Equality and diversity Essay

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Equality and diversity Essay
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  • University/College:
    University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 2534

  • Pages: 10

Equality and diversity

I am going to look at the different types of legislation within health and social care proffessions and how they may promote anti discrimination. Legislation are laws that have been made by a legislature or other governing body. These protects peoples rights within society. The different types of legislation are: The Sex Discrimination Act 1975, The Mental Health Act 1998, The Race Relations Act 2000, The Children Act 2004, The Ability Discrimination Act 2005 and The Age Discrimination Act 2006. The Sex Discrimiantion Act is an act which out laws discrimination against gender and marital status. This law protects discrimination from happening within these different areas, redundancy people can not be made redundant because of their gender, employment people can not be not employed just because of their gender. Education everyone is entiltled to education whether they are male or female. Transport, everyone is entiltled to the same transport facilities whether they are mae or female.Wider society means that people are treated equally within society no matter which gender they may be. Whether someone is male or female they have to be paid the same amount.

Male and female are both entiltled to equal training. Male and female are both entiltied to the same rights when it comes to recruitment and also when they are dismmised. This act promotes eqaulity and equal opportunities for men and women. However the act was ammended in 2008 to allow for transexual. Equally helps to make sure that people are treated fairly because people like employers can not discriminate people because of their gender. For example if a man was paid more then a women even though they had the same job role just because they are male then this would be against the sex discrimination act. Also The Equality Act 2010 says its unlawful to discrimate against you because of your sex which means that if people form different genders have to be paid the same amounts within the same jobs. This means that people will not be left feeling marginalised because they will be treated fairly to other people around them.

However the glass ceiling still occurs because once women get to a particular age like 30 employers are reluctant to employ them as they are at the age that they might be starting to want a family. Also there are still male and female dominated proffessions so discrimination still takes place in these situations. The Age Discrimination Act means that people can not be discriminated against because of their age in any profession. For example a person can not be discriminated against because of their age when it comes to recruitment and employment. Also a person can not be discriminated against because of their age when it comes to the opportunities for trainining or promotions. A person can not be discriminated againanst because of their age. This mainly applies within job situation but people be discrimiated against for their age within any environment. This act is in place to make sure that people do not get discriminated against for their age and this can be helped by making sure that the law is in place and if someone sees age discrimination they must report it and do anything they can to prevent this from happening again within the future. This law is in place to make sure that everyone of any age is giving equal opportunties.

However in some situation positive discrimination can take place because if someone is not old enough or too old to be in a situation they cant let them be in that situation. Disability Discrimination Act means that people can not be discriminated against because they have a disability and this prevents this type of discrimination happening in my health and soical care environment whether they are physical or learning environments. Although people discriminate against people with disabilities all the time without even realising just because they are different or look different or speak differently some how we treat them differently without even noticing. Yes some of them need more help then others and not all of them can look after themseleves in the way they want to. This doesnt mean that they should be treated dis respectfully just because they dont look the same as everyone else. They are still humans and still deserve the same equalty as everyone else.

This law is in place to protect these people from being discriminated against. This protects people from being discriminated against when it comes to employment and dissmissal. This also means that an employer has to change their facilities to make sure that they are disabled accessed and this is against the law to not allow for people with disabilities to access all your facilitlies within busiensses. This is to give people with diasbiltity all the same opportunities as everyone else around them. By doing this it will help to improve the person with disabilities self esteem as they would feel like they belonged more within the situation. However also people have the rights to their carers. Disability discrimination act helps within a nursery setting because the nursery has to make sure that they have disabled access to make sure that anyone can access their facilities and that no one is treated differently within that particular envrionment.

They also have to make sure that all their staff are fully trained to be able to deal with these particular circumstances. They have to make these changes because otherwise they would be breaking the law. Also if they have disabled access they are more likely to attract more customer towards their business. However at the same time they are on the right lines within the law which is all that matters. They have to abide within the law to make sure that they treat all the children that come to use their services are equally cared for this also means that the parents are happy and the companies get lots of customer satisfaction. They also need to make sure that all staff have training skills to be able to deal with any kind of disability so that no child is treated differently to any otherwithin the nursery setting. This means that they are all treated the same.

Service providers of the Discrimination and Equality Act

The Disability Act affects the service provider because they have to change thier facilities to be able to take any child that wants to join their nursery. If the facilities are not suitable for someone coming to join the nursery this means that the company has to change their facilitlies so they are adaptable for the child to attend this could include changing the way the builiding works so that everything within the nursery is accessable to the child. Although this can be very costly and time consuming a company has to do this under the law. They would also have to train their staff so that they were sutiable to deal with the disability of the child so they have the same opportunities as all the other children. However training also takes up a lot of time and would cost the nursery a lot of money.this also affected them because if they dont make these changes they can be procescuted because by not making there faciluities accessable they are breaking the law. Also they may have complaints from people wanting to join their facilities because they are not happy that these changes havent already been made .

They would also have to follow all the policies and procedures to do with the Disability Act. This may also have an impact on their staff because they need the training and they may not want to deal with this type of situation, this could also cause finacial difficulties. However on the positive side for the nursery this would mean that they have a high standard of education for everyone that attends the nursery. Also this would increase the reputation of the nursery because they would be attracting more people. Aslo by offering the facilities to more disabiled access they would also increase their intake. This would also stop discirmination within their nursery which means that they are following all the correct policies and procedures.

Also this means that will have improved faciltiies which would open lots of new opportunities for the nursery. This also would improve the satisfation of the parents bringing their children to the nursery which would mean that they would keep using the nursery and recommend them to other people which would also help with the intake of children. This would also increase motivation for the staff as they would be more satisfied with their work. They would have few complaints ast they would have good positive national reviews and their wouldnt be discrimination againat other children within the nursery.

Service users of the Discrimination and Equality Act

The benefits for the children and parents using the nursery because they would be following the Disability Act because they would be treated fairly amongst the other pupils.Thus would also mean lots more opportunities for them to be seen as normal as possible and they would feel included with the other indiviuals. This also means that they would also be easier access and independence within the nursery. The staff would already be aware of the childs need so they would be fully taken care of and they would be fully taking. The nursery would be offering them a more inviting service. This improves self esteem , increase awareness of rights for them and self concept.

