Equality & Diversity Slideshare july 2015

Equality & Diversity
© Training Innovations Ltd 2015 Last updated: 06.07.15

Our society is becoming more complex and diverse. Overall
the population is growing, we are more ethnically diverse,
and we are getting older.
New patterns of migration have affected previously
homogenous communities.
Equality legislation has helped challenge much discrimination
and prejudice, but there are still big equality gaps.
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When working in the care setting it is essential that each member
of staff knows and demonstrates the proper values that make up
basic good social care practice.
Every member of staff should be able to understand the
implications of:
Promoting equal opportunities to all, regardless of disability,
mental illness or frailty
Respecting diversity and different cultures
Understanding the importance and limits confidentiality
Using a person-centred approach when supporting a service
user
Using an individual’s care plan that is unique to them
Risk assessment
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Some of the legislation relating to this standard:
The Race Relations Act
The Sex Discrimination Acts
The Education Acts
The Disabled Persons Act
Disability Discrimination Act
You would not be expected to know these Acts, however, they do
affect you in the job that you do. You will probably be able to access
these via the organisation you work for, or if not, through the local
library. In this section we will try to give you some ideas on how
these acts affect you and your job and also general attitudes and
approaches to life.
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As a member of staff you should be able to understand the
importance of promoting the following values at all times
with all service users and these values underpin the whole
of social care:
Individuality
Rights
Choice
Privacy
Independence
Dignity
Respect
Partnership
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Registered Company Number: 7245747
African –Caribbean people
Influenced by the diets of many areas including West Africa, Western Europe, the
Indian subcontinent and China. Yams, sweet potatoes, rice, bread, fruit, and
green bananas are the most common. Traditional Caribbean dishes include
curried goat, fried dumplings, ackee and salt fish the national dish of Jamaica,
roti (the national dish of Trinidad and Tobago) Cou-Cou and Flying fish (the
national dish of Barbados).
Islam
Muslims are forbidden to eat pork or any products made from pork. Other meat
must be ‘Halal’. Fish is permitted provided it had fins and scales and was alive
when removed from the water
Many Muslims are vegetarian away from home and will refuse food if they are
not sure of the ingredients.
All Muslims over the age of 12 years are expected to fast during the holy month
of Ramadan except those who are ill, expectant and nursing mothers and
menstruating females.

Hinduism
The great majority of Hindus avoid beef. Most avoid the meat of water buffalo
and yak as being too cow-like as well as pork, crabs, reptiles, amphibians, snails,
insects and worms. Animals that have died of natural causes are considered
highly polluting and it is not acceptable to eat them. The highest castes
(Brahmins and sometimes Kshatriya) may also avoid chicken. Goat or mutton is
often the only acceptable meat but many are completely vegetarian. Eggs may
be completely unacceptable or acceptable only if unfertilized. Some also avoid
onions and garlic.
Judaism
Many Jews will ask for KOSHER (fit or proper) food, i.e. meat that has been
prepared
in a special way according to Jewish law.
•Sheep, cattle, salmon, trout, and haddock are all Kosher, but must be killed in a
special way with as little cruelty as possible.
•Pork, shrimp, shellfish are strictly prohibited
•Milk and meat products are not eaten at the same meal

Christianity
Christianity has no special dietary laws although some may reject the
drinking of alcohol, for example, Quakers, Salvation Army and some
Baptists and Methodists
•Particular foods may be given up during lent with fasting on the
significant days, for example, Good Friday
•Some may abstain from eating meat on Fridays
Sikhism
Sikhism is unlike some eastern religions which expect their followers to
practise self-denial. Guru Nanak is reputed to have said, “salvation is not
incompatible with laughing, eating, playing and dressing well”. Many Sikhs
are vegetarians although some eat meat. Even if they are not vegetarian,
Sikhs tend not to eat beef because of their Hindu origins. They are
forbidden to eat Halal meat (animal slaughtered according to Muslim law)
or kosher meat. Alcohol and tobacco are strictly forbidden although some
Sikhs do drink alcohol.
In Britain, Gurdwaras tend to serve vegetarian food.

