Social Exclusion in Social Work

Social Exclusion in Social Work This aim of this essay is to discuss the role of the social worker in addressing social exclusion and discrimination and the impact that such issues have on individuals, groups and communities. I am also going to demonstrate my understanding of anti-oppressive practice and ethical issues that social workers face, particularly in the Welsh context. Accordingly, ever since the late 1980s there has been a rising understanding of the effect of oppression and discrimination on individuals, groups and communities (Thompson, 1997). More recently, anti-discriminatory practice has surfaced as a main focal point underpinning social work policy, theory and practice (Pierson, 2002). Hence, with the aim of carrying out their role constructively, social workers should develop and uphold an awareness of why anti-oppressive and anti-discriminatory practice standpoints are vital and the approach that they can take when dealing with discrimination, oppression and social exclusion. Wales, like other na tions, is merely an example of a multi-cultural society with various dissimilar aspects of diversity and personal experiences. Thus, gender, class, language, age, ethnic group, together with other social factors, collectively have an effect on a persons social identity, experience, and awareness of the world that they inhabit (Williams, 2007). With this in mind, discussing the effects of discrimination and social exclusion, and tackling matters of oppression, may provoke numerous difficulties for social work practitioners. Nevertheless, valuable practice tools have been developed so as to challenge inequalities and endorse social inclusion (Thompson 1997; Pierson 2002). Accordingly, it can be said that impartiality is fundamental to social equality. In this regard, persons and groups must believe that they are able to partake wholly in the community and be thought of as equal members. In situations where this is not the reality, individuals could be subjected to isolation, detachment, disadvantage and prejudice. In particular instances, this could cause generations of individuals living on the margins of society. Thus, the ideas of social exclusion and discrimination are very much in parallel. Societies lacking in equality where specific individuals or groups are discriminated against can cause exclusion. Similarly, social exclusion promotes inequality and discrimination (www.socialexclusion.gov.uk). The Social Exclusion Unit delineated social exclusion as what can occur when individuals, groups or communities experience a combination of concurrent difficulties such as unemployment, poor skills, low incomes, poor housing, high crime environments, ba d health and family breakdown (www.socialexclusion.gov.uk). Likewise, discrimination emerges when a person or group is treated unfavourably, when compared with others in similar circumstances, because of their age, sexual orientation, disability, racial or ethnic origin, religion or belief, or gender. (Adams, Dominelli and Payne, 1998). Accordingly, it can be said that socially excluded individuals or groups are incapable of playing a full part in the community due to an array of difficulties they are confronted with, such as unemployment, lack of skills, ill-health or inequality. Frequently, specific individuals or groups are more likely to encounter these difficulties. As an example, individuals that suffer from a disability or mental ill health come across apprehension and intolerance from other persons, often derived from erroneous beliefs about such conditions. Such stigma could not only intensify individual distress but could also inhibit the person from seeking necessary assi stance. Hence, such social exclusion and discrimination could obstruct access to services and resources such as housing, employment, parental rights, immigration, health care and access to justice (Sayce, 1998). These individuals or groups that are excluded from society have to conquer these obstacles to opportunities that other members of the community enjoy. It has been documented that Wales possesses some of the most disadvantaged communities throughout Europe (Williams, 2004). Moreover, the Assembly Government refers to regions of marked deprivation exemplified by dependence on benefits and a necessity for employment opportunities (National Assembly for Wales, 2009). In addition to inadequately salaried or lack of work, poor skills have also been noted as a vital cause of unemployment, economic inactivity and poverty for individuals, and in 2001, 20% of adults of working age in Wales had no qualifications (National Assembly for Wales, 2009). For 2008, the young adult (16-24) une mployment rates was 16%. Consequently, almost half of the individuals in Wales without work are under 25 (www.jrt.org.uk). Such lack of prospects underpins the probability of some individuals or groups being incapable of fully integrating into the community. Thus, those socially excluded can experience feelings of stress, poor health and isolation due to low living standards and limited access to services (National Assembly for Wales, 2009). Other members of society can encounter greater degrees of anxiety and reduced mobility due to reduced social unity and augmented concern for criminal activity (Pierson, 2002). Accordingly, the social worker has the crucial responsibility of making the quality of existence better for