People would be more tolerant which would make other children more inviting for them. Also it would make the staff and other children would be more approachable and inviting. However the negatives for the users would be that they act may not be implemeneted quickly and that they would, not all staff would be fully aware of their needs straight away. Also the facilities may be poor quality of standard so they may not be suitable. Also they may feel intimidated by other people around them. All business have to have a statement of intent which shows what the will do in any case of discrimination and when it takes places what they will do about the situation and how they are going to prevent it from happening again in the future. For example they will include what the nursery does to prevent it from happening and this will normally include a few points of what they will do to encourage all the children to get along and make sure all the staff are fully prepared. They would also include the training courses that they are going to send their staff on so that they are able to concentrate on the correct things.

So they are fully prepared they would also have to make sure that keep confidentiality at all times to prevent complaints and discrimination against children or parents which attend the nursery. They would also have to make sure that the hygiene of the nursery is in correct order so that their are no complaints from children or parents .It would also include their policies for recrutiment and that they will not discriminate against people because they may have a diability. So they have to make sure that they have policies and procuedures. They would have to have these policies to make sure that they have rules in place that show what they will do if discriminiation takes place within a health and social care environment.

They also need this to show what they will do to make sure that they show that they will send all their employees on training courses and that staff will be fully aware of all the children’s needs. And make sure that they keep confidentiality.They also need to make sure that they have the correct environment and they will state this within all the different aspects of what they will do. The benefits of having policies and procedures are that it shows people that are wanting to go to the business that they are prepared to have the correct procedures in place so that they can attract more people. It also shows that they are aware of all the legislation anf that they are fully up to date the Disability and Equality Act and that they do implement the law within the working environment.

The policies that they would have in place would be online so that anyone can see their what they are willing to do to abide with the law. They would also have to make sure that they know which foods each child can have in order to respect their religion for example muslims can not eat pork as it is against their religion and the nursery have to be aware of this and make sure that they do not give children food which are against their religion. The strengths and weaknesses the Discrimination Equality Act and this helps to improbe the standards , awareness and equality.This gives a good a good image for the business which could also late help to increase their profit. This is because they are taking in more children which then means that they will later be able to keep improving their facilities to abide with the law. Also if they have more money as a company they would be able to give the children the best care possible to prevent discrimination from taking place. Another would be that all the staff are fully aware of what they need to do without breaking the law.

However the weaknesses of having these policies are that not eveyrone wil see them as they are online so not everyone will be able to see their policies. They could also make sure that all children had suitable transport to get to the nursery and that they have easy access to the building. They would also have to make sure that will treat the deaf and the blind equally to all the other children within the nursery. However all the changes will cost a lot of money which may make this difficult for the nursery to provide the best facilities needed. This would then help the children to feel like their voice is being heard and that they are equal to everyone else. They would also have to improve their self esteem which means that they will feel better about themselves because they are in a good environment. This is good for the nursery because this helps to promote equality and shows their awareness of the children and their rights. They would ensure that they follow their rights and that they keep confidentiality at all times.

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Equality and Diversity Essay

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Equality and Diversity Essay
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  • University/College:
    University of Chicago

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 784

  • Pages: 3

Equality and Diversity

It would be very discouraging for children to be subjected to discriminatory beliefs that are held by either myself or other teachers for example my cousin wanted to be a ballet dancer when he was a child but after teasing from other members of the family suggesting that dancing is only for girls and gay men he did not continue to attend classes. This was something that he regrets as it was a dream of his and now he has grown up he wishes he had been encouraged to dance. By taking any of families or, friends or even my own beliefs in to school is unfair on the children I am there to support.

They could be made to feel that if because of their background or who they are means they cannot aspire to be what they want to be so will not reach to achieve their full potential.As with another example my father-in-law is sexist and believes that a woman’s place is in the home cooking, cleaning and looking after the children and if I was to take that to school with me I could treat the girls differently dismissing their work and only encouraging the boys, giving the girls the false idea of they are not good enough. For example: “Both men and women teachers have low expectations of girls intellectual skills’ since it is thought that girls are inherently less intelligent than boys” (www.right-to-education.org)

The support I give the children should be fair and equal in order for every child to feel safe, an equal part of society and that they are worthwhile. Each child should feel that their opinions count and that they have a voice that should be heard, they should not feel excluded or feel that they can exclude any other person because their race, religion, background, sex as this can affect their self-esteem, their confidence and will in turn effect their learning as proved by Jane Elliot in the “brown eyed-blue eyed experiment”

(The Eye of The Storm) in 1968 where the children wearing the collar (to show they were the lesser pupils) took longer than they did the day before when they weren’t wearing the collars in a card pack reading practice. The children had low expectations of themselves and their body language changed (they looked shrunkeninto themselves).

To challenge discriminatory behaviour there are many different methods that could be used for different types of discrimination for example if I heard a child being racist, calling each other names such as “paki” I would go to them straight away and say: “ Excuse me children I heard what you just said why are you calling each other names?”“ We don’t use language like that at school how do you think that has made Ron feel?”“What do you think would be right thing to say to him”.

It is my responsibility and I am legally obliged as a T.A to challenge any kind of discriminatory behaviour. If there were problems in the playground at lunchtime when the boys were excluding the girls from football at lunchtime I could make changes to the playground so I would have an assembly to explain to the children why they would be having a week plan for the use of the footballing area and it would be as follows: Monday: Girls only netball.

Tuesday:Boys only football.Wednesday: Mixed netball.Thursday: Mixed football.Friday: Something completely diffrerent, a team building game to get them working together.After this I would find from them what has worked well and what hasn’t.If children in year7 were sending offensive emails I would use the computer to suite to get them to research the consequences of their actions which they will then present to the class or in assembly. This would give them an insight into how such behaviour can affect the victims, they would also be made to apologise to the person or people they were harassing.| |

In conclusion by not discriminating we give every child the same opportunities and support them equally, every child has the same right to an education no matter their background, race, religion, sex or disability. Children will have confidence in who they are and will be more productive in the classroom.| |

Excellent and thoughtful answer. This also covers 4.2.5 – just add this at the top of the page. SJ 4.3.13

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Equality and diversity Essay

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Equality and diversity Essay
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  • University/College:
    University of California

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 1595

  • Pages: 6

Equality and diversity

You should use this file to complete your Assessment. The first thing you need to do is save a copy of this document, either onto your computer or a disk Then work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number.