Rastafarianism
Most do not eat meat, but fish with scales may be acceptable. Pork is absolutely
forbidden. Fresh natural (Ital) foods are preferred to processed food. Natural
herbs and spices are liberally used.
Many Rastafarians follow Jewish dietary requirements and will not eat grapes,
currents or raisins.
Buddhism
Buddhists emphasise the avoidance of intentional killing: as a result,
most Buddhists are vegetarian.

As a member of staff you should be able to understand the
meaning of equal opportunities in relation to the service user
you are supporting, and how to act in such a way that will
promote this.
Any care you provide for a service user should not be affected
by any likes or dislikes you may have or indeed any personal
problems that you may have.
Neither should you treat one person differently from another.
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You need to demonstrate that all service users have equal access
to all services and opportunities irrespective of race, gender,
physical or intellectual, disability, religion or beliefs, culture, age
and sexuality.
In your day to day work you should be aware of anything which
discriminates against a particular person.
In order to promote anti-discrimination you will need to have
good understanding of what discrimination is.
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A definition of discrimination could be to ‘set someone apart for
some reason or another’, very often it is on the grounds of some
personal prejudice we feel and through some opinion expressed by
our parents or colleagues which we have taken on board.
Some of the areas which we treat people differently could be:
People who are a different colour form ourselves
People who are from a different race
People who are from a different religion
People who are of a different sex
People who are of a different age group
People who have a disability
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DIRECT OR INDIRECT DISCRIMINATION
To directly discriminate against someone means to treat him or
her differently from others. Indirect discrimination is much more
subtle as this is done by excluding people from something.
For example mean may not be included in a shortlist for a job:
women may not be allowed to become members of a golf club;
young people may not be considered suitable for a job working
with young or elderly people.
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STEREOTYPING – is when assumptions are made that everyone
from a particular group, for example; women, Muslims, people
with Down’s syndrome, will be the same.
LABELLING - is when you make one aspect of a person or group
the most important thing about them, for example being old,
being ill, having challenging behaviour. The aspect chosen is
usually seen as negative by the person doing the labelling.
As a member of staff you should understand how each of the following
terms relate to your own day to day practices:
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What are some cliché
stereotypes?
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OPPRESSION – is a force which pushes down. In the context of
social care, oppression is the force which denies people their
rights and discriminates against them. It is what people feel
when they are discriminated against.
ANTI-OPPRESSIVE PRACTICE – is a practice which tries to
ensure that peoples rights are acknowledged and acted upon,
and they are not discriminated against.
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Not all discrimination is bad!!!
Consider the situation where certain spaces are kept for
disabled vehicle users in car parks.
Do we consider this unfair? Most of us would see that as
positive discrimination.
What other positive discrimination examples can you think
of?
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As a member of staff IT is very important to look at some of the
subtle ways you may be discriminating against service user, for
example:
Do you treat everyone equally, regardless of whether you like
them or not?
Do you spend longer with some service users whom you can’t
understand?
Do you speak at a level and at a pace the service user can cope
with, according to their individual needs – for example a service
user who has hearing difficulties?
Do you give each service user the same opportunity to exercise
rights and choices?
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In order to fight discrimination it is important to see a
service user as a person with very individual needs and
preferences.
As a member of staff you should recognise that differences
make life interesting and should be encouraged, not feared.
Some areas you have considered include food, dress and
religion.
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There are others of course, such as the rituals used for
dying, attitudes to marriage and sex, personal hygiene,
cutting of hair, attitudes to socialising with or being cared for
by the opposite sex.
As a member of staff you must be aware of these things in
order to treat each person as an individual, showing respect
for individuality, and not causing offence.
Frequently offence is caused through ignorance, rather
than deliberately.
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As a member of staff you will need to understand
the limitations and boundaries of confidentiality.
There may be an occasion when a service user
does not give their permission for others to be
told, but where others may be at risk if
information is not passed on, you must discuss
the matter discreetly with your employer.
What examples can you think of?
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This may of course place you, the worker, in a
compromising situation with the service user and
your relationship with the service user could be
affected by this.
Your employer will support you in any discussions
with the service user that may take place as a
result of this.
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You will need to understand the importance of
checking peoples identity, before allowing them
access to some information or indeed the
hospital.
You should never give out information unless you
are sure the person asking for it has the right to
have it.
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If you open the door to someone that is unknown to
you, you should always ask for ID - identification, all
reputable companies issue their staff with ID badges to
be able to show to people.
Don’t be afraid to ask for this and try to encourage the
service user to be careful too.
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Take care that you do not carelessly give out information too, for
example:
“oh no, Mr X won’t be interested in a new car as he is housebound”
or
“no thank you Mrs Z won’t need that as she lives on her own”
By saying these two phrases, what information do you believe you are
giving out??
If you are in any doubt you should always take the precaution of
checking with your employer, or possibly the service user family,
depending on the circumstances. Its much better to be safe than sorry.

