Dundee Community Planning Partnership Winning Hearts and Minds

Dundee Community Planning Partnership Winning Hearts and Minds Equality, Diversity and Social Justice

Aims The session is designed to refresh, refocus and re-energise participants understanding of and commitment to leading on equality, diversity and social justice in Dundee Learning outcomes Participants will • Understand the legal and policy context including recent developments such as the Equality Bill, and other key drivers, levers and motivators for equality • Identify and clarify language and terms associated with equality, diversity and social justice • Understand the nature and impact of inequality and exclusion • Be able to identify the barriers to equality, diversity and social justice • Recognise the critical role of leaders in promoting equality, diversity and social justice • Gain a greater sense of personal commitment to shifts in their own practice, and in promoting good practice in the workplace

6 equality strands Dive rsity y t i l a u Eq 1. Language and terms; definitions, meaning, d Life context e s a ts-b circ ums tanc es h g i s R e l p i c n i r p Multiple, complex needs

Equality is about a fairer society where everyone can participate and has the opportunity to fulfil their potential

An equal society… …protects and promotes equal, real freedom and substantive opportunity to live in the ways people value and would choose, so that everyone can flourish. …recognises people’s different needs, situations and goals and removes the barriers that limit what people can do and can be. ”

Equality in context Of Worth accorded dignity, respect, regard, value… Processes Opportunities Outcomes treated in access to similar or the same / opportunities comparable similar outcomes manner in any given situation Think Real and Perceived Equality

Diversity is… the recognition and valuing of difference in its broadest sense. It is about creating a culture and practices that recognise, respect, value and harness difference for the benefit of… NB the Equality Act (2006) describes diversity as quite simply being ‘the fact that individuals are different’

The 6 equality strands are… Disability Gender Age Sexual orientation Race & ethnicity Religion & belief

The six equality strands. . Age Includes children, younger and older people (focus particularly at times of transition, e. g. adolescence, retirement) Disability Includes physical, sensory, learning disabilities, some mental health problems and long-term conditions (aka LTCs) Gender Covers women and men, including transsexual women and men

The six equality strands … Race and ethnicity Includes black and minority ethnic communities (BME), gypsies / travellers, refugees, asylum seekers Religion and belief Includes world religions and nonreligious belief systems, such as atheism, humanism Sexual orientation Includes bisexual, gay, lesbian and heterosexual

Life circumstances can include… t n e m oy l p m Une lessness k / wor Age Crime violence abuse Sexual orientation Drug s an / or a d lcoh ol Lack of skills / qualifications Disability Poor li teracy / nume racy Gender Poverty Deprivation Religion & belief Poor housing and homelessness Peripheral rural remote Race & ethnicity g n i r a C ies t i l i b i s respon

Multiple and complex needs “Complex needs is a framework for understanding multiple interlocking needs that span health and social issues. People with complex needs may have to negotiate a number of different issues in their life, for example, learning disability, mental health problems, substance abuse. They may also be living in deprived circumstances and lack access to stable housing or meaningful daily activity… Each individual with complex needs has a unique interaction between their health and social care needs and requires a personalised response from services. ”

Complex realities illustrated… Jane is a 64 year old woman • Lives alone on the 5 th floor of a block of council flats on the edge of Dundee • Income is from state pension and credits • Has reduced mobility due to arthritis • Father came to Britain from Jamaica in 1948. Mother followed 4 years later with children. • Both parents are dead, Jane’s older brother died last year (in Cardiff). No other family connections locally • Identifies as a gay woman (although no partner, or contact with LGBT orgs or groups) • Describes herself as a Christian although she ‘never goes to church’ • Social contact is mostly limited to a couple of concerned neighbours (who do a ‘wee bit’ of shopping for Jane) • Jane feels socially and emotionally isolated… In what ways is Jane disadvantaged / at risk of disadvantage or discrimination?

2. Drivers, levers and motivators for Equality “Tackling health inequalities is a matter of social justice. It’s unacceptable in 21 st century Scotland that some people can expect to die earlier than others, simply due to an accident of birth or circumstances”

Scottish Government strategic aims The Law Public duties Dundee Single Outcome Agreement 2008 -11 Social cohesion The moral case Social justice Equality and Human Rights Commission Drivers for equality Include. . . The evidence base The Busines s case Chan Demo ging graph ics al n o i s s e Prof codes & y tenc e p m o C orks w e m a r f

The Mac. Pherson Report, 1999 Describes institutionalised racism as… “The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes, and behaviour which amount to discrimination through unwitting prejudice, ignorance and thoughtlessness and racist stereotyping which disadvantage minority ethnic people. ”

The Scotland Act (1998) describes equal opportunities as… The illus Law trate d… “ the prevention, elimination or regulation of discrimination between persons on grounds of • sex, • age, • marital status, • sexual orientation, • social grounds, • language, • disability, • social origin or of other personal attributes, including beliefs or opinions such as religious beliefs or political opinions ”

Scottish Government Strategic Aims 1 2 3 4 5 Wealthier and Fairer Healthier Safe and Stronger Smarter Greener