Please note that this Assessment document has 11 pages and is made up of 5 Parts.

Name:

Part 1: Living in a diverse world

1. What is meant by diversity?

The word diverse means different and varied. Diversity recognises that though people have things in common with each other, they are also different and unique in many ways.

2. Describe the community you live in. Highlight some of the variations you may observe in terms of: Interests
Beliefs
Ages
Lifestyles
Personal, social and cultural identities.

In my community it has a great diversity of people. There are some retired
and young people, an ex-vicar, my neighbours are Indians and I also have Italian, Spanish and Polish people on my street. Some people are single, others married, and some have children. There is also a gay couple on my street. Many people on the street have children. There is a spiritual church, a Christian church and a Kingdom of Jehovah’s witnesses. There also are many local restaurants offering a huge choice of cuisine

In a few short sentences I have shown the variations in age, beliefs, interests, national origin, marital status, sexual orientation and religion

3. Explain how the variations in question 2 contribute to the diversity of the community.

The variations in question 2 show us that my community is diverse having different people and it can contribute for a better community because it brings:

Wide range of experiences and opportunities for the whole community. Everyone the opportunity to learn about religions other than their own. Food from different parts of the world allows everyone in the community to have a small sample of different cultures. People the chance to experience different things outside of what they are normally accustomed to.

4. Give some examples to explain how diversity:
Enhances your life
Enhances the local community
Enhances this country.

The example of how diversity enhances my life is that it teaches me to be more tolerant and I can learn how to live in society with so many different people.

Diversity enhance the local community by encourage friendships and relationships over shared or new interests. Because of the differences it brings to the community a number of different interests.

Diversity enhances this country by bringing a huge number of different products and services for people, the opportunity to to learn about different cultures.

5. Describe what it means to respect people’s differences and why it is important to respect differences.

Respect people’s differences is when you recognising that another person is different and don’t behave unpleasantly or illegally when you recognize that the person has a right to be different.

Respect people’s differences is important as people are better able to live their lives peacefully when respecting each others differences. By tolerating others, you create an environment where others are also encouraged to accept you for what you are.

Once you have completed this Part of your Assessment, save the work you have done so far – you will need to send your work to your tutor for marking when you have completed all five Parts of this Assessment.

Part 2: Describing yourself in a diverse society

1. For a person you know, describe the individual factors that make him / her who they are.

Name:
Defining factors
Brief description
Physical characteristics

He is tall and quite slim. He has got an oval face with bright blue eyes. He has short brown hair. He seems to be in his 40s. Emotions

He always seems to be in a good mood, is a kind person always trying to help
others. He is funny most of the time he makes people laugh. Likes

He is brilliant with people, very smart person, with an incredible sense of humour.

Dislikes

He thinks know-it-all, always late and some time he can be bossy. Values and beliefs

He is devoted to his family and a honesty man.

2. Describe yourself in terms of:
Personal interests

I am passionate about travelling and different languages; I have lots of different book about languages in my shelf. When possible I like to travel and visit the countries.

Religion / culture

I am catholic, I attend church once a week and when possible I read the bible at home.

Geography.

I come from Brazil, because I from there I am immerge into the Brazilian community in Swindon. I also have some particular taste and way that comes from my country as for example: Food, music and even the way I express myself.

3a. Explain what is meant by having multiple identities.

It means the various identities a person may have, Example: Father, Brother, Son, Friend, Boss etc.

3b. Give three examples in relation to people you know.

Example 1:

Example 2:

Example 3:

4. What is meant by shared identity?

5. Explain and give examples of how an individual can identify themselves as belonging to a number of different groups.

6. Describe yourself in terms of your multiple identities.

Once you have completed this Part of your Assessment, save the work you have done so far – you will need to send your work to your tutor for marking when you have completed all five Parts of this Assessment.

Part 3: Stereotyping and labelling

1a. What is meant by stereotyping?

1b. What is meant by labelling?

2. Explain why some people stereotype others.

3. Provide two examples of the damaging effects that stereotyping and labelling can have on people.

4. Provide at least two examples of the way stereotyping is perpetuated in society.

Once you have completed this Part of your Assessment, save the work you have
done so far – you will need to send your work to your tutor for marking when you have completed all five Parts of this Assessment.

Part 4: Prejudice and discrimination

1. Define prejudice and discrimination.

2. Explain how people may develop prejudices.

3. Describe the following types of discrimination.

Type of discrimination
Description
Dual discrimination

Multiple discrimination

Positive discrimination

Discrimination arising out of disability

Discrimination by association

4. What is meant by the term protected characteristics?

5. What is the difference between direct and indirect discrimination? Give two examples to illustrate your point.

6. Describe the effects that discrimination and prejudice can have on people.

Once you have completed this Part of your Assessment, save the work you have done so far – you will need to send your work to your tutor for marking when you have completed all five Parts of this Assessment.

Part 5: Having an equal opportunity

1. Describe what equal opportunities means in relation to:
Education
Housing
Healthcare
Employment.

2. Outline the inequality problems that persist in terms of pay for men and women.

3. Describe two other signs of inequality that haven’t already been covered in this Assessment.

Now that you have completed all five Parts of this Assessment, go to www.vision2learn.com and send your work to your tutor for marking.

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Equality And Diversity Essay

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Equality And Diversity Essay
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  • University/College:
    University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 279

  • Pages: 1

Equality And Diversity

Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners.

Acknowledging the student’s needs and goals whilst respecting each individual student, giving them the appropriate help and support when needed without favouritism or prejudice, will allow the student to achieve entitlement, equality, inclusivity, diversity and differentiation in a classroom.

