Working with ‘difference’ and‘sameness’Cashain DavidUjima Housing Group
Starting points… When delivering support, being black is the both most important and most unimportant thing at the same time The general discourse around fair access, diversity and inclusion is a discussion about cross cultural practice
Overview Understanding support in the QAF context Exploring racial identity development and the The commissioning dilemma What is quality services for specific services ?
How do we support people? somewhere to live emotional problems getting through a crisis a full life during the day making and keeping friendships
more… getting and holding down a job getting a reasonable income Someone to speak on their behalf learning new skills
QAF C1.5 Fair Access, diversity andinclusion A focus on commitment to principles of equality of opportunity Respecting difference Involving users How does this framework recognise those who work with ‘sameness’
What does this mean ….Support should be rooted in; An understanding of their culture or background An ability to relate to oppression A belief in the ability to transform or heal
UJIMAs added value… Help to make/keep contact with people from their own background Opportunities to explore who they are racially and culturally Multi-lingual staff to explore ‘language codes’ Knowledge of patterns of expression Commitment to development of the Black ‘community’
Black Identity DevelopmentNot everyone knows that they areblack, some people discover it…
Dr William Cross A clinical psychologist practicing in the USA Aim – to explain the need for psychological liberation under conditions of oppression Central issues is IDENTITY and TRANSITION
Published.. Negro-to-Black conversion. 1971 Models of Nigrescence. 1980 (Nigrescence – from the French ‘the process of becoming Black’) Shades of Black. 1991 His work has been modified and adapted to the British context by Dr June Farrell
Development of identity AUTOMATIC DISCOVERY ‘socialisation’ ‘encounter’ Early childhood ‘the process of Adolescence becoming black’ adulthood ‘nigrescence’
Stages in Black identity development Pre-Encounter - Identifies with White culture, rejects or denies membership in Black culture. Encounter - Rejects previous identification with White culture, seeks identification with Black culture. Immersion/Emersion - Completely identifies with Black culture and denigrates White culture. Integration/Commitment - Internalizes Black culture, transcends racism, fights general cultural oppression.
A look at racial identity…why? Gives a framework for understanding of responses and presentations Acknowledges the impact of racism and discrimination on choices Help referrers to make more appropriate referrals to services Assists commissioners to understand and value of a wide spectrum of services
In a word… Some black people use or services because we are Black like them, whilst others in our communities do not use our services because we are Black’
Making it real…Involve the communities as expertsin your service delivery
Why ? Ownership Relevance Source of knowledge Addresses the underlying contributing factors
Be creative about who you listento.. Hairdressers and Barbers Street Cleaners Churches, Mosques, Gudwaras’ Noise Nuisance – Environmental Health officers Shops who sell ‘exotic goods’ direct to the community
Delivery – what’s in it for thecommunity ? Our buildings stand empty, and are mythical places People always looking for venues for Births, Marriages and Deaths ‘Venues that are known and used by the community are not feared by the community’ Get to know family, friends and peers – invite them to your events
Service Review – who’s the piper ? Invite community to tell you how you are doing… but only if you are going to act on what they say Open lunches Entertainment events with feedback Paid rota visits by members of the community Committee of elders
A focus on the Causes The real challenge is to deliver services that causes of vulnerability and disadvantage. Exclusion from education, employment, feeling valued, social life, information, valued relationships, good parenting, safe neighbourhoods etc..
Critical Quality Questions What are you doing to prevent family breakdown ? How are you responding to exclusions form schools ? How are you preventing substance use/abuse ? How do you help service users find and maintain relationships ?