Defining And Understanding Empowerment Social Work Essay

Defining And Understanding Empowerment Social Work Essay Empowerment can be defined in general as the capacity of individuals, groups and/or communities gain control of their circumstances and achieve their own goals, thereby being able to work towards helping themselves and others to maximise the quality of their lives. In health and social care empowerment means patients, carers and service users exercising choice and taking control of their lives. It is not that one is empowered means he or she become all powerful like God. Even if we are empowered still we have limitation. Actual meaning of empowerment is that one feels that he or she able and feels powerful enough in certain situations to take part in decision making. I also will explain how politics played a part in disempowering women in health and social care services. It is a greatest challenge in health and social care to achieve progress with the empowerment of carers and people who receive services. Beginnings of twentieth century women were disempowered because of politics played a part. Emancipation is a commonly used word in other western European countries to refer to what in the UK mean by empowerment. The word emancipation has is useful because it has overtones of the struggle for votes for women in Britain at the beginning of the twentieth century, so it reminds us that empowerment  Ã‚  in the health and social services has a political aspect. When carers and people who use services experience being disempowered and excluded, this is a form of political disenfranchisement. In other words, it is as though they have no vote and are not treated as full members of society. In contrast, when people become empowered, they can exercise choices and have the possibility of maximising their potential and living full and active lives.   There is a tension between enabling people to take control of their lives and recognising that workers may need to intervene and take control sometimes, in order to protect other people. This applies to both empowerment and advocacy. Empowerment for people with learning disabilities is the process by which they develop increased skills to take control of their lives. This will help them achieve goals and aspirations, maximising their quality of life. A key feature in empowering people is giving them a voice and actively listening to what they have to say. Empowerment is, therefore, closely linked to the concept of advocacy. Empowerment in learning disability can be described as a social process, whereby people who are considered as belonging to a stigmatised social group can be assisted to develop increased skills to take control of their lives. This increased control will help them to achieve their goals and aspirations and thus potentially maximise the quality of their lives. The concept has connections with assertiveness and independence and is clearly linked to the various forms of advocacy. When considering the current climate it is somewhat an indictment on our times that the Government sees the need to name the White Paper regarding its vision for learning disability services as Valuing People. The title alone inversely suggests that as a society we are not valuing people. The content presents the evidence on levels of exclusion, disempowerment and lack of valued social roles facing those with a learning disability and how services should be planned to address this. (A similar Scottish Executive Review of Learning Disability has the title The Same As You.) For the individual with a learning disability, the subjective experience of empowerment is about rights, choice and control which can lead them to a more autonomous lifestyle. For the professional, it is about anti-oppressive practice, balancing rights and responsibilities and supporting choice and empowerment whilst maintaining safe and ethical practice. Education is often seen as the main engine of empowerment, equality and rights of access. Thus, as a group, people with a learning disability can be at a particular disadvantage. They may have to be enabled and supported to perhaps overcome social obstacles and can be dependent on others to make important information accessible to them, assist them with advocacy and help safeguard their rights. A key feature in empowering individuals is giving them a voice and then listening actively to what they have got to say. Person Centred Planning with its focus on placing the individual at the centre of the process and using techniques to obtain meaningful participation can be a major contribution to finding out what people have got to say. Empowerment will bring along with it rights and responsibilities plus also potential risks for people. It is often the fear of physical risk which can inhibit empowerment processes for people who see themselves as responsible for vulnerable people. They may fear a blame culture if things go wrong. Surprisingly, as recently as 1998, the Social Services Inspectorate noted there were no systematic approaches for risk assessment and management in the field of learning disability. The Foundation for People with a Learning Disability set out to identify good practice in how to reconcile the tension between ensuring the safety of an individual with a learning disability and empowering them to enjoy a full life in the community. A report was produced called Empowerment and Protection (Alaszewski et al, 1999) which suggested that organisations needed to develop risk policies which embrace both protection and empowerment issues at the same point. The definition of risk should look at consequences and probability. Procedures should also include, from the start, the wishes and needs of the person who has the learning disability and involve them  throughout, including the decision making stage. Such comments about organisations developing appropriate risk strategies show that empowerment is not there just  as a concept for front line staff, but should penetrate the strategic planning levels. Valuing People states (Section 4.27) that people with a learning disability should be consulted for their views on services and these views utilised at a corporate planning level. In Mrs Ali case she is empowered by Muslim religious faith to take of her bed-bound husband although in contrast her care taker Jean believes that Mrs Ali should be empowered. This indicates religion also empower some people to take care vulnerable people.