Equality and Diversity;

From this, the students will be able to understand the value of themselves and others as equal individuals. It will ensure that each individual is treated fairly without prejudice and that it is their right to have access to the course. The course should therefore be open to all, regardless of their gender, race, age, religion, sexual orientation or mental or physical ability.

Identifying a student’s personal needs will help them succeed within their chosen subject. This support can come from;

The tutor/lecturer
Supportive friends and/or family
Having access to literature and the internet
Some prior knowledge of the subject being taught

The students needs should be identified when making initial contact with the college. This will enable potential problems to be identified and if necessary, other departments informed so that specialist advise can be given.

Needs that should be identified include;

Physical access or difficulties
Unsupported friends/family
Financial problems

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Equality and Diversity Essay

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Equality and Diversity Essay
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  • University/College:
    University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 2210

  • Pages: 9

Equality and Diversity

In this assignment I will demonstrate my understanding of equality and diversity as a key approach to policy and practice within my setting. I will make reference to current legislation such as equal pay act, disability discrimination act, sex discrimination act and equality act. Other areas of discriminatory practice I will discuss are language and terminology, stereotyping and attitudes in relation to children and young people. I will explore anti discriminatory practice and diversity that is within the everyday role of the early years practitioners. I will also explore an area of my practice using my understanding of equality and diversity through an audit of provision to develop practice and outline any issues. The audit I will carry out will specifically be aimed to support children with additional needs within my setting. I will look into staffing, the environment and the funding available. Following completion of the audit I will write a report identifying any concerns and making recommendations to enhance the experiences that children with additional needs will gain from the setting.

I am going to demonstrate my understanding of equality and diversity and how it affects the policy and practice in my setting. I will make reference to current legislation to support my discussion. Legislation I will refer to includes: Equality Act 2010, Human Rights Act (1998), Employment Equality Act Regulations (2003), SEN and disability Act (2001/2), Race Relations Act (1976), Sex discrimination Act (1975) and the Warnock report (2005). I will discuss areas of discrimination in early years practice like, language and terminology, prejudice and stereotypical images and attitudes in relation to children and young people. I will also explore anti discriminatory practice and the diversity in early years settings.

The legislation I am going to discuss has been incorporated into my setting by using the essential information in the policies and procedures. The policies and procedures are given to all employees upon recruitment so all staff are aware of the laws and regulations they have to work to. Richardson, R (2011) it is the requirement of the public sector equality duty that equalities is a due regard for schools. Schools are required to eliminate discrimination, advance equality of opportunity and encourage good relations. The equality act is used in the equality and diversity policy in my setting. OFSTED also look for equality in the setting looking for the progress of spiritual, moral, social and cultural development in the development of the children attending the setting. It is also important that the setting do not discriminate against the nine protected characteristics that are outlined in the equality act 2010.

It is important for all children accessing the setting to have access to the curriculum which is the Early Years Foundation Stage (EYFS). As a setting we ensured that all the children wishes, preferences and beliefs are taken into account as children learn more effectively when they feel safe and secure. The setting intervenes and provides additional support to those children who are not developing and progressing. The planning process also includes the support needed for any children with additional needs. Garside, R (2011). The sex discrimination act 1975 works to eliminate the discrimination against men and women and promote the equal opportunities for both men and women. This act is evident with the children in the setting as they all have equal opportunities in their unit, the same access to toys, activities the outdoor areas.

We do not stop girls from playing with cars and boys playing with dolls, they require equal opportunities to develop the knowledge and skills they require in life. The SEN and disability act 2001/2 is an amendment of the education act 1996. The act is there to prevent discrimination against children with SEN or a disability in school and ensures them an education in mainstream school unless the parents request otherwise or it is incompatible with the education of the other children. This is seen in my setting as we are a nursery that accepts children with additional needs unless we feel that we cannot meet those children’s needs without unrealistic changes to the setting.

The setting currently has children with Autism, global learning delay, speech and language disorders and chromosome 16 disorder as well as other children with undiagnosed additional needs. The Warnock report 2005 focuses on the future of education and inclusion into mainstream schools. The Warnock report changed the way that we see children with disabilities and encouraged inclusive education, however now inclusive education is favoured the SEN school system is become devalued despite the work they do for the children they care for. My setting is a inclusive setting for children with additional needs and we support the development of the children and the preferences of the children.

Within the early years education system discrimination can occur, it is an aim of my setting to prevent and reduce discrimination, they do this using the policies and procedures and regularly sending staff on training courses to gain knowledge of current legislation and procedures. Prejudice and stereotyping are often seen in education settings because of the high number of different ethnic and cultural backgrounds and the lack of understanding and knowledge that children and young people have.

Stereotypes tend to originate from the media of what is seen as ‘cool’, the media also labels certain groups as not being as important as others and can cause children with disabilities isolating themselves from the rest of the group. Judgments can also cause discrimination as people can make poor judgements of people and discriminate against their good qualities just because they are in a wheelchair or have ADHD doesn’t mean they can’t play the same games as the other children they just may need more support than the others.

In early years setting we use policies and procedures to outline the government legislation, we do not simply publish the legislation because of the way they are presented and the terminology they are written in. The policies and procedures are designed around the legislation in a way that are easily understandable for the staff and parents/carers using the setting. We make sure that the policies and procedures are accessible for all parents/ carers and staff.

It is no longer acceptable to base an education programme on the stereotype of emotional behaviour being feminine, artistic and marginalised and rationale behaviour as masculine, logical and mainstream (Yelland, N 1998). It is important to give all children equal opportunities and allow boys and girls access to all resources and activities whether that be the girls playing with the cars and the boys playing with the dolls or both genders playing outside on the slides and bikes, this is all available in the work setting. Stereotyping can be offensive and cause biased thinking and actions, the tasks set in education programmes could favour groups depending on their culture and previous education (Frederickson, N and Cline, T 2009).

As early years settings are examples of anti discriminatory practice and diversity through the early years foundation stage practitioners can provide a programme for the children that meets all their needs, wishes and preferences in learning and development. Stereotypes leading to discrimination through the exchanging of humorous stories can reinforce negative perceptions and group boundaries, this discrimination may be seen between the staff which will give them negative attitudes towards groups of children and parents. In my setting the staff work closely with the early years foundation stage and attend training courses which prevent this from happening.