As a member of staff you should promote a sense of identity by
respecting and supporting elements which makes up a person’s
identity. This should include:
Age
Gender
Sexual orientation
Race
Religion
Nationality
Beliefs
Taste
Language
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What do ‘Care Plans’
And ‘Risk Assessments’
tell us about the service
user?

Working alongside a service user aids carers to promote:
 The service user expressing their needs and preferences
 Understand and take responsibility for meeting their own
health, social and emotional needs
Identify how their care needs should be met
Assess and manage risks to their health and wellbeing
Work in partnership with all involved
Work with, and resolve conflicts that you are likely to meet
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HOW TO ASSESS AND MANAGE:
Risks to the carers’ and individuals’ health and social
wellbeing
The care the individuals require to enable the carers to
meet their own needs and preferences
How to agree outcomes and make, implement and review
plans to support carers in the caring role
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Each carer has their own theory of caring and how caring
should be done! However it is done, the care a service
user receives should be person centred and exempt
from abuse!
Theories relevant to the carer’s with whom you work,
about the impact on behaviour of stress, distress, anger,
and fear on carers are very individual.
The ways in which support is available to the carers and
the length of time they are providing care can impact on
their health, emotional and social wellbeing
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How and where to access information and support that
informs your practice when supporting carers in the
caring role.
How to access, review and evaluate information about
resources, services, facilities and support groups,
relevant to the needs and preferences of the carers.
Government reports, inquiries and research relevant to
supporting carers and general abuse, but specifically
related to abuse by carers on individuals and individuals
on carers.
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Resources, services, facilities and support groups
appropriate to wellbeing of carers.
How access to employment, recreation, leisure and
educational activities can support carers in their caring
role.
The role specific support groups for carers can have on
their wellbeing and their ability to learn new skills and
ways of coping factors that affect the health, wellbeing,
behaviour, skills, abilities and development of carers
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What types of policies and
procedures does your company
have?
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What is ‘Duty of Care’?

In English Tort law, a duty of care is:
‘a legal obligation imposed on the person
requiring that they adhere to a standard of
reasonable care whilst performing any acts that
could foreseeably harm others.’

The courts have identified what standards of care a
person can expect from those providing it: i.e. what a
‘reasonable person would think is reasonable’ in the
circumstance.
It requires that everything reasonably practicable be
done to protect the health and safety and wellbeing of
others.

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What standard of care do you
think the person/s that you care
for or support should expect to be
entitled to?

 Care that meets the persons identified needs
 Person centred planning around the person
 Support to maintain independence
 Well-trained staff
 Care that meets the minimum standards as set
down in law

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By understanding and acknowledging people’s
rights we gain greater awareness of
circumstances which might give rise to
concerns.
Often it is when a persons rights are breached
that we become aware that we have a ‘duty of
care’ to alert another person to a situation that
may make a person we care for or support
vulnerable or at risk

‘Duty of care’ is a requirement that a person act towards
others and the public with the watchfulness, attention,
caution, and the prudence that a reasonable person in
the circumstances would.
If a person’s actions do not meet this standard of care,
then the acts are considered negligent and any damages
resulting may be claimed in a lawsuit for damages.

