Introduction to Thompson PCS

Due 4th November; Presented in class that day.

Professional Magazine article 2000 words (Learning outcomes 1 & 2)

You are required to write an article for a professional magazine i.e. Children and Young People Now:

Title of article: “Good Practice is anti–discriminatory Practice”

Sub title: “Understanding the nature of oppression and how our values and attitudes can influence our practice”

Introductory Task:

Take 5 minutes individually to prepare your answers for the following questions so that you can feedback to the group:

• Your name
• Where you are from/currently living?
• Why you want to work with Children, Young People and Families?
• What the best thing about studying the course in 1st year was?
• What the worst thing about studying the course in 1st year was?
• What are you looking forward to about this module?
• What are your worries for this module?

Assessment Two (50% of Module Mark):

On successful completion you will be able to:

• Critically examine the multi-faceted nature of oppression
• Develop a critical awareness of your own values and ethics in relation to personal and professional practice
• Demonstrate a critical understanding of diversity and inclusive professional practice
• Critically analyze anti-discriminatory and equality policies relating to children and families
• Demonstrate a critical awareness of effectively challenging oppression and discrimination both personally and politically

Due 9th December; 2000 word essay (meeting learning outcomes 3,4 & 5).

"In the context of working with children, young people, and families critically explore equality, diversity and inclusive practice"

All written assignments should be submitted through Turnitin, by 4pm on the day of the deadline. Anonymous marking so please leave off your names, students numbers and please double space your work

"To introduce you to the impact of diverse oppressions, and develop an understanding of anti-oppressive practice"

Assessment One (50% of Module Mark)

I aim to teach in a relaxed manner that will hopefully make you want to engage in discussions and come back for more each week!!

However...

If you turn up late, drunk, hungover, or not at all; have your phone out, don't engage in groupwork, don't do the readings or don't meet the expectations set out on induction week and in this session... I have the potential to get a bit arsey!

REMEMBER: I'm new to this... You are my guinea pigs!!

Aims of the Module

Assessments

To answer your e-mails as soon as possible.

Intended Learning Outcomes

the 'C' level represents the interests & the influences of society as reflected in the social values & cultural norms we internalise via the process of socialisation - for example, manners, etiquette & rituals

To have an 'open door policy' when in my office for you to discuss any issues that you deem as 'urgent' - please keep these sensible!!

cultural context needs to be understood in terms of a wider context - the structural. That is the 'C' level is embedded within the S level. It is no coincidence that we have the cultural & social formations that currently exist. These owe much to the structure of society - the interlocking matrix of social divisions & the power relations which maintain them

the 'C' level forms the context in which our personal experience occurs

To be approachable and available to discuss any issues related to the module you might have.

it is the individual level of thoughts, feelings & attitudes & actions. It also refers to practice, individual workers interacting with individual clients, and prejudice, the inflexibility of mind which stands in the way of fair & non-judgemental practice

Introduction to Equality, Diversity & Inclusive Practice

HMFA5030

To not have your phone out during sessions - if I see/suspect you using it I will ask you to put it away; if you use it again I will ask you to leave.

People do need phones for emergencies: if you expect a call or need to be contactable (eg, childcare) then have your phone on vibrate and try to sit close to an exit so you can leave without disturbing the session.

To keep blackboard updated with all session presentations (once they have been taught) and all the relevant readings that you need each week.

'P' refers to the 'personal' or 'psychological'

Contexts & Rules

Marx argued that the economic base or 'infrastructure' conditions the 'superstructure' - that is, the political, social & cultural aspects (the C level).

Module Code of Conduct

To be on time and prepared with presentations, resources and activities which makes your learning effective, engaging and hopefully fun.

shared ways of seeing, thinking and doing. It relates to commonalities - values & patterns of thought and behaviour, and assumed consensus about what is right and what is normal; it produces conformity to social norms & comic humour acts as a vehicle for transmitting & reinforcing this culture

To have read the material provided on blackboard (as a minimum - feel free to do further reading!)

'C' refers to the 'cultural' level

the further away one moves from the personal level, the less impact an individual can have. it therefore becomes necessary to move beyond the personal level, not only in terms of understanding discrimination but also in terms of tackling it. This involves individuals playing their part in collectively challenging the dominant discriminatory culture & ideology and , in so doing, playing at least a part in the undermining of the structures which support, and are supported by, that culture

To get involved in group activities, discussions and assessments - this supports both your learning and the learning of your colleagues.

What to expect of me...