Business case Attracting, recruiting and Reducing the costs of retaining people from a labour turnover and wide “talent” base absenteeism Contributing to employee flexibility and responsiveness Building employee Managing the impact of commitment, morale globalisation and “discretionary effort” technological change better Enhancing creativity and innovation Improving knowledge of Improving the how to operate in understanding of the different cultures needs of current customers or clients Assisting in the development of new products, services and marketing strategies Enhancing the organisation’s reputation and image with external stakeholders Creating opportunities for disadvantaged groups and building social cohesion

Dundee Single Outcome Agreement 2008 -11 “The Dundee Partnership has evidenced its commitment to equalities in relevant annual reports and external audits. This will remain a priority for continuous improvement over the next three years and beyond, as we continue to broaden and deepen the Dundee Partnership's agenda and representation to reflect all communities of interest and identity in the city…”

Dundee: Single Outcome Agreement 2008 -11 1. Dundee will be a regional centre with better job opportunities and increased employability for our people 2. Our people will be better educated and skilled within a knowledge economy renowned for research, innovation and culture 3. Our children will be safe, nurtured, 4. Our people will experience fewer healthy, achieving, active, respected, health inequalities responsible and included 5. Our people will have improved physical and mental well being 6. Our people will receive effective care when they need it 7. Our communities will be safe and feel safe 8. Our people will experience fewer social inequalities 9. Our people will live in stable, attractive and popular neighbourhoods 10. Our people will have high quality and accessible local services and facilities 11. Dundee will have a sustainable environment

The Equality Bill… features A single Public Addressing Age Sector Equality duty -related that will require public discrimination authorities to in the provision proactively work to of goods, eliminate facilities and discrimination and services… unlawful harassment, promote equality and good relations… A requirement on public authorities to consider socioeconomic disadvantage in planning and monitoring services they provide…

3. Attitudes, Inequality and Access. . . “If it is only bad people who are prejudiced, that would not have such a strong effect. Most people would not wish to imitate them… except in exceptional times… It is the prejudices of good people that are so dangerous. ”

Health and social inequalities… a. There are large and increasing relative inequalities in deaths amongst young adults due to drugs, alcohol, assault and suicide, e. g. in 2006 more than two thirds of the total alcohol-related deaths In Scotland were in the most deprived two fifths of areas b. Age Concern Scotland estimates that 7% to 9% of older people in Scotland are victims of at least one form of elder abuse c. UK-wide, only 24% of adults with longterm mental health problems are in work – the lowest employment rate for any of the main groups of disabled people d. 40% of women spend over 50 hours a week caring for someone living with them (a risk factor associated with mental health problems) e. Asian women aged between 15– 35 years are 2 or 3 three times more vulnerable to suicide and self-harm, while the incidence of eating disorders is higher among South Asian girls and women f. Studies have found higher rates of depression among gay men, lesbians, bisexual and transgender people than the general population…

Poverty and prospects “Children born to parents in the lowest quintile (fifth) of Scotland’s population are “much more likely” to: • have a single, teenage mother • have been affected by maternal smoking, drinking or drug use during pregnancy • not have been breastfed • be weaned onto an unhealthy diet • have poor dental health, and • Receive relatively little stimulation. ”

The social gradient - mental health

An accident of birth or circumstances…

Social Attitudes in Scotland A Nearly half of survey respondents said they would be unhappy if a close relative formed a relationship with someone who had ‘a sex change operation’ [i. e. transsexual man or woman] Three in ten survey respondents felt that sexual relations between two men or between two women are ‘always’ or ‘mostly’ wrong. B Half of survey respondents said a person aged 70 would be unsuitable for the job of a primary school teacher… One in five said a Muslim would be unsuitable as a primary school teacher C Over a quarter of survey respondents said the presence of ethnic minorities in Scotland makes it more difficult for other people to find a job. Nearly a third said the same about people from Eastern Europe. Strikingly, this view is particularly high amongst those aged 18 -24… One in three respondents said they would be unhappy if a close relative formed a relationship with an asylum seeker D 1 in 4 Scots experiences a mental health problem in any given year and yet in a 2004 survey of attitudes towards mental health in Scotland, 45% of people said they ‘wouldn’t want other people to know they had a mental health problem’. Around half of respondents said a person with depression and a person aged 70 would be unsuitable for the job of a primary school teacher

Stigma could describe any process… ‘…whereby certain individuals and groups are unjustly rendered shameful, excluded and discriminated against’ World Health Organisation (2002)

Influences on what we feel and think include… Age Gender Social status / Class Education Parents / family Friends / peers The Media The Church Personal contacts Government policies Previous encounters (positive / negative Joined-up prejudices Degrees of ‘difference’ Belief there is ‘special treatment’ for some Perceived economic or cultural injustice

Social Researchers conclude that… • We are more likely to express discriminatory attitudes where we lack personal experience • We are less likely to express discriminatory attitudes if we know someone who ‘belongs’ to a particular group • We are more comfortable with people who are more like us • Fears and concerns about the extent of ‘threat’ to our values, beliefs, culture are key reasons why we hold discriminatory attitudes

Ideologies of ‘Superiority’ Historically, discrimination and inequality have been founded on and justified by ideologies of ‘natural superiority’, sustained by institutions and structures and reflected in prevailing social and cultural ‘norms’ What attitudes, assumptions and beliefs have been / are still used to justify… 1. Sexism? 2. Racism? 3. Ageism? 4. Disablism? 5. Heterosexism? 6. Povertyism?