Often no cure is possible for disabilities. However, medically, disabilities were diagnosed, managed and treated. This was challenged by the children’s parents who said they were seen as medical cases rather than individual children. The social model focuses on the children as an individual and highlights social difficulties they may have as a result of their specific disability. The social model respects the needs, wishes and preferences of the individual child when it comes to medication and treatment. In early years there needs to be a good balance of the two models for children with SEN. Without the medical model we would have no knowledge of any causes of management systems that could be used with the children to help them develop and without the social model we would not be meeting the children’s individual needs.

Through this essay I have demonstrated my understanding of equality and diversity and how it affects the policy and practice in my setting. I have made reference to current legislation to support my discussion. Legislation I have referred to includes Equality act (2010), Human rights act, Employment equality act, SEN and disability act, Race relations act, Sex discrimination act and the Warnock report. I have discussed areas of discrimination in the early years practice like language and terminology, stereotyping and anti discriminatory practice and the diversity in early years settings.

I completed the audit after a meeting in the setting where I was informed of the parent wanting to start in the setting, a discussion was held about how we were unaware of the disorder and didn’t know anything about it. I chose to do the audit here because it was a great opportunity to highlight areas we needed to change or adapt to meet the needs of the child and his family. It was important for us to make the setting accessible for this child because Pugh, G (2010) says it was the focus of the children act (2006) for integration of all services for children with special educational needs (SEN), which supports the aim the best start for children.

After the parent was shown around the setting and she told us she wanted her child to attend, a discussion was held between mum, the manager and the SENCO. It came from the discussion that mum wanted the child to start in the preschool unit as he would soon be 3, although his developmental age was much younger. As we did not want to go against mum’s wishes and preferences we made substantial changes to the preschool unit, with the support of the EYP and external agencies we made the preschool unit a suitable environment for the child. Mum was very nervous about leaving her child so the SENCO who was to be the child’s key person started home visits to see the child and talk the mother about his needs. The child then started a long transition into the setting lasting a month and a half. The changes made to the preschool unit incorporated the needs of the child well and after several weeks attending the setting he is getting on well, the SENCO is assessing him constantly to make sure that he his developing and progressing well and has just took on board teaching herself makaton to communicate more effectively with the child.

From doing this audit I have found that the staff in the setting work well to the standards set out in the policies and procedures. The extended transition period used with the child also helped the parent to come to terms with leaving her child with somebody else, this could be something that could be incorporated throughout the setting and we could make the transition period more flexible for all children coming into the setting. I have also found that the setting not only works together as a team but with work with others like parents and external agencies to create a partnership to help the child. A set back that we came across was researching the disorder, as it is so rare and varies considerably between each sufferer it was hard to find much information, we had to go on the information that mum gave us to create a suitable environment and provide for the child to help him develop and progress, I would recommend regular assessments to identify the gaps in his development so that the setting can provide for these and he can progress ready for school.

In this assignment I have demonstrated my understanding of equality and diversity as a key approach to policy and practice in my setting. I have made reference to current legislation that has been used to compose policies and procedures in my setting. I have discussed areas of discriminatory practice that relate to children and young people and I have explored the anti discriminatory practice and diversity within the everyday role of practitioners working in early years settings. I have explored an area of my practice using an audit of provision and my understanding of equality and diversity. This was done to develop practice in my setting for children with additional needs. I observed and evaluated the staffing, environment and available funding. Through a report I made recommendations of how the setting can develop practice to support the children attending with additional needs.

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  • University/College:
    University of Chicago

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 1828

  • Pages: 7

Equality and Diversity

This essay examines the key factors that influence inclusive learning and teaching in the lifelong learning sector. Teaching methods will vary according to what you want to get out of the session, what the learners are able to achieve within the time frame, what materials and resources are available, what you are teaching, the needs of the learners and your personal style. This could be formal, informal or a mixture of both. Formal teaching methods include lecturers, demonstrations and presentations. Informal teaching includes discussions, group work and practical activities.

As I will be teaching within the Beauty Therapy my lessons would be a mixture of both these delivery methods. Each activity within the classroom will consist of teaching and learning activities which are balanced to meet the different needs of my learners. Blended learning incorporates both traditional and computer based methods. This is commonly referred to as Information learning technology (ICT) this use of computer based technology to enhance teaching methods and resources or develop learner autonomy is widely promoted. The other main teaching methods other than ICT I am opting to use are lecturers and demonstrations.

These demonstrations are very important as it would show the students the beauty routine that we would expect them to follow within their practical sessions. This ensures that students will be working to the same standard and will also adhere to the requirements of the awarding body. Practical sessions also help to explain difficult parts of the task when verbal exposition in not enough. I would also use group work activities, these particularly suit kinaesthetic learners but also when you have a group consisting of various abilities it allows both weak and strong learners to work collectively.

Question and Answer sessions will be most commonly used in my tutorials. If I was teaching for example ‘the bones and muscles of the body) I would ask students to identify where muscles are on the body to help promote learning. At the start of the course the approach I will use to facilitate inclusive learning will be to carry out an initial assessment. This will help me identify what type of learners they are, I would then plan my teaching sessions to meet these individual needs by using a mix of visual, auditory, kinaesthetic teaching and learning strategies.

For example I had just completed a practical demonstration to my group on ‘a facial routine’, I wanted to make sure my learners could confidently work in pairs and practice this routine on each other. A task like this would suit the kinaesthetic because he/she is provided with an opportunity to do and learn, and for the visual learner I would produce a step by step illustrated hand-out to support the routine. The Equality Act 2010 outlines protective characteristics which promote equality within schools and colleges and prevent discrimination. This includes sexuality, sex, disability, marital status and religion.

In order to promote equality in my classroom I will need to respond positively to the diverse needs of all learners. Effective communication with learners is essential and it is the teacher’s responsibility to ensure that learners understand appropriate vocabulary and terminology and that comments are not discriminatory or offensive. As a teacher I would keep language simple so that if I have a learner from different backgrounds they may not have the same level of English as British learners. Resources used such as hand-outs, assignments and work sheets will also aim to promote equality and diversity.

