Supporting bme people who live in homes
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This document discusses supporting Black and minority ethnic (BME) people who live in supported housing. It emphasizes that being Black is both the most important and least important aspect of delivering support. It questions whether the focus has been on "supported housing" rather than enabling people to have homes and community connections. The document outlines causes like exclusion, poverty, and isolation that services should address. It discusses the value that organizations like Ujima Housing Group can provide through understanding racial and cultural identities.
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Supporting bme people who live in homes
- 1. Supporting BME people who live in homes.. Cashain David Ujima Housing Group
- 2. Starting points… ♦ When delivering support, being black is the both most important and most unimportant thing at the same time ♦ In the ‘support industry’ we have been pre-occupied with providing ‘supported housing’ rather than enabling people to create and live in ‘homes’ and become part of communities
- 3. It’s about people and making a difference..
- 4. A focus on the Causes.. ♦ Exclusion from education, ♦ Financial hardship/poverty ♦ Unemployment ♦ Poor self image ♦ Social isolation and skills, information, valued relationships, ♦ Experience of ‘care’ system ♦ Family conflicts / poor parenting
- 5. Critical Questions ♦ What are you doing to prevent family breakdown ? ♦ How are you responding to exclusions from schools ? ♦ How are you preventing substance use/abuse ? ♦ How do you help service users (reluctant customers) find and maintain relationships ?
- 6. How do we support people? ♦ somewhere to live ♦ emotional problems ♦ getting through a crisis ♦ a full life during the day ♦ making and keeping friendships
- 7. more… ♦ getting and holding down a job ♦ getting a reasonable income ♦ Someone to speak on their behalf ♦ learning new skills
- 8. Quality Assessment Framework (QAF) C1.5 Fair Access, diversity and inclusion ♦ A focus on commitment to principles of equality of opportunity ♦ Respecting difference ♦ Involving users How does this framework recognise those who work with ‘sameness’
- 9. UJIMA's 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’
- 10. On being Black… ♦ Not everyone knows that they are black, some people discover it…
- 11. 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
- 12. 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
- 13. Development of identity ♦ AUTOMATIC ♦ DISCOVERY – ‘socialisation’ – ‘encounter’ – Early childhood – ‘the process of – Adolescence becoming black’ – adulthood – ‘nigrescence’
- 14. 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.
- 15. 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
- 16. In a word… ♦ Some black people use our services because we are Black like them, whilst others in our communities do not use our services because we are Black’
- 17. Investing in the community ‘Places full of strangers are inevitably felt to be places full of dangers’ Gerald Lemos – Steadying the ladder
- 18. The Ujima approach New Mission To Engage, Enable & Enrich our BME communities
- 19. ♦ Engage – with young people through earlier interventions ♦ Enable – adults to have the means of improving their life chances and making better use of their ♦ Enrich – the lives of older people through a sensitive approach to their care and providing valued roles within the ‘Ujima community’
- 20. Supported living flat, Franz Fanon House
- 21. Supported living flat, Franz Fanon House
- 22. Supported living flat, Franz Fanon House
- 23. ‘Creating a home of my own’ Supported living flat, Franz Fanon House
- 24. ‘Creating a home of my own’ Supported living flat, Franz Fanon House
Notes de l'éditeur
- I have been asked to present some ideas and examples on the issues of Black people and homelessness. But in order to do this, I will take a little time to set the context of the dynamics of homelessness and becoming vulnerable that are specific to members of the black community and then outline how this steers an appropriate response to this.
- To coin a phrase, ‘providing support is not a black and white issue’ Nor is it simply about keeping people out of trouble and off the streets. I can illustrate this with two statements;
- The real challenge is to affect the causes of vulnerability and disadvantage. And for black people, to respond to the additional complexities the emerge when race is dimension..
- For those of you who are familiar with Supporting People… QAF C1.5 on Fair access presents specific services like the ones we run in Ujima (described as Black on Black) with a dilemma…. The general discourse around fair access, diversity and inclusion is a discussion about cross cultural practice
- A truism, but a need to incorporate this into service range, and design… To illustrate I will share a model which can give insight into this dynamic relationship..
- In order for us to move away from responding to impacting, Ujima is changing it’s organisation to meet this new challenge.
- Engage – Mentoring schemes, Foundation schools, partnerships with local schools to provide placement opportunities for excluded students. Enable – through our social enterprise business we are putting our money to work in providing opportunities for ‘real jobs’ and ‘training experiences that improve employability’ For example start up business units, accredited training, construction/maintenance jobs, Community Banks Enrich – older people have lifetimes worth of knowledge and this can be of use to a younger person starting out, or they may provide a positive ‘role model/ mentor’
- Finally, when it works, you will some ‘small changes’…