2nd guest post about a leadership SRV study group happening in Australia

The following update was sent to me by John Armstrong. Please see also the previous posts here and here. Marc Tumeinski

The second SRVx10 Study Group began today in Melbourne, Australia with 5 new students embarking on the first of 5 study group sessions that will culminate in everyone teaching the entire workshop at least once and hearing it 5 times.

We have Ian Ross from Canberra, Bob Lee from QLD, Sharon Lowe from QLD, Cherry Cameron from Sydney and Mary Kealy from Ireland.  We have had a great day getting through all the modules of Day One of SRVx10, receiving feedback and discussion regarding the content. We have had very hot temperatures (40deg C), but this afternoon experienced a welcome cool change which dropped temperatures to 16deg C. We are off to bed to rise enthusiastically for another day.

In two weeks, the first SRVx10 Study Group completes their fifth session in Hobart Tasmania, in front of a small audience composed of members of Training for Evaluation and Change (Tasmania). We’ll report to you on how it goes. Till then, John Armstrong

 

 

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growth in number and specificity of ‘behaviors’ included in versions of DSM

Take a look at this series of images which illustrate the growth in the number and specificity of ‘behaviors’ included in versions of the Diagnostic and Statistical Manual of Mental Disorders. Make sure to click through to see each visual for each new edition of the DSM

http://www.visualizing.org/full-screen/216355

Marc Tumeinski

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looking for brief videos to use in teaching about SRV

Based on my last blog post, and a question from a university professor about using videos, I am going to repost some of the videos which we have shared on this blog in the past (see below). I am also going to invite our blog readers to share links to brief videos that you have used to teach about SRV, SRV themes, valued roles, etc. I hope these are helpful and look forward to seeing your suggestions.

Marc Tumeinski

http://chronicle.com/article/Video-Teaching-Without/63394/

http://opacity.us/site30_pennhurst_state_school.htm
scroll down for video

http://www.communitycare.co.uk/blogs/adult-care-blog/2010/10/robot-teddy-launched-to-fight-dementia/

http://www.youtube.com/watch?v=ZQt_Rq1mStE

http://www.nytimes.com/interactive/nyregion/abused-and-used-series-page.html?_r=1&

(scroll down for several videos)

 

http://www.theglobeandmail.com/news/news-video/video-seniors-go-to-kindergarten/article610471/

http://stophurtingkids.com/the-film/

http://www.youtube.com/watch?v=_fSoI_HksoU

http://www.youtube.com/watch?v=1eRgZOZ8o4s

 

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brief video on unconsciousness/selective awareness

http://www.youtube.com/watch?v=_fSoI_HksoU

Think about the points made in this 4 minute video in terms of what Social Role Valorization (SRV) teaches about unconsciousness/lack of awareness about the social processes of devaluation. Can you make any points of connection with SRV theory?

Marc Tumeinski

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UK report: ‘Confidential Inquiry into premature deaths of people with learning disabilities’

One of the wounding experiences which can result from social and societal devaluation is that of deathmaking, a term coined by Dr. Wolfensberger to describe actions that hasten the death of societally devalued people (cf. Wolfensberger, SRV monograph, 2013 , pp. 35-36, 41; and The New Genocide of Handicapped and Afflicted People).

A 5 April 2013 online article gives a statistic that “1,200 people with a learning disability die prematurely in NHS care every year.” (NHS stands for National Health Service)

The same article refers to a report titled ‘Confidential Inquiry into  premature deaths of people with learning disabilities.’

Select quotes from the executive summary:

“The median age of death for people with learning disabilities (65 years for men; 63 years for women) was significantly less than for the UK population of 78 years for men and 83 years for women. Thus men with learning disabilities died, on average, 13 years sooner than men in the general population, and women with learning disabilities died 20 years sooner than women in the general population. Overall, 22% were under the age of 50 when they died.”

“43% of the deaths of people with learning disabilities were unexpected.”

“The most common reasons for deaths being assessed as premature were: delays or problems with diagnosis or treatment; and problems with identifying needs and providing appropriate care in response to changing needs.”

“In addition, professionals in both health and social care commonly showed a lack of adherence to and understanding of the Mental Capacity Act 2005, in particular regarding assessments of capacity, the processes of making ‘best interest’ decisions and when an Independent Mental Capacity Advocate should be appointed. Many instances were identified of inappropriate or poorly documented DNACPR4 orders.”

