AISRV Evaluation and Assessment Reference Manual

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A QUICK REFERENCE GUIDE TO PASSING RATINGS FOR AISRV PROGRAM EVALUATORS SRV Evaluation & Assessment Group

TABLE OF CONTENTS Topic

Page No

ABOUT THIS DOCUMENT

5

THE TEAM- EVALUATION & ASSESSMENT GROUP

6

RATINGS & PRESENTATION AUTHORS

7

R231: Service Address of Recipient Needs

8 - 11

R232: Intensity of Activities & Efficiency of Time Use

12 - 15

R121: Image Projection of Prog. to Prog. Juxtaposition

16 – 19

R233: Competency-related Personal Possessions

20 – 23

R1251: Server- Recipient Image Transfer

24 - 27

R1252: Server- Recipient Image Match

28 - 31

R122: Service- Neighborhood assimilation Potential

32 - 35

R124: Image–Related Other Recipient Contacts and Personal Relationships

36 -39

R213: Physical Comfort of A Setting

40 - 43

R214: Challenge/Safety Features Of Setting

44 - 47

R215: Individualizing features of Setting

48 - 51

R2111: Setting Access-Recipients & Families

52 - 55 2

TABLE OF CONTENTS R2112: Setting ACCESS-PUBLIC

56 - 59

R212: Availability Of Relevant Community Resources

60 - 63

R1141: External Setting Age Image

64 - 67

R1142: Internal Setting Age Image

68 - 70

R1151: Image Projection of Setting Physical Proximity

71 - 74

R1152: Image Projection of Setting – History

75 - 78

R1153: Image Projection of Setting Other Internal Physical Features

79 - 82

R1111: Setting- Neighborhood Harmony

83 - 86

R1112: Program- Neighborhood Harmony

87 – 90

R1121: External Setting Aesthetics

91 - 94

R1122: Internal Setting Aesthetics

95 - 98

R1131: External Setting Appearance Congruity With Culturally Valued Analogue

99 -102

R1132: Internal Setting Appearance Congruity with Culturally Valued Analogue

103 - 106

R131: Cultural Appropriate Separation Or Combination of Program Function.

107 - 110

R132: Image Projection of Service Activity and Activity Timing

111 - 114

R133: Promotion Of Recipient Autonomy and Rights

115 - 118

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TABLE OF CONTENTS R222: Competency: Related Other Recipient Contacts and Personal Relationships

119 - 122

R233: Life enhancing Interactions among Recipients Servers and others

123 - 126

R224: Service Support for Recipient individuation

127 - 130

R225: Promotion of Recipient Socio-Sexual Identity

131 - 134

R141: Service Address of Recipient Personal Impression Impact.

135 - 138

R142: Image-Related Personal Possessions

139 - 142

R144: Image Projection of Service Funding

143 - 146

R145: Image: Projection of Misc. Aspects of a Service

147 – 150

R1231: Image Projection of Intra- service Grouping-Social value.

151 – 154

R1232: Image projection of Intra- Service Grouping-Age Image

155 – 158

R1431: Image Projection of Personal Labeling Practices

159 – 162

R1432: Serving Entity, Program, Setting & Location Names

163 - 166

R2211: Competency Related- Intra Services Grouping Size

167 - 170

R2212: Competency- Related Grouping- Composition

171 - 174

With Gratitude

175 4

ABOUT THIS DOCUMENT This document contains an overview of each of the 42 ratings of PASSING that can be used in evaluating services. It was developed by our group of 14, as we studied each rating and applied it in the Indian scenario.

Each rating in this guide follows this outline: SRV Requirements, Everyday Language, Points to Remember, and Examples Please use this as a resource as we work to use these ratings to evaluate and improve certain aspects of programs and services.

Remember that this manual is only a supplement to the PASSING Manual, references below, which has the full description of each rating, and must be the main source of ratings information in evaluation.