For example I would produce worksheets in a gender free language and also aim to promote multiculturalism by producing scenario based worksheets that use names from various ethnic backgrounds. I would also pace my sessions so students have plenty of time to take notes and ask any questions. Although inclusion is about supporting learners’ needs. It is not always possible for teachers to do this without support themselves. All teachers should be aware of the limits of their own responsibility and know when and where to access support for learners. you will not be able to get students to solve all their own difficulties. Get to know and use your institutions student services or pastoral support system: it exists to support your students, and you, so do refer where it is appropriate” Petty 2004 There are many places of referral within education; these can be both internal within the education establishment or an external organisation. The internal places of referral may include student support services, learner study support centre, and counselling and careers advice.

If I had a student for example who needed help with writing their essay I would arrange for them to go to the learner study support centre who would be able to assist Learners with learning difficulties or disabilities may need additional support and may need a designated support worker to support them within the classroom. A learner with dyslexia may find it hard to read text or numbers or have difficulty with writing and spelling, therefore I would produce written hand-outs and allow learners with dyslexia to present their ideas verbally or tape notes if necessary.

Political correctness is a commonly used term at the moment and is used to ensure that expressions do not cause offence to any particular group of people. There are also many external agencies where learners can be referred, and which agency they are referred to would depend on the individual’s needs of the learner. This may include health related issues, family difficulties, poor attendance, or repeated challenging behaviour. The purpose of referring a learner to an external support agency is to support an individual student and to help them overcome their difficulties which are impacting on their education.

For example if I had a student who was constantly disruptive in class and had a record of aggressive behaviour I would refer them to the Pupil Referral Unit. They would help and encourage the learner to be involved in the learning process, but in a smaller environment where they be in a much smaller group (3-4 learners) and also receive one-to-one support. Functional skills such as literacy, numeracy and ICT can be easily integrated into my lessons. These activities will meet both literacy and numeracy standards but are more easily understood by the learner.

An example of this would be an assignment covering salon duties. I would ask the students to produce a sales ledger for stock to be re-ordered from our supplier. This would include maths as the student would have to calculate the cost of goods and also the total value of the order, it would include English as the student needs to produce the document and ICT as the student would have to present it in a typed format. The best way to establish ground rules with my learners is to negotiate them. The rules should be appropriate and fair and agreed as a whole class.

As a teacher, I would establish ground rules during the first session, and plan a short activity around this. The class could discuss what is expected of them and write the rules in small groups. I would also list a few ground rules and then negotiate them as a class. This gives all learners the opportunity to be included and involved and as they have decided on the rules they are also more likely to respect them. When establishing ground rules it is important to ensure they are clear and brief and start positively rather than with ‘do not’.

Once the rules have been established I would ask the learners to write them on some flipchart paper and hang them up in the class so that they are visible to all. It is also important to reinforce the rules consistently and to phrase learners when rules have been adhered to. I feel this method would motivate learners and also model good behaviour. Some rules may not be able to be negotiated. For example when the students come into class they must be wearing their salon uniforms and hair must be tied back.

As a teacher even though I have designed my lessons to meet everyone’s needs I still need to ensure that my learners are motivated and want to learn. Maslow (1970) argues that basic needs such a food, safety, love and belonging and self-esteem need to be met in order for them to achieve their goals and aspirations. Everyone is motivated through either Intrinsic (because they want to learn) or extrinsic motivators (because they have to i. e. better job prospects). “A good teacher will play to the strengths of the learner when trying to raise enthusiasm in learning”

Wilson 2004 – page 188 Other theories of motivation that can be used to motivate learners include the goal orientated theory, based on desire to be rewarded for achievement. A learner is given a clear direction or task and when it is reached there is a reward. For example I would set a group task for my learners to complete within the lesson. If they finish before the end of the lesson they are allowed an early break. If they don’t complete the task at the by the end of the session they will have to complete as homework.

Albert Bandura (1994) suggested that an individual’s belief in themselves and their ability is related to what they can achieve. An example of how this can be applied into the classroom is to encourage my learner to try, and re-explain the topic if they are unsure. Through coaching and reassurance I will enable that learner to achieve. Giving effective feedback will help to improve the confidence of learners and develop their potential. Feedback should be delivered promptly and be a two way process. I would ask the learner how they think they did and get an idea if their understanding of the topic.

Even if I had negative feedback to give to my learner I would end with a positive statement to incite the learner to take my comments on board and leave them feeling more positive about their performance. To conclude I suggest that inclusive teaching can only take place if both equality and diversity are positively promoted. Inclusive teaching relies on a range of differentiation strategies which may include adapted resources or additional classroom support. Depending on individual learner needs, learners may need to be referred to internal or external places of referral for extra support. .

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Equality and Diversity Essay

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Equality and Diversity Essay
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  • University/College:
    University of California

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 1237

  • Pages: 5

Equality and Diversity

You should use this file to complete your Assessment.

• The first thing you need to do is save a copy of this document, either onto your computer or a disk • Then work through your Assessment, remembering to save your work regularly • When you’ve finished, print out a copy to keep for reference • Then, go to www.vision2learnforschools.com and send your completed Assessment to your teacher via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number.

Name: Claire-Louise

1. What is meant by diversity?

Diversity means differences such as different religious beliefs, different cultural traditions, music, art, dancing etc. In the context of society and culture, diversity is usually mentioned in discussing multicultural societies.

2. Describe the community you live in. Highlight some of the variations you may observe in terms of:
• Interests
• Beliefs
• Ages
• Lifestyles
• Personal, social and cultural identities.

The area I live in I don’t really know if there Is anyone who doesn’t believe in god there is a church but its closed even on Sundays there isn’t that much in my area there is a place to worship its quite big there are always a lot off people going but I don’t know any there are all from other local areas where there is nowhere to worship.