PCS model of Discrimination Institutional / Structural Society’s social, political, cultural and economic structures determine who has power and influence Cultural Societal and cultural ‘norms’ determine which groups are included and which are excluded Personal Individual’s thoughts, feelings and actions

The wider determinants of health

Key Determinants of positive Mental Health Social inclusion Free from discrimination & violence Access to economic resources Supportive relationships Involvement in community & group activities Civic engagement Valuing of diversity Work Physical security Education Self determination Housing and control of one’s life Money

PCS model of Discrimination Institutional / Structural Society’s social, political, cultural and economic structures determine who has power and influence Cultural Societal ‘norms’ determine which ‘groups’ are included and which are excluded Personal Individual thoughts, feelings … and actions

4. Leading from the front “If Rosa Parks had not refused to move to the back of the bus, you and I might never have heard of Dr. Martin Luther King…”

Dundee Community Planning Partnership Vision and Principles Through our Partnership Dundee… will be a vibrant and attractive city with an excellent quality of life where people choose to live, learn, work and visit will offer real choice and opportunity in a city that has tackled the root causes of social and economic exclusion, creating a community which is healthy, safe, confident, educated and empowered will have a strong and sustainable city economy that will provide jobs for the people of Dundee, retain more of the universities’ graduates and make the city a magnet for new talent Social Inclusion Dundee will ensure that regardless of social or economic background, everyone has the chance to play a full part in the life of the city Sustainability Dundee will develop in ways which safeguard the future of our environment, our economy and our people Active Citizenship The people of Dundee will have the opportunity and the ability to shape the future of the city.

Dundee Community Planning Partnership Community planning commitments 1. Work together to provide quality services for the community, where appropriate, that are integrated between the partners and other agencies 2. Combine resources to maximise the benefits provided by services to the individuals and communities of Dundee 3. Work together to consult with communities regarding their needs and expectations and the planning of services 4. Share information wherever possible to improve our understanding and the work we do 5. Promote the values of social inclusion, active citizenship, lifelong learning and sustainability within community planning 6. Work together to enable communities to play a major role in creating solutions to problems they face 7. Implement actions contained within our first Community Plan 8. Monitor progress against the actions contained within the Community Plan and report this to the community 9. Involve the community in evaluation of the success of the Plan

Dundee Partnership Strategic Outcomes 1 Dundee will be a regional centre with better job opportunities and increased employability for our people 2 Our people will be better educated and skilled within a knowledge economy renowned for research, innovation and culture 3 Our children will be safe, nurtured, healthy, achieving, active, respected, responsible and included 4 Our people will experience fewer health inequalities 5 Our people will have improved physical and mental well being 6 Our people will receive effective care when they need it 7 Our communities will be safe and feel safe 8 Our people will experience fewer social inequalities 9 Our people will live in stable, attractive and popular neighbourhoods 10 Our people will have high quality and accessible local services and facilities 11 Dundee will have a sustainable environment

Understanding Needs Eliciting individual needs through Person-centred, personalised focus and ‘sensitive enquiry’ Identifying wider community needs by Gathering data, reviewing the evidence, partnerships with representative orgs & community groups Recognising universal (human) needs with Customer service ethos & approach e. g. Dignity & Respect, Rights-based principles…

How do I / we feel and think about… I/we involve & include you I/we value you & uphold your rights . . . difference and diversity? I/we accept you & recognise your rights I/we don’t have a problem with you; don’t care what you are; makes no difference to me… I/we pity you; have sympathy for you; hope they find a cure for you… I/we are frightened, offended, repulsed, threatened by you / your kind

Hidden Bias Personal bias’ Managing personal bias’ 1. We tend to relate more comfortably to people who have the same / similar social identity and background to us 2. We tend towards a related and opposing bias against people we see as / believe to be different. 3. How do we identify people as being like us? Not surprisingly, factors such as sex, ethnicity and class are common… 1. Recognise and acknowledge we all have biases 2. Understand the biases we personally hold 3. Discuss these with one another, challenge each other and remain vigilant, not only to our biases, but to those of others around us.

Knowing your own Bias’ Psychologists at Harvard, the University of Virginia and the University of Washington created Project Implicit as a means of examining personal bias through… Implicit Association Tests The tests claim to provide a measurement of unconscious bias, and while American. They can be accessed online at https: //implicit. harvard. edu/implicit

Evaluation • • • What was most helpful? What was least helpful? What have you learned? Will you think or do anything differently? If 1 represents really poor and 9 really excellent, how would you rate the session overall?

Winning Hearts and Minds Equality, Diversity and Social Justice Developed by for the Dundee Community Planning Partnership June 2009