised groups
“Vision without action is merely a dream
Action without vision just passes the time
Vision with action can change the world”
Joel Barker
Inclusive practice:‘All INDIVIDUALS belonging to the organisations they would
if they were not different.
ANDAND Support provided to individuals, families, and colleagues so that all can be successful.’
(Carol Tashie)
“Is an ongoing process of reviewing and developing practice in order to adjust and celebrate diversity. It is the journey not the destination!”
(EQuality Training 2006)
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Culture ChangeCompliance → Commitment
Tolerance → Acceptance
Mindscape → Landscape
Single/Other → Diverse
Deficits → Assets
Rigid Rules → Flexible Values
Improve → Transform
EQuality training 2010
Equalities Act - Public Duty
• Vision - environment and organisational change to remedy inequality.
• Strategic focus on Equality & Diversity in organisations core purpose.
EQuality training 2010
Reflective Practice
Plan
DoReview
New ideas New practice
New outcomes
What is disability?
Stereotypes
VULNERABLE PEOPLE ?
Behaviour
Feeling Action:
Tackling social oppression
• Racism and sexism • Internalised oppression• Lack of participation• Individualism v individuality• Abuse and violence
The Facts
• Visually impaired people are four times more likely to be verbally and physically abused than sighted people
• People with mental health issues are 11 times more likely to be victimised
• 90% of adults with a learning difficulty report being 'bullied'.
Scope 2008
Compared with non-disabled people, disabled
people are:• more likely to be economically inactive –
only one in two disabled people of working age are currently in employment, compared with four out of five non-disabled people;
• more likely to experience problems with hate crime or harassment – a quarter of all disabled people say that they have experienced hate crime or harassment, and this number rises to 47% of people with mental health conditions;
"on the experience of disability, history is largely silent, and when it is discussed at all, it is within
the context of the history of medical advances. Just as women and black people have discovered
that they must write their own histories, so too with disabled
people."
The Hunchback or bell ringer?
Emmerdale
CSI
The ugly sisters
Shrek
The Medical Model of disability
• Medical approach to the problem.
• Defined by non-disabled professionals
• Equated to illness in terms of research and findings.
• Care and benefits have been awarded to compensate for personal tragedy.
Medical Model thinking
Badimage
No qualificatio
ns
Expensive
Nothing to bring
Victims
Only know about
disability
Networks
Difficult behaviour
The impairment is
the focusThe person
is perceived as faulty
The Social Model of disability
• The problem owned by the whole community.
• It defines disability in terms barriers, attitudinal, structural and systemic.
• Acknowledges the oppression, and need for action.
• It recognises disabled people’s leadership in finding a solution.
Disabled people as active members of the community
Great P.R
expertise
Challenges
tolerance
Diverse skills
Social skills
Does it differently
Feelings
Assessment panels
Social Model thinking
Barriers
Respectful language
• The person—their name.• Impairment =
Functioning• Disability = barriers in
society
Examples of Impairment
QuadriplegiaPolioCerebral palsyBlindnessDeafness
Examples of
Disability
Buildings without rampsPoor health provisionBullying, name-callingSegregated educationWorkplaces without lifts
Respectful language
Impairment, disabled people use this term to talk about their medical condition or diagnosis or description of their functioning—if there is nothing more formal.
Respectful language
Fred Brown (the person) is a man with cerebral palsy (the impairment). When the barriers and discrimination (the oppression) that restrict Fred have been removed from society, Fred will no longer be disabled, but he will still have cerebral palsy and be called Fred.
Social model thinkingAttitudes, the environment & systems are a
problem
We participate in
change for equality
We have an individual &a collective
responsibility
we are allowed to
do what is right for ourselves
we have a positive image and are
proud of who we are
we have expertise
and might wish to
take risks
we are all equal members of the
community
Reflective Practice
Plan
DoReview
What do you know?
What can we learn?What has changed?
Building Capacity
Minorities are deprived and have needs
Communities have capacity, assets and power
Fixed mindset
Growth mindset
A belief in fixed intelligence, academic ability as a narrow continuum and measured performance
A belief in growth and development. Praise given for effort, investment in development of strengths and skills
Respectful language
Inequality and Wellbeing
• Inequality affects all of society• Affluenza - Treadmill culture• Individualism - materialism
culture • Education Hierarchy - target
culture
Wilkinson, Layard and Oliver
WellbeingWellbeing … is indirectly but powerfully part of the educational and societal goal of
dealing with the emotional and social consequences of failing and being of low status. (Fullan 2007)
Wellbeing is more than absence of pain Wellbeing recognises happiness, pleasure and health Systems which identify material success as the only outcome of work
are potentially very damaging Prioritising wellbeing is fundamental to achieving a culture of equality,
because of the part wellbeing plays in flourishing. Humiliation can be a trigger for powerful defensive behaviours,
involving anger and disaffection
Seeking Congruence Head
• Theory, vision, understanding
Heart
• Feeling, reflection, response
Hand
• Action, practice, learning
Reflective PracticeEnlightenment (understanding)
• Understanding why things have come to be as they are in terms of frustrating self’s realisation of desirable practice.
Empowerment
• Creating the necessary conditions within self whereby action to realize desirable practice can be undertaken.
Emancipation (transformation)
• A stable shift in practice congruent with the realisation of desirable practice
Equalities Bill - Public Duty
• Vision - environment and organisational change to remedy inequality.
• Strategic focus on Equality & Diversity in organisations core purpose.
From Compliance to Commitment:the implications of ethical practice
How far do policies translate the aspirations of vision into inclusive practice?
To what extent do strategies for monitoring, reviewing and evaluating practice focus on a commitment to equity?
How might the wider community be involved in the UOB vision?
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