Anti Oppressive Practice in Social Work Essay

I will demonstrate the role of the practitioner on Reflective Anti-oppressive practice. l will reflect upon the effect that my experiences had on me . In relation to supporting care housing will identify the underlying values of being a reflective practitioner.

In the essay, I will explore and draw upon a range of Models and theory’s themes as shown:

• Thompson -PCS model

• Tuckman theory (1983)

Banks (2001) explore oppression, discrimination and anti-oppressive practices are based on society that creates divisions and how people divide themselves. Conducting a session about sex education set targets to assess the young people is to treat people with respect and value each other, avoid negative discrimination(quote). Dalrymple et al, (1995) defines the anti-oppressive practice is about a process of change, ich leads service users from feeling powerless to powerful’ (Dalrymple andBurke, 1995). Empowerment links with anti-oppressive practice, in that the social worker can work with service users enables them to overcome barriers to solving problems.

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Braye et al (1997) identify the challenges faced in practice, it is about positively working to myths and stereotypes speak out and act against the way professional practices and the law itself discriminate against certain groups of people (Braye andPreston-Shoot, 1997).

Case study: homeless pregnant young person

Young person 18 years old sharing at her friend’s home. She is 3 week pregnant; her boyfriend has left her and both arguing all the time. There are no support from home as her mother on benefits and living off her.

The organisation is run by supported housing is called Vincent de Paul ‘society SVP, which is an international charity Christian voluntary organisation. SVP aim to tackle poverty and disadvantages provides accommodation and support for clients through contact with supporting people between 16-25 years old(svp.org.uk, 2012).

The types of vulnerable group who are homeless are served females only Clients with learning disabilities and mental-health problems accommodated. SVP is a community based valued which is supported by the local authorities (svp.org.uk, 2012 ). Value based within the local community, especially in relation to the framework of occupation in supported housing these identified the service provided for young people. values of choice is to respects the rights from where they live as well as promote young people rights to make their own decisions choices.

The aim of forming is to identify the boundaries on both interpersonal and task behaviours (Tuckman,1965). I have applied Tuckman’s theory in the workplace because this has helped to identify leadership within a group stage development. The stages are the following; , Forming, Storming, Norming and Performing. Tuckman’s (1965) approach as a linear model was applying to the group.

The standards and norms of behaviour are establishing. Forming identified to work with group service users together. However not everyone does not want to engage

From storming to norming stages, working with client P is recoded by doing key sessions weekly Client P have to make the choice to conform with, she is awareness breach her contract . Asking open and closed questions are the key to build a good rapport with the service user.

The PCS modal identifies the levels of oppression;

• Personal
• Cultural
• Structural

The PCS Model

• Personal

Beliefs, attitudes and behaviour

How people regard or treat others

• Cultural

Accepted values and codes of conduct

Consensus

• Structure

Structural and institutions within society which act to perpetuate social divisions, prejudice and discrimination

Personal (P) level

Individual actions that I come into contact with, for example service user.

Cultural (C) Level

This analysis is related to the ‘shared values’ or ‘commonalties’. For example, shared beliefs about what is right and wrong, good or bad, can form a consensus.

Structural (S) Level

This analysis demonstrates how oppression is ‘sewn into the fabric’ of society through institutions that support both cultural norms and personal beliefs. Some institutions such as sections of the media, religion and the government can cement the beliefs.

Case study: homeless pregnant young person

P: Young person 18 years old sharing at her friend’s home. She is 3 week pregnant; her boyfriend has left her and both arguing all the time. There is no support from home as her mother is on benefits and living off her. There is argument with her new boyfriend for support.

C: being homeless within the community she is sharing her thoughts and feelings with different groups.

S: Network of divisions, social services, health, local authority

Practitioners will support with learning tools that transform to challenge oppression. Thompson, (2006) have identified the barriers in relating to ethical practice to identify form group- based approaches to anti-discriminatory practice to work together on issues of inequality, discrimination and oppression (Thompson, 2006). Challenging practice with young people engages them into ways at using wider policy objectives ia person centred base. Service users will openly discuss and debate issues within a safe environment amongst their peers and focus on building one’s confidence and reassurance within a group, as well as maintaining the learner’s concentration.

These principles are about being worthy of attention regardless what they can do and who they are as follows

• Respects and promote young people’s rights to make their decision or choices, unless the welfare of them as seriously threatened.

• Promote the welfare and safety while permitting them to learn through activities.

• Contributes towards the promotion of social justices for young people and encourages them to respect differences, diversity and challenging discrimination.

• Act with a profession integrity (Banks, 2001)

When assessing young people it is necessary to take into consideration that there are no right or wrong answers. By using open questions, this allow service user to engage with the practitioner to expand on their opinions and experiences..

Conclusion

Using the PCS model, I recognised the signs within groups to work together and support each other on their strengths and weakness. Thompson, (1994) identified the barriers in relating to ethical practice to identify form group- based approaches to anti-discriminatory practice is to work together on issues of inequality, discrimination and oppression. Tuckman’s theory in the workplace has helped to identify leadership within a group stage development. I identify the stages through tuckmans theory has helped to be non judegment al with clients as their strengths and weakness can be assesss to build up their esteem and confidence for them to rapport a good working relationship.