3. Explain how the variations in question 2 contribute to the diversity of the community.

Because if there is places to worship you can make some more friends, brings the community together more, lets you meet new people, meet the people who liver in your area who maybe have the same beliefs or same religion as you . I have experienced something like this before to see what it was like for other religions meeting we went every Saturday to this Senegal in Whitley bay with a group of Muslims we wore the same clothes as them and lived like they did for a few hours it’s a great experience it makes you realise that everyone is the same and you shouldn’t judge people we found out how hard it was to be a Muslim , like what there not aloud to eat and drink during fasting is the hardest time .

4. Give some examples to explain how diversity:
• Enhances your life:
• Enhances the local community
• Enhances this country.

5. Describe what it means to respect people’s differences and why it is important to respect differences.

Because they may feel like there not wanted always remember the saying every one is equal and the same never judge someone by looks or culture because YOU don’t know how hard it might be for them they walk past people in the street think off the names they get called it may not be there own country but not all religion are the same some people are good and bad but you cant blame whats happened with the bad people on the good people because its not there fault they always get mistreated and judged for no reason.

6. For a person you know, describe the individual factors that make him / her who they are.

7. Describe yourself in terms of:

• Personal interests

My personal interests are music I enjoy doing drumming, I have a lesson once a week, I also enjoy animals we have a snake 2cats and 2 dogs.

• Religion / culture

I’m not a religious person I don’t really know what to believe as I have heard a lot in the past.

• Geography.

8. What is meant by having multiple identities? Give three examples in relation to people you know.

Example 1: My brother has a multiple identity because when he is with his friends he does not speak to me but when its just me and him he’s really chatty.

Example 2: when there is a sad or scary movie on I mask my feelings by laughing at it. Instead of crying or being sad

Example 3: one of my friends thinks she is hard in front of her boyfriend

9. What is meant by shared identity?

Shared Identity is when any one person has many defining characteristics and qualities. It is more then likely that the person will have the same characteristics as one or more other people. So when people have a characteristic in common its known as a shared identity. ( like twins)

10. Explain and give examples of how an individual can identify themselves as belonging to a number of different groups. who we are depends upon where we are at school, at home, at grandmas and at work. who we are depends upon who we are with.

11. Describe yourself in terms of your multiple identities.

12. What is meant by stereotyping and labelling?

Stereotyping is where you judge people because of who they are maybe if there not the same as you for example (gay – people may think that all lesbians are butch.)

13. Explain why some people stereotype others.

Small minded people oftern steryotype others because they have never ventured out off there own little area and seen the real world.

14. Provide two examples of the damaging effects that stereotyping and labelling can have on people.

15. Provide at least two examples of the way stereotyping is perpetuated in society.

16. Define prejudice and discrimination.

17. Explain how people may develop prejudices.

18. Describe the following types of discrimination.

19. What is meant by the term protected characteristics?

20. What is the difference between direct and indirect discrimination? Give two examples to illustrate your point.

21. Describe the effects that discrimination and prejudice can have on people.

22. Describe what equal opportunities means in relation to:
• Education
• Housing
• Healthcare
• Employment.

23. Outline the inequality problems that persist in terms of pay for men and women.

24. Identify and briefly describe two other signs of inequality.

Once you have completed this Assessment, go to www.vision2learnforschools.com and send your work to your teacher for marking.

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Equality and Diversity Essay

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Equality and Diversity Essay
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  • University/College:
    University of California

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 1372

  • Pages: 5

Equality and Diversity

In this module I am going to discuss about the aspect of equality and diversity within the health sector, about Act and legislations and the role official bodies (CQC and OFSED). Moreover, I am going to define the terminology of equality and diversity. The example of the policies and procedure that I am using is the one from the company that I am currently working for; Positive Community Care (PCC) and the names of the service users has not been mentioned because of data protection Act1998.

Equality means being in the same in quantity, size, degree, value or status, evenly or fairly balanced. A good example is two football teams were playing a game and the pitch was slanted in one direction, thus making it an unfair situation for one of the team. It will be unfair for them and they won’t have an equal opportunity of winning. Equal means to have the same value but it does not mean that thing have to be identical, for example one kilogram of rice and one kilogram of flour in weight is the same., but they don’t have the same “ physical characteristics”.

In the UK equality means that everyone is valued as individuals. It also means that everyone has equal rights and that there is a balance of power in the county. One good example is democracy where all the citizens living in the UK have the liberty to vote. Furthermore, Health care in the UK is unequally distributed because it is linked to other life factors, namely socio-economic groups. Poverty is one of the major contributions to ill health; the government is trying to implement changes like clean water supplies, efficient sewage works, less overcrowded housing, improved diet in order to minimise inequality among people. Besides, people and children from lower income families are more likely to suffer from infectious and parasitic diseases, poisonings, accidents, respiratory diseases and cancer than those with a higher income groups.

“Diversity is generally defined as acknowledging, understanding, accepting, valuing, and celebrating differences among people with respect to age, class, ethnicity, gender, physical and mental ability, race, sexual orientation, spiritual practice, and public assistance status (Esty, et al., 1995).” http://edis.ifas.ufl.edu/hr022 (accessed on 21.04.12)

The National Health Service (NHS) was set up to help to eliminate the worst excesses of ill- Health when people could not afford to seek medical attention but this does not give people the right to health care. The homeless and travellers were not able to have access to General Practitioners (GP) as they didn’t have a permanent address. As hospitals, NHS, GPs and primary care trusts are public organisations; they are required to operate within the law set by the Equality Act 2010, which means they have a duty to promote equal opportunity and not to discriminate on the grounds of protected characteristics.

In every study or work place, they are required to have policies and procedures relating to equality and diversity. Codes of conduct are also very important. These are the statements about how an organisation intends to implement the laws that exist and prevent any type of discrimination.

In order to protect and maintain equality at work, laws are in place to make sure people is not discriminate on the grounds of race, age, sex (including maternity and pregnancy), Marital status (including civil partnership status), Gender reassignment, Sexual orientation (gay or lesbian), Disability, Religion/ belief, Trade union membership or being a non-member and Employment statues (full-time, part-time or bank).

