Social Work Matters (e-Magazine), September 2013, pp.22-23. Online only
Publisher:
The College of Social Work
The author explains why culturally competent practice is vital in delivering positive outcomes to people with learning disabilities form black and minority ethnic communities.
(Publisher abstract)
The author explains why culturally competent practice is vital in delivering positive outcomes to people with learning disabilities form black and minority ethnic communities.
(Publisher abstract)
Subject terms:
black and minority ethnic people, multicultural approach, social work methods, social work, learning disabilities, outcomes, empowerment;
Learning Disability Today, 10(4), May 2010, pp.26-27.
Publisher:
Pavilion
Place of publication:
Hove
This article considers the barriers to advocacy faced by people with learning disabilities from black and minority ethnic groups, and then goes on to examine the views of three service users. A recent report, focusing on advocacy for black and minority ethnic groups with learning disabilities, makes the point that advocacy services in the past have not always catered to the needs of this group, leaving them invisible, and often ignored. It is estimated that 75% of black and minority ethnic people with learning disabilities do not know that these services exist, and struggle without any formal support. The author describes how one service user thought young people need advocacy services when making changes such as choosing schools and colleges, another wished that were more opportunities for people with learning difficulties to find paid employment, and the third service user stressed the importance for advocacy services to be in place early, rather than waiting until someone reaches ‘crisis point’.
This article considers the barriers to advocacy faced by people with learning disabilities from black and minority ethnic groups, and then goes on to examine the views of three service users. A recent report, focusing on advocacy for black and minority ethnic groups with learning disabilities, makes the point that advocacy services in the past have not always catered to the needs of this group, leaving them invisible, and often ignored. It is estimated that 75% of black and minority ethnic people with learning disabilities do not know that these services exist, and struggle without any formal support. The author describes how one service user thought young people need advocacy services when making changes such as choosing schools and colleges, another wished that were more opportunities for people with learning difficulties to find paid employment, and the third service user stressed the importance for advocacy services to be in place early, rather than waiting until someone reaches ‘crisis point’.
Subject terms:
learning disabilities, user views, access to services, advocacy, black and minority ethnic people, empowerment;
Explores the ways feminism can and must acknowledge disabled women for the benefit of all. Looks at ways in which disabled women have been disempowered and rendered invisible.
Explores the ways feminism can and must acknowledge disabled women for the benefit of all. Looks at ways in which disabled women have been disempowered and rendered invisible.
Subject terms:
learning disabilities, physical disabilities, women, black and minority ethnic people, empowerment, feminist theory;
Research on Social Work Practice, 15(6), November 2005, pp.501-515.
Publisher:
Sage
This study evaluated an adapted version of a group-based manualized parent education curriculum applied to meet the parenting needs of high-risk African American families rearing children with developmental delays. Eligibility criteria for participation required that the parenting adult had at least one child with developmental delay resulting in the receipt of special education services; live in a area known for urban poverty and have voiced concerns with their own or close family members' struggles with substance abuse. Three successive cohorts were assessed for statistical equivalence and evaluated using a one group pre- and postdesign followed by a booster session. Dependent variables used self-reports of caregivers’ empowerment, emotional outlook, parent-child interaction, and community involvement. All outcomes evidenced statistically significant and practically meaningful positive trends subject to design limitations. It is concluded that the adaptations met the program needs of targeted participants. Future recommendations are discussed.
This study evaluated an adapted version of a group-based manualized parent education curriculum applied to meet the parenting needs of high-risk African American families rearing children with developmental delays. Eligibility criteria for participation required that the parenting adult had at least one child with developmental delay resulting in the receipt of special education services; live in a area known for urban poverty and have voiced concerns with their own or close family members' struggles with substance abuse. Three successive cohorts were assessed for statistical equivalence and evaluated using a one group pre- and postdesign followed by a booster session. Dependent variables used self-reports of caregivers’ empowerment, emotional outlook, parent-child interaction, and community involvement. All outcomes evidenced statistically significant and practically meaningful positive trends subject to design limitations. It is concluded that the adaptations met the program needs of targeted participants. Future recommendations are discussed.
Minority ethnic communities face substantial inequalities and discrimination in employment, education, health and social services. People with learning difficulties from minority ethnic communities experience simultaneous disadvantage in relation to race, impairment and for women, gender. Negative stereotypes and attitudes held by service professionals contribute to the disadvantage they face.
Minority ethnic communities face substantial inequalities and discrimination in employment, education, health and social services. People with learning difficulties from minority ethnic communities experience simultaneous disadvantage in relation to race, impairment and for women, gender. Negative stereotypes and attitudes held by service professionals contribute to the disadvantage they face.
Subject terms:
learning disabilities, physical disabilities, planning, stereotyped attitudes, access to services, advocacy, Asian people, attitudes, black and minority ethnic people, discrimination, education, employment, empowerment;
Minority ethnic communities face substantial inequalities and discrimination in employment, education, health and social services. People with learning difficulties from minority ethnic communities experience simultaneous disadvantage in relation to race, impairment and for women, gender. Negative stereotypes and attitudes held by service professionals contribute to the disadvantage they face.
Minority ethnic communities face substantial inequalities and discrimination in employment, education, health and social services. People with learning difficulties from minority ethnic communities experience simultaneous disadvantage in relation to race, impairment and for women, gender. Negative stereotypes and attitudes held by service professionals contribute to the disadvantage they face.
Subject terms:
learning disabilities, physical disabilities, planning, stereotyped attitudes, access to services, advocacy, Asian people, attitudes, black and minority ethnic people, discrimination, education, employment, empowerment;
Includes chapters on: issues of race and gender in mixed membership groups; black/white co-working in groups; the linguistic and cultural barriers to cross national working in groups; groupwork and black women; empowerment groupwork across racial lines; groupwork with black users with learning difficulties; groupwork with travellers and gypsies; a community based approach to the development of Asian Women's groups; empowering youthwork with young Asian women; black and white issues in training groups; prison groupwork for foreign nationals; the dynamics of groupwork in a prison community; and groupwork with refugees and asylum seekers.
Includes chapters on: issues of race and gender in mixed membership groups; black/white co-working in groups; the linguistic and cultural barriers to cross national working in groups; groupwork and black women; empowerment groupwork across racial lines; groupwork with black users with learning difficulties; groupwork with travellers and gypsies; a community based approach to the development of Asian Women's groups; empowering youthwork with young Asian women; black and white issues in training groups; prison groupwork for foreign nationals; the dynamics of groupwork in a prison community; and groupwork with refugees and asylum seekers.
Subject terms:
learning disabilities, prisoners, race relations, refugees, travellers, training, women, young people, Asian people, asylum seekers, black and minority ethnic people, empowerment, groupwork, Gypsies, gender;
Women with learning difficulties are vulnerable to violence and abuse. The article reports on a new user-led refuge, Beverley Lewis House, helping them face the future.
Women with learning difficulties are vulnerable to violence and abuse. The article reports on a new user-led refuge, Beverley Lewis House, helping them face the future.
Subject terms:
learning disabilities, refuges, rights, self-advocacy, self-help groups, service users, violence, women, black and minority ethnic people, charities, empowerment;