Finally, this manual is for the use of our group for quick reference, and is not to be shared without permission Wolfensberger, W., & Thomas, S. (2007). PASSING (Program Analysis of Service Systems’ Implementation of Normalization Goals): Normalization criteria and ratings manual (3rd rev. ed.). Syracuse, New York: Training Institute for Human Service Planning, Leadership & Change Agentry (Syracuse University).

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THE TEAM - EVALUATION AND ASSESSMENT GROUP

14 SRV SCHOLARS AND 42 RATINGS

Arpita

Vinakshi

Kshama

Leela

Chitra

S uchita

Shalini

Mansi

Geeta

Meena

Manisha

Sarbani

Betsy

Jayashree 6

RATINGS & PRESENTATION AUTHORS ➢

R231: Service Address of Recipient Needs

Betsy Neuville

➢

R232: Intensity of Activities & Efficiency of Time Use

Betsy Neuville

➢

R121: Image Projection of Program to Program Juxtaposition

Jayashree Vaitheeswaran

➢

R233: Competency-related Personal Possessions

Jayashree Vaitheeswaran

➢

R1251: Server- Recipient Image Transfer

Chitra Paul

➢

R1252: Server- Recipient Image Match

Chitra Paul

➢

R122: Service- Neighborhood assimilation Potential

Suchita Somashekaraiah

➢

R124: Image–Related Other Recipient Contacts and Personal Relationships Suchita Somashekaraiah

➢

R213: Physical Comfort of A Setting

Arpita Chatterjee

➢

R214: Challenge/Safety Features Of Setting

Arpita Chatterjee

➢

R215 - Individualizing features of Setting

Kshama Kaushik

➢

R2111: Setting Access-Recipients & Families

Manisha Bhattacharya

➢

R2112: Setting ACCESS-PUBLIC

Manisha Bhattacharya

➢

R212: Availability Of Relevant Community Resources

Manisha Bhattacharya

➢

R1141: External Setting Age Image

Betsy Neuville

➢

R1142: Internal Setting Age Image

Betsy Neuville

➢

R1151: Image Projection of Setting-Physical Proximity

Betsy Neuville

➢

R1152: Image Projection of Setting: History

Betsy Neuville

➢

R1153: Image Projection of Setting-Other Internal Physical Features

Betsy Neuville

➢

R1111: Setting- Neighbourhood Harmony

Geeta Mondol

➢

R1112: Program- Neighbourhood Harmony

Geeta Mondol

➢

R1121: external setting aesthetics

Geeta Mondol

➢

R1122: Internal Setting Aesthetics

Geeta Mondol

➢

R1131: External Setting Appearance Congruity with Culturally Valued Analogue

Geeta Mondol

➢

R1132: Internal Setting Appearance Congruity with Culturally Valued Analogue

Geeta Mondol

➢

R131: Culture-Appropriate Separation or Combination of Program Functions

Leela Raj

➢

R132: Image Projection of Service Activities & Activity Timing

Leela Raj

➢

R133: Promotion of Recipient Autonomy and Rights

Geeta Mondol

➢

R222: Competency- Related Other Recipient Contacts & Personal Relationship

Meena Jain

➢

R223: Life-Enriching Interactions Among Recipients, Servers & Others

Meena Jain

➢

R224: Service Support For Recipient Individualization

Sarbani Mallick

➢

R225: Promotion Of Recipient Socio-Sexual Identity

Sarbani Mallick

➢

R141: Service Address of Recipient Personal Impression Impacts

Shalini Ekka

➢

R142: Image-Related Personal Possessions

Shalini Ekka

➢

R144: Image Projection of Service Funding

Mansi Chandokar

➢

R145: Image Projection of Miscellaneous Aspects of a Service

Mansi Chandokar

➢

R1231: Image Projection of Intra-Service Recipient Grouping-Social Value

Vinakshi Singh

➢

R1232: Image Projection of Intra-Service Recipient Grouping-Age Image

Vinakshi Singh

➢

R1431: Image Projection of Personal Labeling Practices

Manisha Bhattacharya

➢

R1432: Serving Entity, Program, Setting, & Location Names

Manisha Bhattacharya

➢

R2211: Competency-Related Intra-Service Recipient Grouping--Size

Betsy Neuville

➢

R2212: Competency-Related Intra-Service Recipient Grouping-Composition

Betsy Neuville

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R231: SERVICE ADDRESS OF RECIPIENT NEEDS SRV Requirement: “In order to optimally enhance recipients’ competencies, & thereby their

social roles, a human service should--within its proper purview-address real needs of its recipient(s). Those recipient needs within its purview which are most pressing should be addressed before other, less important needs. At the very least, a service provided to recipients should not be an obstacle to their receiving proper address of their real, or more urgent, needs”