Policies and procedures and codes of conduct are aimed to encourage values and manage diversity and thus, provide equality for all. Moreover, it also creates a work force that is representative of the communities from which employers are recruited and say what is expected of employees regarding equality and diversity. Finally, it is to set out legal rights and responsibilities of employees in relation to equality and diversity.

Thompson’s PCS Model

According to Neil Thompson (2009): It is a model that has been developed by in his work place to enables and guide us to have a better understanding of how discrimination works in society. It explains the features of the model clearly as it help to demonstrate how discrimination is much wider and difficult than the views, attitude and behaviors of the person. Furthermore, it helps us to distinguish how prejudice, stereotyping, labelling and discrimination are surrounded in different part of our society.

How does the PCS Model work?

P – Refers to the personal or psychological level (thoughts, feelings, views, attitudes and actions of the person involved in the decision or case).

C – Refers to the cultural level, which focuses on ‘shared ways of seeing, thinking and doing’ (Thompson, 2009). He also defines it as ‘an assumed consensus about what is right and what is normal’ producing conformity to social norms’. For example “Children should be bought up by mother and father” or “men are better with manual work than women”.

S – Refers to the structural level, which Thompson defines as being associated to the network of social divisions that make up society. He argues that ‘oppression and discrimination are institutionalized and thus ‘sewn in’ to the fabric of society’ (2009). It is also worth considering how institutions such as the health service, the education sector and other public services might be prone to structural influences, and what impact this may have on certain groups within society.

Here is an example of that has been broken down using the Thompson’s PCS Model:

A severely disabled woman who is confined to her wheelchair and needs help with eating and drinking goes on day out with staff at a theme park. At the restaurant, the manager asks if she would mind eating in a separate room as it is putting the other guests off their food.

P – Personal: The disabled woman who is witnessing the situation is being subject to direct discrimination due to her disability. It is linked to her thoughts, feeling and the negative attitude of the hotel owner.

C – Cultural: In our modern society it unbelievable of where do his views come from? What are his assumptions about disability? That disabled people are worthless and has no right to sit down with other people in the dining room (e.g. their right to eat where they want doesn’t count)?

S – Structural: What part do the media play in this? Do the media include the voice of people with a disability? How many disabled people do we commonly see on the television? This means that disabled people remain invisible and “dehumanized”. On a more positive note – the DDA 2005 puts a duty on organizations to promote equality of opportunity for disabled people – the DDA would have given the disabled woman who suffered a discrimination redress.

The Thompson’s PCS Model is explained using Acts and Legislations: In 1975 and 1976 the Sex Discrimination Act and Race Relations Act came into force. Thirty years later, it was recognized and reinforced because of the inequalities and abuses in societies that continued to occur. The Race Relations (Amendment) Act 2000 and the Equality Act 2006 came into force in order to strengthen the Act as inequalities and discrimination continues to prevail on gender and ethnicity. The Disability Discrimination Act 2005 (following previous legislation in 1995) was amended.

“An advocate should be free from conflicts of interest with those providing services to the person they are working with and should represent the other person’s interest as if they were the Advocate’s own.” http://www.devon.gov.uk/advocacy.htm (accessed 30.04.2012). It helps people to voice their opinion and to be understood. It also gives them support, information, backing, and a service to help them and to make choices. Furthermore, it is cost effective as it is free and is a confidential service which is easily available to everyone.

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Equality and Diversity Essay

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Equality and Diversity Essay
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  • University/College:
    University of Arkansas System

  • Type of paper: Thesis/Dissertation Chapter

  • Words: 677

  • Pages: 3

Equality and Diversity

I am writing a reflective account on how my personal beliefs and experience’s influenced my professional interaction with various groups and individuals. For example my first job in the care industry was working at a nursing home for residents with all forms of Alzheimer’s. I had never done this type of work before, so my first day for me was both a new experience and environment. I had never dealt with people who have a communication barrier, where they could not express their emotions.

see more:champion equality diversity and inclusion

Before having worked in the care home, and not having any knowledge on Alzheimer’s, I would have categorised them all in the same box, i. . all being the same as opposed to possibly having different stages and levels of Alzheimer’s. I also found it hard to grasp and understand how you could forget the basic aspects of what we do in everyday life i. e. eating, drinking and remembering your own name. I therefor found it hard to communicate and engage with them, as I did not understand their condition. Prior to working with Alzheimer’s patients I had never come across somebody who, not only had Alzheimer’s, but in addition was hard of hearing and/or partially sighted. I found this difficult at first because I didn’t know how to interact with them.

I overcame this by learning to understand each one of their characteristics, by the way they spoke, mannerisms, their body language and by getting to know them as an individual. I learnt how I could interact with them on a one to one level and ascertain their needs and requirements. Alzheimer’s patients need a certain level of care, therefore I undertook training that was offered by my place of employment. This included a person first and dementia second course which explained how the resident should always come before the dementia and how their best interests should always be taken into account as a first priority.

In addition I undertook a course on palliative care. This taught me how to care for somebody who was in their finally stages of dementia ,in terms of assisting them, improving their quality of life and by providing increased comfort by promoting their dignity towards the end of their life. I also took a course in movement and handling where I learnt how to manoeuvre my residents in a safe manner by either using sliding sheets or hoisting equipment, these techniques helped me to assist them with as little discomfort as possible.

Some of our residents are unable o communicate with us and are unable to express feelings of discomfort or pain, so this course was beneficial to me because it provided a safe way for me to move my residents with ease. If i was to continue exclusively in this line of nursing, I could do NVQ courses in health and social care with my place or of work, and attend courses they provide for me. If I wanted to further my career I could potentially go onto university and train to be a mental health nurse. This will enable me to be more aware of how this disease can start and what’s involved in the long term.

Following Gibbs framework on reflection (1998) stage 5; I conclude from this experience that I have gained more patience with others by understanding their different needs. I have learnt how to communicate on different levels, with residents, family members, colleagues and senior professionals i. e. doctors and nurses which I struggled with initially. I have become more compassionate as a result of dealing with the end of life process, so my personal beliefs or thought process will not influence my professional interaction with dementia patience because I have gained a better understanding of their condition.

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