individuals, groups and communities and challenging the triggers of social exclusion and discrimination. Hence the role and task of the social worker is complex. The role ranges across empowerment, counselling, advocacy, partnership, needs assessment, care management and social control (Scourfield, Holland and Young, 2008). Social work practitioners should be dedicated to human rights and equality and strive to encourage and support individuals, groups and communities that experience the damaging consequences of social injustice. Thus, the social work profession promotes social change, problem-solving in human relationships, and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at points where people interact with their environments. Principles of human rights and social justice are fundamental to social work (www.ifsw.org.uk). This indicates that social workers have a duty to confront discriminatory attitudes towards persons due to capability, age, ethnicity, gender, class, marital position, political beliefs, racial or other physical characteristics, or sexuality (www.ifsw.org.uk). Within their role, social workers should have a duty to work towards an inclusive society by confronting circumstances that promote social exclusion, oppression and/or hardship. Hence, Pierson (2002) has documented five extensive building blocks for social workers to employ in practice to effectively work with socially excluded individuals, groups and communities and ultimately promote social inclusion. The first building block encompasses the significance of concentrating on income and for the social worker to have a full understanding of the benefits system overall (Pierson, 2002: 42-47). The second building block encompasses the part played by networks jointly as a basis of reliable collective support for individuals, groups and communities and as a practical means for social workers (Pierson, 2002: 47-51). The third building block encompasses partnerships between citizens, groups, volunt ary, private and religious organisations and statutory services where holistic, coherent action can be carried out on the ground (Pierson, 2002: 51-56). The fourth building block encompasses several advantages in developing elevated levels of service user and neighbourhood participation in the community. For example, legislation such as the Children Act 1989, the NHS and Community Care Act of 1990 and the Disabled Persons Representation Act in 1996, required local authorities to consult closely with users when they undertake assessments and devise care plans, and in the follow-up reviews of how those plans are actually unfolding (Pierson 2002: 57). Also, proposals by Government, for example Quality Protects, New Deal for Communities and the Best Value framework necessitate citizen involvement (Pierson, 2002:57). Finally, the fifth building block encompasses the importance of the whole community and assisting resident ability through neighbourhood improvements. For example, involveme nt in community activities, childcare, looking after neighbours, credit unions and neighbourhood watch (Pierson 2002: 65). Moreover, in executing their role, social workers habitually face ethical issues when discovering challenging principles and obligations (Mattison, 2000). Hence, the principles or ethics of independence may be at variance with not only a responsibility of care, but also between the wellbeing for the person and the wellbeing of other members of society (Mattison, 2000). For this reason, it is crucial for social workers to carefully consider their own principles and practice. This is fundamental because even though frameworks like the professional code of ethics are made available to offer practical assistance, to a degree, using ones own discretion when making decisions is unavoidable (Mattison, 2000). Social workers must also confront ethical issues regarding confidentiality. Hence, social workers often make judgements as to whether it is deemed necessary to reveal confidential information to outside organisations without the individuals permission so as to protect society or comply with legal judgements or legislation. A further ethical issue is professional paternalism or beneficence, which means that social workers may have to make judgements about whether to place restrictions on individuals that engage in self-harming conduct, for example substance misuse or rejecting certain services (Clark, 1998). Moreover, it seems crucial to use an anti-oppressive approach when dealing with ethical issues. Hence, various fundamental principles underpinning anti-oppressive practice in Wales have been documented by Elaine Davies (1994). These include the following:Â   a service user has the right to decide which language to use with the Social Worker; individuals are able to communicate more effectively and contentedly in their preferred language; high-quality practice means offering service users an actual choice over language use; an all-embracing service of excellence in Wales means a bilingual service; and refusing this right is a way of oppressing an individual (Da vies, 1994: 60). In addition, particular sections of the Children Act 1989 place an obligation on agencies to take a childs language into consideration when assessing and providing services (Davies, 1994). The characteristics of the Act are influential with importance placed on partnership and consultation. Thus, it is stated that it is unfeasible