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EVERYDAY LANGUAGE The service should meet the real and genuine needs of the people they serve, within their proper purview.

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POINTS TO REMEMBER • Are the real and most pressing needs of the people served being met?

• Look to the Foundation Discussion to identify the NEEDS of the people served • Look to the Foundation Discussion to identify MOST PRESSING NEEDS • Which needs does THIS program have a responsibility to address?

(Relevance)

• Is there a MATCH between what the program provides and

what people need?

• This is the highest weighted rating within PASSING 10

EXAMPLES This Citizen Advocacy program is designed to address the need for advocacy, safeguarding, and freely given relationships. They match people with intellectual disabilities (who are in danger because they are placed in old-age homes and have no family) – with typical citizens one-to-one on a voluntary basis. This seems a pretty good fit in terms of offering what is actually needed.

This day care centre might meet the needs of “a place to go during the day”, but the likelihood is that the real need might be for a full and meaningful day, or valued roles, or work. A Foundation Discussion would reveal what needs are being met, and how fully.

One would have to think if this is a good way to meet the real need.

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R232: INTENSITY OF ACTIVITIES & EFFICIENCY OF TIME USE SRV Requirement: In order to increase recipient competencies, & thereby enhance their social roles, a human service should: (a) use a sufficient amount of time, & use it well, congruent with its purview & with how much the recipients can benefit; & (b) provide program activities that are potent & challenging in relation to recipients’ likely potential. relation to recipients’ likely potential.

Generally, these requirements imply that a service should: use competent/ experienced servers; place high demands & expectations on recipients for growth & performance; use teaching/ helping strategies that are known to be highly effective; involve recipients in intense & efficient programming for the maximally productive amount of time; & take advantage of subtle as well as more obvious learning opportunities.

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EVERYDAY LANGUAGE: • Is people’s times used well? Is every opportunity for learning and growth taken up?

• Service processes should be intense and focused, use peoples’ time well, and should use methods and techniques that are effective at delivering the content….

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POINTS TO REMEMBER

• It is the second highest weighted rating

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This chart might be a great way to organize evidence when considering this rating…..

Intensity Of Activities & Efficiency Of Time Use

EXAMPLES A service with a schedule like this is suspicious in terms of using people’s time well and fully….. One would have to observe and see…

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R121: IMAGE PROJECTION OF PROGRAM-TO-PROGRAM JUXTAPOSITION SRV Requirement:

.

• In order to improve the social image of its recipients--& thereby their age identity, social status, perceived similarity to valued people, & ultimately their social roles--services should avoid locations in, around, next, near, or otherwise close to other service programs that either are devalued, or serve devalued recipients. When such services are located close to any other human service programs, optimally these other programs would be ones whose image, & the image of their recipients, will add Social value to the recipients of the program at issue • Services to devalued people should be conscious of the fact that their recipients may suffer image loss if they are located very close to other programs for devalued people, & especially to more than one such program

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EVERYDAY LANGUAGE • The point of concern behind this rating is that different services to devalued people tend to be clustered together nearby, in a certain part of town, in a certain neighborhood, etc.

• The image from ONE devalued group transfers to another devalued group between these programs. Ideally, services for devalued people should be located near services for VALUED people.

• At the least, services should try not to locate themselves near other such services for other devalued people 17

POINTS TO REMEMBER The physical location of the services offered is important. Specially when 2 or more services to devalued people are set up close to each other, that causes image damage to the people served.

