article ‘SRV and its importance for human service programs and rehabilitation’

I ran across this paper by Jim Brunault (who has written for The SRV Journal):

http://www.scribd.com/doc/24048614/Srv-Independent-Study

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good PASSING resource

For several years, we have been including this 2001 article by Ray Lemay in our packets for participants at PASSING workshops. The article is entitled ‘Good intentions and hard work are not enough.’ It can help teams understand often some of what they are seeing as they observe human service programs, and is a handy resource for team leaders to refer to during a PASSING workshop.

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SRV study tip #4

In the last post about studying SRV and PASSING, we looked at the image (1) and competency (2) enhancement subscores in the PASSING tool, under the subheadings of setting (1), grouping (2), activities (3), and miscellaneous (4).

PASSING has 42 ratings. 27 ratings are related to image enhancement; 15 are related to competency enhancement. Almost twice as many ratings deal with image enhancement.

17 ratings address image and competency issues around the physical setting of a service (point range: -329 to +329).

13 ratings address image and competency issues around service-structured groupings, relationships and social juxtapositions (point range: -369 to +369).

6 ratings address image and competency enhancement around service-structured activities and use of time (point range: -188 to +188).

6 ratings address miscellaneous image related service practices (point range: -114 to +114).

 

What might we learn from these numbers? About 70% of the PASSING ratings, both in number and in point range, deal with service physical setting and with service structured grouping, relationships and juxtapositions. Why are these two domains given so much weight and emphasis? What is this telling us about what services could do to support devalued people in valued roles? A fundamental priority for services is to carefully structure both the setting and the groupings/social juxtapositions in relevant and potent ways which support vulnerable people to have and hold onto valued social roles.

Consider your own life for a minute: think about the power of setting to communicate social roles; think about the ‘company we keep’ and the power of relationship to communicate roles. Yet where do so many human services put their energy, time and attention?

Also, if we are teaching others about SRV and PASSING, or are trying to implement SRV, do we pay enough attention to setting and grouping considerations?

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citation of article on Wolfensberger: ‘The influence of Wolf Wolfensberger and his ideas’

A 2011 article on Wolfensberger

http://www.tandfonline.com/doi/abs/10.1080/1034912X.2011.598374

Can someone get a copy of the full text?

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YouTube slide show about Wolf Wolfensberger

I ran across this slide show about Wolf Wolfensberger recently.

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SRV study tip #3

To continue with our last post on the PASSING tool and workshop, we saw in that post that PASSING builds on the twofold SRV strategy of image enhancement (PASSING ratings beginning with a ‘1’) and competency enhancement (ratings beginning with a ‘2’).

Total PASSING scores range from -1000 to +1000 points. The total of all the image enhancement ratings ranges from -512 to +512 points; the total of all the competency enhancement ratings ranges from -488 to +488. In other words, the total of the image enhancement ratings is worth more than the total of the competency ratings. By the way, this may not be surprising, given that in SRV, we teach that both image and competency enhancement are essential to crafting valued social roles, but that image enhancement has a slight precedence over the long run (e.g., see the SRV monograph by Dr. Wolfensberger, 3rd. rev. ed., pg. 77).

The next level down so to speak divides the image and competency PASSING ratings into 4 potential areas:

1 service setting

2 relationships

3 activities

4 miscellaneous

 

The above levels are reflected in the rating numbering scheme of PASSING:

Image enhancement ratings (1)

11 Image-related physical setting of a service (-171 to +171  points)

12 Image-related service-structured groupings, relationships and social juxtapositions (-146 to +146 points)

13 Image-related service-structured activities and other uses of time (-81 to +81 points)

14 Image-related miscellaneous other service practices (-114 to +114 points)

 

Competency enhancement ratings (2)

21 Competency-related physical setting of the service (-158 to +158 points)

22 Competency-related service-structured groupings and relationships (-223 to +223 points)

23 Competency-related service-structured activities and other uses of time (-107 to +107 points)

 

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video of Dr. Wolf Wolfensberger teaching on the dilemma of providing human service for pay

Thanks to Guy Caruso, Western Coordinator at the Institute on Disabilities at Temple University and long-term member of the North American SRV Training, Development and Safeguarding Council, for sending me the link to this 90 minute video of Wolf Wolfensberger teaching on the dilemma of providing human service for pay. As always, his teaching is challenging, timely and relevant for those concerned with the lives of vulnerable people.