to converse productively without using the preferred language of the child and family and their racial, cultural, religious and linguistic background must be taken into account (Davies, 1994). Moreover, Article 30 of the United Nations Convention on the Rights of the Child 1989 is comparable to the Children Act and declares that children who are members of an ethnic, religious or linguistic minority must not be deprived of the right to enjoy their culture, practice their religion, or use their language (cited in Welsh Assembly Government, 2004: 68). Therefore, every individual that converses in Welsh should be able to decide which language to use. Also, offering language choice provides the service user with appropriate power and an effective ability to speak. Effective social work practice also means undertaking assessments and providing services in the service users preferred language. Moreover, language appropriate provision should be considered under the scope of equal opportunities in the main, with the Welsh Language Act 1993 being a close comparative to other forms of legislation that advocate equality, such as, the Race Relations Act 1976 and the Human Rights Act 2000 (Scourfield, Holland and Young, 2008 ). Thus, it has been documented that language is not only a mode of communication; it is also a system by which an individual assembles their identity and their understanding of the world (Williams, 2007). Accordingly, social workers must strive to identify and respect diversity and to challenge inequalities and hardship (cited in Welsh Assembly Government, 2004: 14). To conclude, social work has the capacity to transform an individuals existence for the better due to the breadth of the role and the variety of its resources. Considerable improvements have been made by altering the way in which services are made available in Welsh communities. For example, social services in local government strive to safeguard adults who are vulnerable or at risk, promote social inclusion and support persons to live independently where this is possible (Williams, 2007). A consequence of the All-Wales Strategy for Older People was the creation of the National Service Framework for Older People in Wales and the establishment of the position of Commissioner for Older People to counteract discrimination and oppression and eventually to promote opportunities (Williams, 2007). Such standards of practice have been intensified through the Care Council for Wales and the Care and Social Services inspectorate for Wales (Scourfield et al, 2008). Additionally, the unique role enables social work practitioners to diverge from more formal practice and have contact with individuals and groups in their own homes or communities, in order to work in partnership rather than enforce solutions to difficulties (Pierson, 2002). Hence, it has been disputed that a unique quality of social work is found in the close attention it pays to individuals own understanding of their situation and to the informal processes by which client or user and social worker broker a solution (Jordan, 1987 cited in Pierson, 2002: XV). This distinctive practice approach presents numerous opportunities for social workers to address discrimination and exclusion, and ultimately promote equality and the inclusion of individuals and groups in society (Pierson, 2002). Bibliography Adams, R. , Dominelli, L. and Payne, M. (1998) Social Work: Themes, Issues and Critical Debates (Palgrave). Care Council for Wales Code of Practice (available online at http://www.ccwales.org.uk). Clark, C. (1998) Self-determination and Paternalism in Community Care: Practice and Prospects, British Journal of Social Work, 28, pp. 387-402. Davies, E. (1994) They all Speak Welsh Anyway: Yr iaith Gymraeg ac ymarfer gwrth-orthrymol; the Welsh Language and Anti-oppressive Practice (Caerdydd: CCETSW). Jordan, B. (1987) Rethinking Welfare (Oxford: Blackwell), cited in Pierson, J. (2002) Tackling Social Exclusion (Routledge). Joseph Rountree Foundation (2009) Monitoring poverty and social exclusion in Wales (available online at http://www.jrf.org.uk). International Federation of Social Workers (available online at http://www.ifsw.org.uk). Mattison, M. (2000) Ethical Decision Making: The Person in the Process, Social Work Vol.45 (3), pp.201-212. National Assembly for Wales 2009 Third Annual Report on Social Exclusion in Wales. Cardiff: National Assembly for Wales. Pierson, J. (2002) Tackling Social Exclusion (Routledge). Sayce, L. , (1998) From Psychiatric Patient to Citizen (Basingstoke: Macmillan). Scourfield, J. , Holland, S. and Young, C. (2008) Social Work in Wales Since Democratic Devolution, Australian Social Work, 61, pp. 42-56. Social Exclusion Unit (available online at http://www.social exclusion.gov.uk). Thompson, N. (1997) Anti-Discriminatory Practice (Macmillan Press LTD). Welsh Assembly Government (2004) Children and Young People: Rights to Action (available online at http://www.assemblywales.org). Welsh Assembly Government (2007) A Strategy for Social Services in Wales over the next Decade: Fulfilled Lives, Supportive Communities (available online at http://www.wales.nhs.uk/sitesplus/documents/829/WAG). Williams, C. , (2004) Access to Justice and Social Inclusion: The Policy Changes in Wales, Journal of Social Welfare and Family Law, 26(1) pp. 53-68. Williams, C. (2007) Social Policy for Social Welfare Practice in a Devolved Wales (Venture Press).