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EXAMPLES Image Juxtaposition:

• Main Stream School • Special School Location of Special school close to a Mainstream School

Image Juxtaposition: The map we can see there are multiple things happening with in a distance radius of 2.3 km Hospital for Mental Illness Special School with vocational Centre Destitute Home for Children Cancer Hospital Men’s Hostel Due to the location of these organizations there will be image loss of Children, disable and Mentally ill close to a terminally ill patients.

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R233: COMPETENCY-RELATED PERSONAL POSSESSIONS SRV Requirement: In order to increase & sustain recipient competencies, & thereby to enhance their social roles, a human service should • (a) support, encourage, & where appropriate, even provide its recipients with their own competency enhancing personal possessions; &

• (b) provide purview appropriate space for recipients to keep competency enhancing possessions. Within the limits of its purview, a service should also encourage, & possibly teach, the exercise of good stewardship of material goods.

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EVERYDAY LANGUAGE In order to build competencies, the people served should be assisted to own, keep, store, safeguard, and take care of competencyenhancing personal possessions.

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POINTS TO REMEMBER • Acquiring, owning, and earning personal possessions can increase the confidence and skills of the owner.

• Learning to care for one’s possessions is also a valuable skill builder.

• Services should support the person to own competencybuilding personal possessions.

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EXAMPLES

Example 1: A person learning, owning cycle should also know to maintain its working and keep it neat and clean

Example 2: Smart phones and I pads have become an inevitable possession for all people. Owning a mobile phone or iPad and learning to care for it and use it is important these days.

Depends on the competency of the person to use it to the 23 best.

R1251: SERVER-RECIPIENT IMAGE TRANSFER SRV Requirement: “In order to enhance the image of their service recipients -& thereby their social status, & and ultimately their social roles – the (a) personal appearances, (b) personal histories, & (c ) personal social roles & identities of servers should be positively culturally valued.”

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EVERYDAY LANGUAGE The personal images of servers at services can have a bearing on the perception/imagery and mindsets created about service recipients. How the world perceives service recipients is influenced by imagery projected by the service servers. Impressions gathered from appearances do matter and can make a difference.

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POINTS TO REMEMBER Observe and interact with the service servers. This rating gives greatest weightage to the impression created by the servers who are most involved, spend maximum time with and are most connected to the recipients of the service program.

Points to observe and note down include a. How are servers of the service program in terms of their appearances - dressing and grooming?

b. Do any of the servers have any observable physical attributes or past history that could be considered devaluing in the cultural context that the service program is set in? c. The type of imagery presented by the appearances and histories of the servers - is it positive or negative? d. What kind of social roles do the servers themselves play in the community or neighborhood?

Social image of the servers of a service program - personal appearances - personal histories - personal social roles and statuses.

This ratings looks at the transference of unconscious devaluation of servers by the larger community to recipients.

Not about match between server competency and recipient needs (this is a another rating!)

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Positive Image transfer

An organization that works to improve levels of education amongst the people with low economic status, chooses and sends in qualified teachers – positive image transfer

In a residential care setup for children, the caregiver is expected to groom herself well, and carries the positive image of a mother.

Negative Image transfer

All the staff including special educators at a therapy center wear a white doctors coat – giving reinforcing the role of “sick” to the students she teaches,

Caregivers for people with disabilities who lack basic education and come from very stigmatized backgrounds could influence how people judge the people they serve.

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R1252: SERVER–RECIPIENT IMAGE MATCH SRV Requirement:

“In order to enhance recipients’ social image -- & thereby,

their age identity, social status, perceived similarity to valued people, & ultimately their social roles – the age of the servers, & their service role identity & image, should be well matched to: the identity of the recipients, the nature of the service, & the culturally valued analogues for valued people in typical society.”

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EVERYDAY LANGUAGE The role of the server in the service program, the identity of this role, the professional competency of the server should match the recipients needs and the function of the service program.

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POINTS TO REMEMBER A study of all the documents related to the service program, the recipients and the servers should be done. This should include the function the program has set out to serve, descriptions of the server’s jobs, records of recipients and servers and also personal interactions with servers and recipients and program heads etc. to determine the level of match.