Just one of the points Wolfensberger spells out is the wide-scale, often multi-generational, impoverishment of societally devalued people. This is a reality which human service workers are so often highly unconscious of. Regarding impoverishment, see for example:

http://www.supportsolutions.co.uk/forum/viewtopic.php?t=13859

http://siteresources.worldbank.org/INTPOVERTY/Resources/WDR/Background/elwan.pdf

http://www.mnddc.org/parallels2/pdf/undated/Poverty_Flyer.pdf

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SRV flash cards

I ran across this resource for flash cards on Social Role Valorization theory, apparently created to help someone study for an exam. Who would have thought it?!

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SRV study tip #2

I was at 2 different PASSING workshops fairly recently and as always I was struck at the power, clarity and utility of the PASSING manual and workshop for raising consciousness, deepening one’s understanding of SRV, helping one to step into the shoes of vulnerable people (interpersonal identification), seeing the distinction between programmatic and non-programmatic concerns, and so on.

I thought that over the next few weeks and months I would write a few PASSING-specific posts to add to our ongoing ‘SRV study tip’ series. So, get out your PASSING manuals and read along! If you have any thoughts, comments or ideas about PASSING, please share them with us.

One of the major premises of Social Role Valorization is that the two overarching strategies for crafting valued social roles are image enhancement and competency enhancement (2004 SRV monograph by W. Wolfensberger: pp. 62-73). This twofold strategy is reflected in the construct of the PASSING tool and manual itself. For example, PASSING is divided into 42 ratings which represent 42 specific elements of service provision. Looking at these ratings from the broadest perspective, they are divided into image-related ratings (all numbered beginning with a ‘1’) and competency-related ratings (all numbered beginning with a ‘2’). For example, see pages 41-51 and 283-285 in the 2007 PASSING manual.

Even this simple division of image and competency enhancement is useful in terms of SRV understanding, teaching and implementation. For example, rather than make human service decisions based on a single criterion, the very structure of PASSING teaches us to make necessary distinctions, to look at multiple programmatic criteria, and to properly balance all the relevant programmatic criteria/elements. If we want to apply SRV, then we don’t just think about helping people to become more competent, we also must keep in mind the imagery that surrounds people; and vice versa.

You might want to consider the service efforts you are involved in day-to-day, week-to-week, month-to-month and year-to-year, and try to discern the ways that they touch on 1) issues of imagery and 2) issues of competency.

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Guest post: Lenin, Stalin and Hitler: The Age of Social Catastrophe

The following is a guest blog post submitted by Steven Tiffany:

I’d like to share some Social Role Valorization (SRV) insights I gleaned while reading the book “Lenin, Stalin and Hitler: The Age of Social Catastrophe” by Robert Gellately (2007). The level of violence, terror and death described in the book is overwhelming, but it also gives us an opportunity to see the universality of the common wounds and the SRV themes at a particular historical moment.

All three leaders inflicted numerous wounds upon societally devalued groups. In Germany under Hitler, for example, there was a wide variety of groups targeted, but it was mainly the Jews, Communists, Roma and the disabled who suffered the worst: persecution, starvation, ghettos, incarceration, forced labor, concentration camps, widespread killing and slaughter. In Lenin and Stalin’s USSR, the range of groups who found themselves devalued after the Soviets came to power was far reaching and included Jews; Christians; Muslims; various national minorities such as Ukrainians, Belarusians, Georgians, etc; successful and moderately successful peasants; land owners; politicians of all stripes (from anarchists to monarchists), the disabled; and many more.

One of the common wounds taught about in SRV is that of juxtaposition to negative images, including negative language. Here is an example of negative language from Lenin speaking about the rich peasants whom the Soviets referred to as “Kulaks”:

“These bloodsuckers have grown rich on the want suffered by the people in the war; they have raked in thousands and hundreds of thousands of rubles by pushing up the price of grain and other products. These spiders have grown fat at the expense of the peasants ruined by the war, at the expense of the starving workers. These leeches have sucked the blood of the working people and grown richer as the workers in the cities and factories starved. These vampires have been gathering the landed estates into their hands; they continue to enslave the poor peasants” (Comrade Workers, Forward To The Last, Decisive Fight! – http://www.marxists.org/archive/lenin/works/1918/aug/x01.htm). 

One can imagine the amount of hatred this speech would have incited towards the Kulaks, which in part set the stage for the oppression, deportation, forced starvation, murder and widespread slaughter of the Kulaks which was soon to come. Lenin and later Stalin were consciously deliberate in the negative language and images they used in their efforts to demonize the Kulaks and use them as scapegoats for their (ultimately unsuccessful) policies of collectivization.

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