Disability Studies in Social Work: A Past Paper PDF

- What is Disability? : "Disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. - Disability within the Social Work Curriculum= Disability studies is an interdisciplinary program which includes supporting all aspects of a...

- What is Disability? : "Disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. - Disability within the Social Work Curriculum= Disability studies is an interdisciplinary program which includes supporting all aspects of a person’s life such as physical, emotional, social, etc. An interdisciplinary approach allows greater awareness of injustices and barriers for those with disabilities. There is an expected increase in need for community supports. This increase in need will include social work students and therapists, as there is a current lack of knowledge. Social work education requires further expansion both in research and curriculum - History of Disability= - Early recordings of people with disabilities is rare due to high mortality rates, the treatment of those with disabilities and the lack of recording of some disabilities. - Historical beliefs varied but included sins of the parents caused the disability. -The Industrial Revolution brought on the rise of asylums with the belief that people were unable to contribute to or to fit into society. -Institutionalisation ended over a number of decades due to evidence of its ineffectiveness and unethical treatment -The idea about eugenics emerged in the mid 18th century and was eventually rejected after WWII. - History of Disability= Late 19th & Early 20th Centuries - Incumbent Conditions: Trust in medical authority and industrialization fueled the segregation of disabled individuals in Canada. - Residential Institutions: Psychiatric hospitals, blind schools, Houses of Refuge, and church-run homes were established. - Demographic Served: Individuals with mental health issues, intellectual disabilities, and physical disabilities. - Social Reform: Dominant Christian ethic supported charitable programs, reinforcing the perception of disabled individuals as incapable and dependent. - Context: People with disabilities were denied full exercise of civil rights, seen as incapable and dependent. - Social Model of Disability= - Medical model of disability= Disability is viewed as a defect Often used a blame the victim approach Professionals make decision for the person -Social model of disability=The social model of disability is the understanding that disability is created by society. It views the origins of disability as mental attitudes and physical structures of society, rather than a medical condition. The model identifies systemic barriers, derogatory attitudes, and social exclusion that make it difficult for disabled people to attain their valued functionings. - Independent Living Model= Involves people making their own decisions that affect their lives such as finances and care, with programs that provide social and medical services. The Canadian Paraplegic Association helped pioneer the independent living model, focusing on taking a role in the management of services. - Working with Family Systems= Parents and families have been large contributors in advocacy for change. Following WWII, parents raised awareness about the needs of their children including education, housing, employment. Parents have felt resistance from professionals in sharing their voice. Immigrant families have faced additional barriers in seeking/receiving supports such as language barriers, cultural views. - Bill S-203, also known as: The Federal Framework on Autism Spectrum Disorder=The bill emphasises the need to ensure that autistic individuals receive prompt and fair access to diagnostic services. This is crucial for early intervention and tailored support. Bill S-203 recognizes the importance of financial assistance for autistic people and their families. It aims to create mechanisms that provide financial relief and alleviate the economic burden associated with autism. - Education and Employment= - In 2001, the Ontarians with Disabilities Act was introduced to identify, remove and prevent barriers for those with disabilities. -In 2005, the Accessibility for Ontarians with Disabilities Act was passed to create a barrier free public by 2025. - Despite government legislation, those with disabilities still face poverty, unemployment, isolation and violence/abuse. An increase in students requiring diverse methods of teaching (universal instructional design). Students reluctant to share disabilities with post-secondary institutions and/or unaware of supports available. - The Role of Advocacy Social workers to identify stigma and barriers faced by those with disabilities. Empowerment, choice and self-determination is a critical component to advocacy. The use of therapeutic approaches to address feelings associated with oppression. Address stigma through strength-based approaches. Support client needs as described by themselves not by others. Teach individuals about self-advocacy or support their voice - Social Work principles: Social workers respect the unique worth and inherent dignity of all people and uphold human rights. Social workers respect the unique worth and inherent dignity of all people and uphold human rights. Inclusion in policies, media, education, services, advocacy movements, Language, Never assume – always ask if unsure, Whenever possible, we must amplify voices of people with lived experience – especially considering diverse, traditionally marginalised identities. - Defining Spirituality and Religion=Spirituality refers to a personal search for purpose, meaning, and connection, while religion is a set of shared beliefs, practices, and traditions. Spirituality is individual and self-driven, while religion is often communal and follows prescribed paths or rules - The Use of Spirituality and Religion in Practice= Some look to adopt a bio- psycho-social-spiritual approach. Explore a clients’ spirituality during assessment. Many people have significant connections spiritually and/or with religious communities. - History of Social Work and Spirituality= Social work was initially linked to religious practices. Once social work was professionally established it distanced itself and focused more on scientific research/practice. Recently a growing interest in combining the two practices has been researched. Social work values may align nicely with spiritual values (i.e. compassion) - The Canadian Society for Spirituality and Social Work= It is important for social workers to be trained in understanding the diverse influence that spirituality and religion may hold for a family or community. This awareness of the range of influences of spirituality on clients’ lives acknowledges the complexity involved in holistic social work practice. - The Use of spirituality and religion in Social Work Practice= -SOCIAL WORKERS MAY MISS OPPORTUNITIES TO CAPTURE A CLIENT’S SPIRITUAL/RELIGIOUS BELIEFS UNLESS ASKED DURING AN ASSESSMENT. - CLIENT’S MAY NOT DISCUSS THIS ON THEIR OWN. - CAN BE A SOURCE OF STRENGTH FOR CLIENTS. -SOME SOCIAL WORKERS MAY WISH TO COVER CLIENT’S DREAMS, SEEKING CONNECTION THROUGH THEIR SPIRITUALITY. -DREAMS MAY ALSO POSE A SOURCE OF DISTRESS FOR CLIENTS. - Spirituality and Social Justice= Spirituality and anti-oppressive practices are not on opposite spectrums. You do not need to abandon other approaches to include a spiritual lens. - Spirituality and Coping= Some cultures are heavily linked to spirituality and coping. Social workers should include spirituality and religion as topics within cultural competence. Can refer to members of a client’s specific religion/spiritual following  for further guidance. For example, author discusses consulting with Aboriginal elder on traditional healing - Finding Meaning= Spirituality and religion can support clients in making meaning and sense of their life experiences. People may use cognitions such as “everything happens for a reason” or “why me?”