Some key questions to be asked include: • Significant characteristics of the recipients of the service program • Function the program has set out to serve and whether there are any CVAs for this.

• Professional competencies and demographic details of servers.

• Identities of server roles and the image of these in the community.

This rating focusses on how well synced server identities and roles, recipient needs, and program function are.

Not concerned with - personal appearance - personal past histories - personal social status or role of the servers

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EXAMPLES Positive Image match A professional, well-known, highly skilled dancer teaches dance to children with disabilities

https://www.youtube.com/watch?v=s1pM5O11TdA&feature= youtu.be

Negative Image match Staff at special schools often include – people with different qualifications, no qualifications or who are underqualified.

Server – Recipient Image Transfer

Aust Swim Certified Swimming Teacher, National Diver & Swimmer teaches children with disabilities swimming

Server – Recipient Image Match 31

R122: SERVICE-NEIGHBORHOOD ASSIMILATION POTENTIAL SRV Requirement: In order to enhance recipients’ image – and thereby their social status perceived similarity to valued people & ultimately their social roles -- , a service should maximize the likelihood that the surrounding non-devalued neighborhood population & its resources will adaptively integrate and assimilate its recipients by (a)Locating in a neighborhood that is sufficiently populated by non-devalued people

(b) Avoiding locations where there are already other congregations of devalued people. (c)Keeping recipient groupings small in numbers &

(d) Taking into account the degree to which recipients are devalued by society, when determining how many recipients to congregate together

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EVERYDAY LANGUAGE The social image of those being served is enhanced by a service setting located in a place which provides LOTS of opportunities for integration into the neighborhood – This means keeping the numbers of people served small, and having a larger local population of valued people,.

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POINTS TO REMEMBER Some Key questions to ask: 1. Is the surrounding community big enough to absorb this community?

2. Is there a large number of other devalued people in the community?

3. Is the number of people served small enough to foster assimilation?

The critical issue in this rating is not any one factor listed above but rather the issue is the combination and balance or imbalance that all these factors create in a given service instance as it affects the neighborhood /community’s ability and willingness to assimilate the devalued recipients in the program being assessed

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EXAMPLE • A residential service for a small group of adults with autism in an apartment complex is surrounded by many typical neighbours • Great Potential for Assimilation

EXAMPLE A residential facility where 800 people with multiple disabilities live is located in a small town with a very low population.

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R124: IMAGE-RELATED OTHER RECIPIENT CONTACTS AND PERSONAL RELATIONSHIPS SRV Requirement: To the degree that its recipients are image jeopardized, a human service should enhance or defend their images and thereby their age, identity, social status, perceived similarity to valued people, & ultimately their social roles– by encouraging ,supporting & where appropriate, even developing & structuring juxtapositions & direct personal relationships of its recipients(a) with more valued persons(b) in valued activities ( c ) that take place at valued times and (d) valued settings.

36

EVERYDAY LANGUAGE Does this service support people to have relationships with valued people in valued places, in valued times and valued activities ?

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POINTS TO REMEMBER Some key questions to be asked include 1. Do the people have opportunities to have interactions and form relationships with valued persons?

2. Do the people have opportunities to spend quality time and participate in activities which people from more valued sections of the community indulge in?

This rating does not include relationship with staff or other people served 38

Examples Example A “Young Adults Club” invites young adults with and without autism who are all looking for valuable ways to spend their time and meet people to attend monthly activities . This enables young adults with autism in the to make friends and connect better with the society.

Example A service for people with disabilities introduces them only to lot of other devalued groups of people The below examples of shelter homes provide almost no opportunities for people with disabilities to be with typical people (except staff), and they almost never leave the facilities where they live.

Shelter Home for the Mentally challenged

A service which does not encourage interactions with others (residential facilities)

39

R213: PHYSICAL COMFORT OF A SETTING SRV Requirement: In order to increase the security, productivity and competencies of service recipients, and possibly also their image, and thereby to enhance their social roles, a human service should be provided in as comfortable a setting as possible.