“Record keeping was commonly deficient – particularly in relation to fluid intake, nutrition, weight and seizures, and little attention was given to predicting potential problems, e.g. when a person was fearful of contact with medical professionals. A lack of recognition of the approaching end of life commonly led to problems in coordinating end-of-life care and providing support to the person and their family. Difficulties in obtaining Continuing Healthcare funding were also reported.”

Marc Tumeinski

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highway billboard: avoiding eye contact is a sign of autism

I went by a billboard recently that said avoiding eye contact was a sign of autism. In addition to considering the reality of such a claim, think also about what messages this advertising is communicating.

Two relevant articles:

article in scientific journal

critique by writer for Forbes

Marc Tumeinski

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2013 online SRV Journal conference

We already have over 50 registrants for our online conference and two papers submitted, so if you haven’t signed up yet or submitted your paper, now is a great time to join in!

 

Here is our basic timeline for the conference:

• register by September 13

• submit papers by October 18

• read and comment on papers through November 29

• OPTIONAL submit revised paper to The SRV Journal for consideration of publication: by January 1, 2014

 

thanks,

Marc Tumeinski

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article: Experiences of subculture within a prison community

This UK article looks at societal devaluation associated with prisons, particularly with prisoners with additional devaluing conditions (e.g., intellectual impairment.) From the article:

• As part of my third-year learning disability branch
placement in a British prison I looked at social role
valorisation and how people with learning disabilities
are perceived in society.

 

• People are more likely to experience better lifestyle
opportunities if they hold a valued social role in their
communities (Osburn 2006). how a person is treated
by others has a strong influence on how that person
behaves. how a person sees another person affects
what they do with them and for them. this is the
basic premise of the social role valorisation theory
(Wolfensberger and tullman 1982).

The beliefs and values of social role valorisation
are particularly relevant to two groups of people
in society: people who are already devalued within
their society and people who are more vulnerable
to becoming devalued (Osburn 2006). historically,
prisoners have been regarded as being devalued by
society, for example, by being seen as a menace.
People with a learning disability have also been
devalued by society, for example, by being treated as
an object of pity (Wolfensberger and tullman 1982).
A prisoner with a learning disability, such as Cyril, is
especially vulnerable to being devalued and having
his prison lifestyle opportunities restricted.

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book review: ‘No Place to Call Home: Inside the Real Lives of Gypsies and Travellers’

One of the points made in the explanation of societal devaluation, in the SRV monograph authored by Wolfensberger (e.g., page 40 in the 4th expanded edition) and in SRV leadership level workshops, is that societal devaluation (negative perception followed by negative treatment) of a group can become multi-generational. This 2013 book entitled ‘No Place to Call Home: Inside the Real Lives of Gypsies and Travellers’ presumably is a history of such devaluation.

Especially relevant to Social Role Valorization, the reviewer lists several examples of wounds (lack of education and access to health care, lowered life expectancy, negative imagery, abuse and violence).

This might be a book worth reviewing for The SRV Journal, and/or studying as part of an SRV discussion group.

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role theory on the ‘everyday sociology’ blog

I just read an entry on the ‘Everyday Sociology’ blog sponsored by Norton Publishing. The entry is about role theory, and touches on: expectations, social status and behaviors. I like the idea of trying to blog about this (and other) sociological concepts in a simple way that invites readers to think about a particular concept.

Role theory clearly has links with Social Role Valorization (SRV).

I assume the blog is intended for university/college students, given its link with Norton. It’s a blog entry, and so is fairly basic. One of the things which SRV could add to this basic description is the insight about image and competency enhancement as avenues toward acquiring and holding onto societally valued roles.

From the blog post: “According to role theory, most of us are hardcore, rabid conformists.” While I think I understand the point being made, I would not describe role theory that way. It makes it sound far too mechanistic, as opposed to a theory that can predict and describe.

The blog includes an example centered on the role of university student. If you have a moment, read this example and analyze it from an SRV perspective, particularly taking into account the reality of societal devaluation and heightened vulnerability, as well as the part that others (including family, friends, service workers, teachers, etc.) can play in helping someone to fill a societally valued role. If you were the professor, what are some of the SRV strategies that you might use, in the scenario described in the blog post, to help each student in that classroom to fill the role of ‘university student’? Remember that SRV teaches about role complementarity, such as the necessary link between roles of husband and wife, employee and employer, neighbor and neighbor, student and teacher. How can we take advantage of that natural dynamic in ways which are consistent with the culturally valued analog?

 

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