Active Euthanasia is Murder Essay -- Euthanasia, Argumentative Essay

  Ã‚  Ã‚   "Euthanasia is not about the right to die. It's about the right to kill."-International Anti-Euthanasia Task Force  Ã‚  Ã‚   It seems impossible for me to claim I am anti-euthanasia or pro-euthanasia because there are two ways of participating in the process...active or passive.   After researching the topic, I have concluded that I cannot support active euthanasia because it seems to follow the same principle as homicide...one person killing another. I do not believe it is anyone's right to decide when, or how, a person's life should end. On the other hand, I cannot say I am totally against suicide or passive euthanasia. Although I do not condone suicide, I respect a person's right to decide between his personal life and death.   As far as passive euthanasia is concerned, I view it as part of suicide and think it is a concept that has been around for years but has gone unrecognized until recently.   Therefore, if I were to make a declaration of my view of euthan asia, it would simply be, "I am against active euthanasia...I am for passive euthanasia."    To understand why I feel such opposition on one topic, one must understand the proper definitions of "active" and "passive" euthanasia.   According to the International Anti-Euthanasia Task Force, assisted suicide, or passive euthanasia, involves "a non-suicidal person knowingly and intentionally providing the means or acts in some way to help a suicidal person kill himself or herself." On the other hand, active euthanasia occurs when "one person does something that directly kills another." To give an example, Dr. Kevorkian has conducted passive euthanasia on patients by supplying his patients with the means (lethal injections) to end their lives.   But, in 1999, Dr. Kevorkian pa... ... 13 December 2000.   http://www.death-dying.com/survey.html "The Rule of Double Effect." U.S. House Judiciary Committee.   24 June 1999.   5 December 2000.   http://www.house.gov/judiciary/hunt0624.htm   Rumbelow, Helen.   "Final agonies of the 'easy' death."   The Times.  Ã‚   Times Newspaper Limited.   24 February 2000.   29 August 2000.   http://www.the-times.co.uk/news/pages/tim/2000/02/24/timnwsnws01040.html Sobsey, Dick. "A Background Paper Prepared for the Premier's Council on The Status of Persons with Disabilities." 5 December 2000.   http://www.thalimide.ca/gwolbring/eau_def.html   "When Death is Sought." Task Force of Life and the Law.   5 December 2000.   http://www.health.state.ny.us/nysdoh/consumer/patient/preface.htm    Teachers Comments: The effort merits and A. Please see my notes in the essay concerning your   format citation problems.   

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Peer violence/abuse is something that takes place in the everyday life of some people and their families. Peer violence/abuse is when a person undergoes improper or unfair physical or verbal maltreatment, injury, sexual assault, violation, unjust practices, wrongful practice or custom, offense, and crime. There are many different types of peer violence such as verbal, physical, cyber bullying, and social alienation. As you continue to read you will better understand the effect, consequences (in school and out of school), and examples of peer violence. Youth violence has played a big part of everyday life for some; youth violence includes bullying, punching, slapping, verbal abuse and using weapons, towards another. These violent acts are a disruption to people’s lively-hoods and to the learning process. The most serious effect that youth violence has on people is death and injury; most students are victims of homicides in the schools and suicides at home. Most of these deaths occur before, after, or during lunchtime. Other victims can be examples of nonfatal injuries like cuts, broken bones, bruises and even gunshot wounds. Some can even have a long-term effect on a person emotionally/mentally, a person can suffer depression, fear other people, anxiety and even post-traumatic stress which does not just effect the person but it also effects the persons immediate family and close friends. Peer violence can affect the way a child lives and their lives, they will feel shame for being a victim and won’t tell anybody what’s going on and could be afraid that the problem might escalate if they do tell a trusted adult. In recent news, in Southern Las Vegas two brothers were sentenced to jail and correctional facilities for the bullying of a disabled boy who attended their school. The boys had one of their friends record the attacking of the boy and posted it on YouTube. One of the boys was sentenced to 12 months of probation and 40 hours of community service while the other was sentenced to serve time at Spring Mountain Youth Camp with supervision until released. Consequences are one of the things many people do not think about before they began bullying each other or began attacking one another. In most schools a punishment is 3 to 6 days of suspension and even a court date with the victim. In Las Vegas depending on your age you can get anything from probation to 30 days in a juvenile correction center or a correctional center such as boy’s town or Spring Mountain Youth Camp. http://en.wikipedia.org/wiki/Columbine_High_School_massacre#Medication http://www.modernmom.com/article/the-effects-of-school-violence-on-victims http://www.modernmom.com/article/the-effects-of-school-violence-on-victims