40

EVERYDAY LANGUAGE The comfort of a physical setting can support individuals in achieving their competencies thus leading to increase productivity and social roles. All these factors contribute to competency enhancement of an individual.

41

POINTS TO REMEMBER  The raters should experience the setting as service recipients to feel the comfort level of the physical setting. So that actual physical comfort should be assessed.  Taking into account the presence of a desirable factor as well as absence of noxious factor, we should observe how much time does an individual spend in that setting or the control of that setting on an individual’s life.  The setting should also take into account the kind of special support that the individuals in the service might need  Helps to enhance competency level.

 Maximizing productivity, efficiency and effectiveness.  A comfortable physical setting also helps in creating valuable relationships among the user of the services and owner of the services thus its likely that percentage of drop out from

the service will be low 42

EXAMPLES Example 1&2:

EXAMPLE 3:

What do you think about their comfort level?

A comfortable-looking work station which includes positioning of his monitor at eye level probably helps this young man do better work.

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R214: CHALLENGE/SAFETY FEATURES OF SETTING SRV Requirement: In order to enhance recipients’ competencies,& thereby their social roles, the major built –in physical features and appliances in the setting of the human services should encourage recipients to learn, perform or sustain normative or more advanced behavior's,& to incur normative risk of living. Such physical features should (a) challenge the users of the setting to take risks & move to their next level of development,& at the same time (b) adequately protect users from undue dangers.

44

EVERYDAY LANGUAGE The physical setting of the service should help the individuals to learn and develop their problem solving skill in event of normative risk without exposing them to undue dangers.

45

POINTS TO REMEMBER • Needs/impairments /conditions of the recipients.

• Are the safety measures present for all irrespective of one’s need.

• Look for safety measures which might reduce opportunities to learn, grow and experiment and also expose them to danger.

• Is the service trying to make challenging and normative risk less risky or make non challenging physical setting more challenging? How?

46

EXAMPLES Example: 1 Overprotection leads to low skill development. This may be the case with this young man, or with either of these people.

Example 2: Hiking in rough terrain for this gentleman likely leads to the development of high competencies in many areas. Too much risk can be dangerous, but just the right amount of risk build skills!

47

R215: INDIVIDUALIZING FEATURES OF SETTING SRV Requirement : In order to enhance recipients’ competencies, & thereby their social roles, the structural or quasi-structural aspects of the physical setting should maximally elicit & facilitate, rather than inhibit, individualization & self-expression of recipients, by providing: (a)Well-defined personal life spaces for each; (b) options for the maximally feasible recipient privacy that recipients’ condition(s) permit; (c) Movable furnishings; & (d) other major setting features & appointments that bear on individualization.

48

EVERYDAY LANGUAGE Through lens of SRV• Human services must support the development and expression of the individuality of each of its recipients, and so…..

• Physical setting should elicit and support recipient’s individuality.

(Remember to use the “CVA” and “Conservatism Corollary” when applying…..)

49

POINTS TO REMEMBER This rating examines:

 Four relevant structure or Quasi- structural aspect….  A) the presence of well-defined, adequate spaces for personal functioning of each recipient within the setting (e.g., a bedroom, office, work station, desk);  B) options for recipient privacy;  C) movable furniture in recipients’ areas; and  D) any major features and appointments of the physical environment that bear on individualization and that are not more appropriately covered under R213 Physical Comfort of Setting.

• (Remember to use the “CVA” and “Conservatism Corollary” when applying…..)

50

EXAMPLE It seems that few efforts have been made to individualize the bedroom shared by these men – helping people development their individuality through personalization builds all sorts of competencies, including projecting their own image

This woman’s bedroom is clearly individualized, and you get a sense of her identity just from being there. She also have private space which is obviously “hers”

51

R2111: SETTING ACCESS - RECIPIENTS & FAMILIES SRV Requirements: In order to enhance recipients’ competencies, & thereby their social roles, a service setting should be speedily & conveniently accessible for its (potential) recipients & their families, or people functioning as family to them. This means that it should be located close to the population it is intended to serve, with various major & affordable transportation routes & means available, sufficient parking/embarking space, uncongested access, & reasonably safe access to & from the service.

