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Is it Social Role Valorisation

At primary school, for example, you are a teacher, and are introducing a new person into the class.
You may say to the class "Class, This is Johnny, he is new here and looking for some friends. He likes to play footy.” “Who wants to show him around the school and help him meet some friends?".”Who wants to help him with his homework ?" etc, etc ,,,,

In doing this, you are creating a positive environment where the class has a valued role in supporting Johnny as a group, as well as providing valued roles for the members in the class.

This does not mean that Johnny has a valued social role yet. That is determined by his relationships with the other members. If Johnny connects with the other members through shared experiences and valued relationships, then Johnny has a valued social role. If Johnny is in the class with another person (introducing another role), the others in the class may resent his inclusion. If it is not done properly Johnny may not develop any meaningful relationships. The other children in the class also learn that this is a normal part of the community of the classroom where their role is not inclusive in supporting the person.

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Johnny may also have the opportunity to connect with the other members of the school (rather than the class) that he is a part of, through shared experiences and valued relationships.

This can happen in any group at any level.
The implications of this are:
... the community of the classroom has a valued role in supporting new members
... the children may learn a behaviour that is inclusive (welcoming the new person)
... the children may learn some tolerance and acceptance of others who are not the same as themselves (accepting the new person)
... the behaviour may be transferred to other areas if the child’s life
... the behaviour may be normalised as a part of the culture of the classroom.
... Johnny may become valued as a member of the classroom (SRV)

This can happen in any group at any level. At church or a sports or social club, new members are introduced to other remembers in formal or informal ceremonies as way to welcome the new person.

When providing the most appropriate care for people with high support needs ...
1) The community is not where the person is living, but where the person participates, shares experiences and has valued relationships with others.
2) People with high support needs (severe disability, aged etc.) will always need support structures as a part of their lives.
3) The amount of participation in a community (living, education, employment or recreation) is directly related to the skills and resources of the person, and, the skills and resources of the community that the person wishes to participate in.
4) Institutions are going to be around in one form or another whether we like it or not, It is the way that they are used that is the problem.
5) The institutions of a society towards a particular group determine the way the group participates in society.
6) The institutions of a particular government department, organisation, profession or service define the way the person is supported within that society.
7) Facilities that support people with high support needs do not need to be the nursing homes or prisons in the sense that they are today, but can become warm inviting community places that offer a range of services to the community, as well as be a part of the wider community within that society.
8) People with high support needs are a minority group in our society, and will have the same problems as other minority groups in being a part of society.

Peter Anderson