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Queen Elizabeth I1 essays Princess Elizabeth, a slender, athletic, extremely intelligent young woman, recieved an ideal Rennaissance education in Latin, Greek and modern languages, in history and Scripture. As Henry VIIIs second eldest child, shunted back to third in line for the throne by the complex politics of the period, she also had a very practical education in political intrigue - and the fine art of political survival. She came in 1558 to the royal throne shaken by a decade of misgovernment, religious fanaticism, and economic problems. She proceeded to give England 45 years of strong government, moderate religious policies, and unexplained prosperity. Elizabeth was a prudent ruler. She avoided costly wars, however, supported the war with Ireland. The creation of this English colony (Ireland) led to the expansion of markets for English goods and the growth in imports of desirable commodities. Elizabeth sought for religious compromise rather than religious crusades, worked through her appointed ministers, and dealt firmly with an increasingly vocal Parliament. She was well served by lifelong royal counselors such as Lord Treasurer Burghley and veteran warriors such as Francis Drake. She was less well supported by dashing younger cavaliers such as the Queen Elizabeth supported colonization ventures only if they did not detract from what she believed was the primary purpose of her government: to defend the nation and its territory and to consolidate royal authority within the realm. She was much more concerned with with preventing invasions of Scotland and Ireland and protecting the English Channel against the Armada, the Spanish Fleet that threatened English ships on the high seas. But her governments hesitance ebbed after the English gained access to the seas with their seemingly miraculous victory over the Spanish in 1...

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Moral Life Essay Example | Topics and Well Written Essays - 1000 words

Moral Life - Essay Example It speaks of three things, moral standards, moral responsibility and moral identity. (Design. Morality 2013) When we claim that we want to lead a moral life, it means that we want to lead a life which embodies our own moral commitments. When the person has a good conscience which is socialized by human contact, then the person automatically starts leading a good moral life. A moral person would always do the right thing for the reason without thinking of any laws or commandments. It is true that laws and commandments enforce morality on people making them lead a forced moral life, for instance, if the law forbids killing and a person still wants to do that despite knowing its wrong, then that person is not moral by being. More importantly, these laws and commandments are at times not even same in all parts of the world. Having said that, in a few countries of the world there are not enough laws related to all the wrong activities, so considering that if morality and moral life is red uced to just laws and commandments, then the people living in those countries where they are not enough laws will less likely be able to lead a moral life. Morality of a person should always come from within; it depends on the conscience of a person. If a person’s conscience doesn’t find killing or stealing a wrong deed then that person’s conscience is formed poorly and hence his moral judgments wouldn’t be trustworthy either. A good conscience also plays a major role in leading a moral life. Morality has an impact on our daily decisions and these decisions are directed by our conscience. We shall figure out from where this conscience really originates from. Some people think that conscience is just a matter of our hearts and that the concepts of right and wrong are programmed in each of us The general ability of knowing what is right and wrong including the concrete judgments that humans make regarding what should or should not be done is all represented by conscience. To follow or depart from reason and the divine law are the decisions which moral choices confront us with; so a good conscience is what make makes judgments confirming to the reason. It is rightly said then that, a good conscience requires a lifelong formation as once it is developed properly, there is no way the person with good conscience will not lead a good moral life based on personal decisions. A moral life which will inspire others and they would follow the same path too. All said and done, a moral person would always do the right thing for the reason without thinking of any laws or commandments. A moral character would neither act out of fear nor hope for any reward. So many people who are bind to follow the law are not leading a moral life but they are just ‘pretending’ to be moral because a moral person is ‘moral’ in being not in behavior. So personal feelings seem to play a bigger role and have a greater impact in the attempt to l ead a moral life than laws and commandments. As only when a person feels from within about the god and the bad then only can that person strive to lead a better life, a moral life without any forced rules enforced on him. This is how we can lead a moral life based on our personal decisions, by imagining the right way of conducting our lives; by caring for others when they are in trouble in a way which makes us feel that we are doing well in this world. The first step to seek a good moral life is to develop a good

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