52

EVERYDAY LANGUAGE We are assessing whether the service setting is speedily & conveniently accessible, (for the recipients and their families) in terms of : a) b) c) d) e) f)

Whether it is located close to the population, number & variety of transportation means & routes; cost of transportation, congestion of traffic, parking/embarking convenience, certain safety features of access.

53

POINTS TO REMEMBER • People who are functioning as family to the service recipients may also include relatives, certain citizen advocates, etc., and will sometimes be referred to as “families.

• We are not assessing “physical accessibility” of a setting (that’s another rating) • In this rating, it does not matter if transportation for recipients is segregated, as long as transportation is available to them, and is speedy and convenient. (that’s another rating) • We are not assessing if the service providers have planned to have a modest degree of hardship or inconvenience in access to a service setting to challenge and enhance their competency. (that’s another rating) 54

EXAMPLE This psychiatric institution is located a far distance from the city of Kolkata, meaning families would have a really hard time visiting their family member here.

This service setting is located CLOSE to the homes of the people who attend every day, making it convenient and also easy for families to drop by and stay in touch. As well, there are many was to travel there, including the provided transportation for the service itself.

55

R2112: SETTING ACCESS - PUBLIC SRV Requirements: In order to enhance recipients’ competencies, & thereby their social roles, a service setting should be speedily & conveniently accessible for members of the public, so as to increase the likelihood that such people will interact with recipients, will volunteer to the service, etc.

This means that it should be located close to population centers with various major & affordable transportation routes & means, sufficient parking/embarking space, uncongested access, & reasonably safe access to & from the service.

56

EVERYDAY LANGUAGE To increase the likelihood that the public will interact with recipients, will volunteer to the service, etc. ; the service setting should be speedily & conveniently accessible.

• a) Whether it is located close to the population, b) number & variety of transportation means & routes; c) cost of transportation • d) congestion of traffic e) parking/embarking convenience f) certain safety features of access.

57

POINTS TO REMEMBER • We are not assessing “physical accessibility” of a setting (that’s another rating)

We are not assessing if the community resources are available or not (that’s another rating) • Being mindful about the overlap with R2111.

58

EXAMPLE This remote institution would likely almost never be visited by the public, impacting the people living there a great deal.

This elder care home is located in the midst of a thriving neighborhood, encouraging people to visit often. This means there are “eyes on” the care, people are stimulated, and relationships may form.

59

R212: AVAILABILITY OF RELEVANT COMMUNITY RESOURCES SRV Requirements: A service should be located near and within easy access of a wide variety of relevant community resources that are used by non-devalued citizens in the community, in order to increase the likelihood of recipients’ competency enhancement, and thereby the enhancement of their social roles.

60

EVERYDAY LANGUAGE The service should be in a location where the service recipients can easily access a varied range of relevant community resources and these resources are also used by the non-devalued citizens in that community.

61

POINTS TO REMEMBER • Measuring only the presence or absence of potentially integrative resources • Are the resources relevant (to the identity and need of the recipients) • Are the resources varied?

• Are these convenient to access?

• Not assessing if the service is actually getting its recipients to make use of the available resources (that’s another rating) • Not assessing if there’s other human service programs (that’s another rating)

62

EXAMPLES Example 1: This service for adults with developmental disabilities is located near a shopping mall, banks, local markets, restaurants, movie theatres, a park, and a host of other resources.

Most are even within walking distance.

Example 2: What do you think about this image?

Community Resources are not available- at all!

63

R1141: EXTERNAL SETTING AGE IMAGE SRV Requirement: “In order to enhance the social image of its recipients-& thereby their age identity, perceived similarity to valued people, & ultimately their social roles-the exterior of a human service setting should accurately reflect the recipients’ age, if possible even bringing out the positive aspects of their age”

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EVERYDAY LANGUAGE The OUTSIDE of a service should accurately portray the age image of the people who are served.

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POINTS TO REMEMBER • • • • • • •

Stand outside the service and take a good look.