Igor Stravinsky Essay -- Music

Igor Stravinsky In the passage by Igor Stravinsky, he uses not only comparison and contrast, but also language to convey his point of view about the conductors of the time and their extreme egotism. Stravinsky believes that conductors exploit the music for their own personal gain, so rather, he looks on them in a negative light. To show his aggravation and irritation, Stravinsky uses the rhetorical device of comparison and contrast to convey his opinion of conductors. He compares the "great" conductors to "great" actors in that "[they] are unable to play anything but themselves". Moreover, being unable to adapt, they have to adapt the work to themselves, not themselves to the work, which is obviously offending to a notable composer such as Stravinsky. In addition, he attributes the egocentric view of the conductors to the attention of the public who make more of the conductor's gestures and appearance than the music quality. The public is then compared to the reviewers and critics, who also "habitually fall into the trap of describing a conductor's appearance rather than the way he makes the music sound." Furthermore, Stravinsky goes on to say, for a public that is incapable of listening, the conductor will tell them what to feel through his gestures. He notes that these people, the conductors, have a high i ncidence of "ego disease" which "grows like a the sun of a tropical weed under pandering public" illustrating that the conductors perform for and are inspired by th...

Festivals as a Source of Life

The importance of festivals in India, a festival is a celebration of life. Festivals for the general public to bring peace and happiness. They break the monotony of life. Indian festivals are numerous. The three types of national, religious and seasonal are one. Write the first festival. Ie national festivals are celebrated with great patriotic festivals favour. These Republic Day, Independence Day, Gandhi, etc. are included Jayanit. The second type of festivals festival people. These profession reflecting master Parav, Holly, Lohir, Buddhapurnima, Mahavir Jayanit, Dussehra, Diwali, Janmastami, Chath, Navratri, Eid, are included. The changes mark the third season. These festival, Baisakhi, Onam, Pongal, a festival entertainment includes the spring festival Panchanmi etc. , or a certain kind, often a series of performances held from time to time. Festival to break the monotony of life. They bring peace and happiness for the masses. All countries have their religious and cultural festivals. Indian festivals are numerous. They are warm, rich, varied and colorful. Indian festivals are as diverse as people themselves. National or political, religious and seasonal – they divided into three broad categories can be. Most Indian festivals, religions or myths and legends have their origins in popular religions. Some venerable men are struggling with the memory of events and, therefore, in nature monument. They keep alive the memory of the events and personalities and to inspire people to follow their example. Then festivals that punctuate the season of the year. National festivals, Republic Day, Independence Day, like Gandhi Jayanit great patriotism is celebrated with gusto. These days have been declared national holidays and a lot of excitement in all parts of the country is celebrated. Capital, New Delhi, is the seat of national celebrations such occasions. This is a Republic Day parade witness the majestic. Separate †¦

Essay about Phi-286 Mod 3 Wa 1 - 827 Words

Module 3 Written Assignment 1 Can you show how Jeffersons theory of revolution (found in its shortest form in the Declaration of Independence) follows from John Lockes theory of government? Could it follow from Hobbess theory of government? Under what circumstances? Thomas Jeffersons theory of revolution seems to follow specific criteria from Thomas Hobbes original foundation, which was further expanded upon by John Locke and ultimately fine tuned by Thomas Jefferson. To get an understanding how these three philosophies follow one another, we must begin at the documented source; Thomas Hobbes. Thomas Hobbes lived during revolutionary times, beginning with the overthrow and demise of the English King, Charles 1, in 1641†¦show more content†¦Locke seems to build upon Hobbes ideals describing within the law of Nature, all men are equal and are in a state of perfect freedom to order their own actions. However, it seems Locke clearly understands mans desire for more and temptation to violate human rights of others for personal gain and therefore, inevitable disputes in which life, liberty, and property are in question, laws are established to protect and uphold ones rights. Locke divulges further by stating the law of nature confirms every one has a right to punish transgressors of law to such a degree in which it may hinder violations, preserve the innocent and restrain offenders (Newton, 2004). This is where Locke separates himself from Hobbes theories. Locke concedes punishment only to a degree whereas will hinder a transgressor and only restrain an offender. This s hould not be confused with Hobbes philosophy of an individual having the right to pass judgement and decide a transgressors fate, once a perceived threat has been subdued. Lockes philosophy seems to indicate a vital importance to exhibit reason and tolerance; a law of morals, unlike Thomas Hobbes philosophical view of do as you please because it is your natural right. John Lockes law of morals set forth Thomas Jeffersons theory of revolution. Thomas Jefferson, eloquently wrote; all men are created equal,Show MoreRelatedSummer Olymoics23416 Words   |  94 PagesStevenson | Judge s Oath | Mik Basi | Coach s Oath | Eric Farrell | Olympic Torch | * Callum Airlie * Jordan Duckitt * Desiree Henry * Katie Kirk * Cameron MacRitchie * Aidan Reynolds * Adelle Tracey * Austin Playfoot (relight)[1] | Stadium | Olympic Stadium | | Part of a series on | 2012 Summer Olympics[show] * Bid process (bid details) * Development (venues, torch relay) * Marketing (mascots) * Opening ceremony (flag bearers) * Chronological summary *Read MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesContemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−Curphy The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of