‘Reasonably practicable’ means that the requirements of
the law vary with the degree of risk in a particular activity or
environment which must be balanced against the time,
trouble and cost of taking measures to control the risk.
It enables the duty holder to choose the most efficient
means for controlling a particular risk from the range of
feasible possibilities.
The duty holder must show that it was not reasonably
practicable to do more than what was done or that he/she
has taken ‘reasonable precautions and exercised due
diligence’

‘Public Interest’ is anything affecting the rights,
health or finances of the public at large.
It is something that is of general benefit to the public
or to which the general public would feel a ‘need to
know’ in the general populations best interests.

Technically known as "Public Interest Disclosure" and more generally known as
"whistle blowing", the Law guarantees you protection in reporting abuse and neglect
where to do so might cause you difficulty with your employer.
 "The formal phrase for "blowing the whistle" is Public Interest Disclosure. It is a
legal right and duty to “blow the whistle” on any suspected abuse and the law will
protect you for doing so
 Its purpose is to protect the interests of those in our care where error [including
abuse] has gone unchecked. Therefore, it is not "betrayal”
 Where you have concerns relating to safety or health dangers at work, where
there may be an oversight relating to legal obligations, care standards or
practices etc. [including abuse or neglect] you should raise the matter with the
Registered Manager

As a group discuss and answer the following:
How could your ‘duty of care’ contribute to safe
practice?
How could failing in your ‘duty of care’ contribute to
unsafe practice?

When considering safe practice we have to understand that
care and support encompasses a wide area. If, for example,
 We fail to report that we have observed that a person has
a sore spot on the base of their spine, in a short time,
that could develop into a pressure sore.
 If we see a colleague shouting or treating a person they
support harshly, could that lead to abuse if we fail to use
our ‘duty of care’ and report it?

Three criteria must be met for negligence to be
proven and be actionable in the courts:
 The ‘duty of care’ must actually be owed to a person
 That ‘duty’ must have been breached
 Harm must have been suffered as a result

Whether negligence has occurred is a matter of fact for the
courts to decide.
Where the ‘duty of care’ has been breached because the
acts or omissions of a health or social member of staff fell
below those of the ‘ordinarily competent’ health or social
member of staff, it is important to bear in mind that it will be
no defence to argue:
That the shortcomings in not acting occurred because of
a persons inexperience.

If the task or circumstances required a person of a
particular skill or standard, then if someone was too
inexperienced to practise safely, they should have
made that clear to their line manager or senior
professional.
In turn the supervising professional should have
taken responsibility for checking that tasks are only
delegated to, or undertaken by, competent staff.

There may be occasions when people’s rights
appear to be at odds with the duty of care,
presenting you with a dilemma of what to do.
What rights do you think the person/s that
you care for should expect and be entitled
to?

 Dignity
 Respect
 Choice
 Individuality
 Confidentiality
 Privacy
 Status
 Equality
 Support to be independent
 To be heard
 To be listened to
 The right to a life free from abuse
 The right to hold their own religious views
 The right to express their sexuality and gender
 The right to access community facilities
 The right to choose how to be supported and who should support them.

Work in pairs.
Having considered what are a persons rights are,
think of a dilemma that may arise between the ‘duty
of care’ and the rights of a person you care for or
support.
In your pairs discuss and agree how you would
resolve the dilemma you have identified and then
share as a group.
Discuss as a group and offer any other options

Possible responses:
What you can do:
 Advise the person that you support that you would need to disclose any issues
where you feel you have a ‘duty of care’ to do so.
 Seek advice from a senior or independent person
 Record your reasons for taking or not taking action
 Consider whether the person you support has the ‘mental capacity’ necessary to
make their decision
 Seek advice; a referral for mental capacity assessment may be necessary where
it is considered the person may lack capacity to make decisions in this particular
circumstance.

What you cannot do:
 Decide to over-rule the decision of the person that you support if they
have the mental capacity to make their own decisions
 Independently make a decision on behalf of the person that you support
 Decide not to report an issue of concern where there is the possibility of
an adverse event
 Promise absolute confidentiality
 Make a decision which may oppose a Deprivation of Liberty
authorisation

Congratulations you have now
completed your
Equality and Diversity
training
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Equality & Diversity Slideshare july 2015

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