. Social workers do not need to share in their clients’ belief systems to support their quest. Avoid the use of spiritual language unless a comprehensive understanding of a clients’ beliefs - Post Traumatic Growth= People can grow from their traumatic experiences, not just return to their prior levels of functioning. Spirituality can strengthen after a traumatic experience. Spirituality can offer support to post-traumatic growth. Spirituality can also be questioned or rejected after a traumatic experience - Transpersonal Theory= is outlined by Braud and Anderson (1998), and is concerned with understanding human consciousness and the ways in which individuals can connect with something greater than themselves Related to human values and spiritual experience. Includes higher self, human consciousness, creativity, communication, self-actualization and spiritual growth. - Mindfulness= Jon Kabat-Zinn (1990) brought mindfulness-based programing to North America. Mindfulness is the practice of purposefully paying attention using nonjudgmental awareness. Mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR) are both commonly used and researched. Research has shown mindfulness can be used to help with substance abuse, anxiety, depression, stress, with many other areas emerging - History of Canada’s Immigration Policies= - Industries such as the fur trade, farming, lumbar, were contributors to very early immigration. - Canadian Immigration Services was formed in 1820. - Fear halted immigration during WWI (1914-1918) and the economy during the Great Depression (1929- 1933). -Many cultures experiencing discrimination during this time which resulted in people being prohibited from entering Canada while others being deported. Racism and the exploitation of people were significant during this time. - 1966 The Department of Manpower and Immigration was formed, essentially merging with employment. - 1967 The point system was developed. 1970s Concern raised about abuse of immigration laws. - 1976 The Immigration Act** put in place limits and categories, plus the revision of the points system. -1980’s A surge of ‘illegal’ immigrants led to the Refugee Deterrence and Detention Bill. - Strong emphasis remained for acceptance of those who could financially support themselves. Since the 2000s, there have been increases in landing fees making immigration more accessible for those who can afford it. Post 9/11, saw an increase in fears (racial profiling) and government security. - Point system= The Canadian Immigration Law uses a point-based system known as the Comprehensive Ranking System, or CRS, to evaluate and rank skilled immigrants who want to live and work in Canada. - Dominant/Host culture: influenced by their attitudes toward immigration and diversity, and the impact these two phenomena have on their culture - Immigrant/Heritage culture: acculturation relies on the value of maintaining one’s ethnic culture, and the value and efforts devoted to establishing and strengthening interethnic interactions with the larger society - Acculturation= Kundu and Adams (2005), describe acculturation to include expectations, attitudes, identity, perception, attribution, values. Interactions among two or more cultural groups results in mutual changes occurring with the exchange of cultural knowledge among the participating cultural groups. The outcome of this cultural exchange depends on the attitude that these cultures have relative to one another - Models of Acculturation= Marin and Gamba (2003), outline three perspectives on acculturation: -Assimilation – move towards host culture -Integration – merge of both cultures -Rejection – move away from host culture - Impact of Acculturation= - Structural Influences= Financial and employment instability, Social power/status, Parental changes, Changes within the extended family - Individual and Family Impact= Loss in self-esteem, Cultural identities within the home, Children adapt quicker however often have to balance between two cultures, Changes to family structure (i.e., women in the workforce), Lack of support from extended family - Further familial stresses include= 1. The acculturation gap between parents and children. Children often adapt quicker, turning to dominant culture. 2. The difference in values between cultures.Collective versus individualistic 3. Concerns about separation of the family.Separation, acculturative dissonance, lack of guidance/support 4. Intergenerational conflict. Often as a result of the first three points - Coping with Immigration & Acculturation= Hope, Religion/spirituality, Community, Family, Education, Feelings of safety, Trust, Success, Equality, Control over immigration, Networking, Investments in host country, Relationships in home country, Resources, optimism - Immigrant Parents’ Tendencies= 1. Unified-Restorative—Successful in resolving conflict between both cultures 2. Abandoned-Providential—Values the dominant culture  3. Partitioned-Austere—Values the home culture 4. Deprecated-Detached–Uninvolved (assumptions of mental health issues) - Implications for SW Practice= The use of the IPE as an assessment tool to look at: - Stability and acculturation of immigrant families. - Difference between parent/child rate of acculturation. - Real and perceived losses within parental control and personal identity. -Gain understanding of immigrant families parenting styles and coping skills. - Help avoid prescribing changes that are disrespectful to the families already established parenting and coping skills; instead focus on resiliency and enhancement. - Working with Individuals= Help with externalised issues stemming from immigration, Focus on parenting but avoid altering entirely, Can improve family communication, Address and resolve intergenerational relationship issues, Focus on why the family chose to immigrate, Bring awareness to changing identities, Focus on strengths and resilience, clients tell their own story. - Working with Groups= Reflect on parenting styles, acculturation, identity, Providing psycho-education on acculturation, Discussing acculturation conflict between parent/child within multiple-family group work, being Caution with group formation and membership due to differences amongst ethnic groups. A group with similar cultural backgrounds can provide a richer group dynamic, A group leader who identifies within the group membership can enrich the groups experience.