The 3 Levels (P, C & S) are closely interlinked & constantly interact with one another

there has been examples of students simply referring to PCS analysis without showing any real understanding of it or how it can be used. It is as if it has become a 'mantra' to be uttered, rather than an analytical framework that can help us make sense of the complexities of discrimination & oppression

the network of social divisions & the power relations that are so closely associated with them; it also relates to the ways in which oppression & discrimination are institutionalised & thus sewn in to the fabric of society. It denotes the wider level of 'social forces', the socio-political dimensions of interlocking patterns of power & influence

'S' refers to the 'structural' level

To meet the course expectation of 80% minimum attendance.

To be on time and prepared to engage for the set length of the session.

Notes of Caution from Thompson

it shows the inadequacy of explanations which stop short at the individual level

Benefits of using PCS Analysis

Introduction to the Thompson PCS Model

What I expect of you...

there has been examples of PCS analysis being distorted & used inappropriately. For example, one group of participants on a training course explained that a trainer had presented PCS analysis to them (without acknowledging its source) & had argued that, because racism exists at a structural & cultural level, then white people in this country must be racist at a personal level.

PCS analysis shows the different levels at which discrimination operates & how these levels reinforce each other

Anti-Discriminatory Practice (Thompson; 2001)

"Is an approach which seeks to reduce,

undermine or eliminate discrimination.

Social workers occupy positions of power

and influence whether this in intentional

or by default Anti-discriminatory practice

is an attempt to eradicate discrimination

from our own practice and challenge it in the practice of others"

Introduction to Equality, Diversity & Inclusive Practice

Task 1:

Discuss in groups what "prejudice" is, how to define it and provide some examples

This represents a gross distortion of PCS analysis, as it conflates the different levels. Personal racism & cultural & structural forms of racism are very different entities. Although they can be interrelated, it would be a grave mistake to equate them

Prejudice:

Task 4:

In groups, think about 2 different groups in society and the way you view them. One group should be people you have daily contact with and the second a group of people that you have little contact with.

Write down your thoughts about the two groups.

1. What is your attitude to the group of people you have daily contact with?

2. What is your attitude to the group of people you have little contact with?

3. What has influenced your thinking about these two different groups of people?

- A pre-conceived and irrational judgement and evaluation based on assumed rather than actual characteristics

-It is derived from ignorance

-Fuelled by existence of stereotypes in society

- Mental Rigidity is a key feature

Intended Learning Outcomes:

1. Critically examine the multi-faceted nature of oppression

2. Develop a critical awareness of your own values and ethics in relation to personal and professional practice

3. Demonstrate a critical understanding of diversity and inclusive professional practice

4. Critically analyse anti-discriminatory and equality policies relating to children & families

5. Demonstrate a critical awareness of effectively challenging oppression and discrimination both personally and politically

Directed Study Task/Instructions for Next Week:

In small groups, go to the library and find the following:

• A generic definition of what ‘Values’ are;

• A generic definition of what ‘Ethics’ are;

• At least two contrasting arguments about Values & Ethics are;

• A basic understanding of how personal values & Ethics might affect your work as a member of the Childrens, Young People & Families workforce.

Then individually for next week; list and describe 5 personal Values & 5 personal Ethics. Also gain an understanding of how these specific values & ethics may influence your work as a professional.

Next week your group will be expected to feed back on what you found from the library; then we will each person will take turns to individually present our values & ethics and discuss these with our peers in more detail.

Task 2b:

Use the labels to construct visual representations of the people that you imagine

Task 2a:

Discuss in groups what a "stereotype" is, how to define it and provide some examples

Discrimination:

Stereotype:

Task 3:

Discuss in groups what "Discrimination" is, how to define it and give some examples

- The ability to choose, consider and evaluate alternatives

- A neutral word can be used positively and negatively

- At its simplest it means making choices in everyday situations

Your task throughout the module:

- It is VITAL that you read the appropriate chapter from Thompson's book for each session. Additional reading will also be recommended.

- Create a diary of any experiences, awareness and observations of prejudice, stereotypes and discrimination

-This can include anything on TV, in magazines, conversations or any other examples that strike you as colluding to the dominant ideology, language, etc.

- We will discuss this periodically within sessions, it will start to help you be reflective and ultimately assist in your assignments. The more you put into your diaries and group discussions, the more you will get out in terms of content for your assignments :)

- A way of classifying people or objects together as if they were all the same

- It enables us to make sense and order in a complicated world

- It is generally unfavourable

- It is negative and unbalanced images and representations