This includes anything you can see from the outside. Including visible in windows.

How OLD would you expect the people who are inside the building to be?

Its NOT about whether the building is attractive (That’s another rating) It’s not about the inside of the building (That’s another rating) This is an image rating – only about what someone might THINK the age of the people served are.

It is a fairly low-weighted rating

66

EXAMPLES EXAMPLE: A day center for adults with disabilities has a playground visible from the front of the building, and the outside walls are painted with childish cartoon murals.

This small community home where three women with disabilities live conveys an adult image. One would assume adults live here, or families.

67

R1142: INTERNAL SETTING AGE IMAGE SRV Requirement: “In order to enhance the social image of its recipients -- & thereby their age identity, perceived similarity to valued people,& ultimately their social roles --the interior of a human service setting should accurately reflect the recipients’ ages, if possible even bringing out the positive aspects of their age” 68

EVERYDAY LANGUAGE The INSIDE of a service should accurately portray the age image of the people who are served.

69

POINTS TO REMEMBER • Walk around the service and take a good look. This includes Anything you can see from the inside.

• If you walked in this place, and there were no people present, how old would you assume the people served there to be?

• Does that match the ages of the people served?

• This includes physical structures (like child size toilets or low height lockers), Interior furnishings (like student/school desks), Décor and appointments • This is a fairly low weighted rating ( a perfect score of 5 adds only 10 points to the total PASSING score)

70

R1151: IMAGE PROJECTION OF SETTING - PHYSICAL PROXIMITY SRV Requirement: “In order to enhance its recipients’ images, social status, age identity, perceived similarity to valued people, & ultimately their social roles, a service should be located next & near to other locations which have positive image associations, & which do not demean the image of the recipients.”

71

EVERYDAY LANGUAGE Is the service should be located around, near and next to locations which have a positive image, and avoid locations which have a negative image.

72

POINTS TO REMEMBER Take a look around the neighborhood – what is located across the street, next to, nearly, or in close proximity, or in the same building?

What is the image of such place – positive? Negative? Neutral?

Other HUMAN SEVICE locations do not “count” – that is another rating This rating takes particular concern about places close to the service (close enough to be attached in people’s minds) that may have a strong negative or positive image which will “rub off” on the people served.

73

EXAMPLES Example 1: A program for people with autism is located next to a sewage treatment plan, and across the street from a cemetery.

Example 2: A school for students with visual impairments is located next to a lovely library which is known for its excellent collections and activities.

74

R1152: IMAGE PROJECTION OF SETTING - HISTORY SRV Requirement: “The history of a human service site/setting for people at image- risk should convey not merely neutral images, but very positive & enhancing ones, about the recipients’ competencies, social status, ages, similarity to valued people, & ultimately their social role.”

75

EVERYDAY LANGUAGE Are there any positive or negative images associated with the history of the service facility/setting/site?

76

POINTS TO REMEMBER What was housed in this building before this service? If the service setting was previously used for another human service, what are the negative images & perceptions commonly associated with the previous group of users? Are any of those images different from those usually attributed to the devalued recipients currently, using the setting? If the building was purpose build, what is the history of the land?

It’s an imagery rating, we always look at the specific image risk of the people being served

Specific historical events within a setting count here (like people living in a home where there was previously a well-known crime) Look carefully at previous uses of the building – image tends to LINGER, but negative and positive!

77

EXAMPLES

Example 1: A Day Centre is housed in a building that used to be a clinic for people who are HIV positive Example 2: A residential program is in a regular home previously occupied by a well-respected and much-loved neighborhood leader

78

R1153: IMAGE PROJECTION OF SETTING - OTHER INTERNAL PHYSICAL FEATURES SRV Requirement: “The internal physical features of a human service setting that are not covered by other image ratings should convey positive images about its recipients’ social status, competency, membership in the society, age identity, similarity to valued people, & ultimately their social roles.”

79

EVERYDAY LANGUAGE What images are around the setting that convey negative or positive roles?

80

POINTS TO REMEMBER Put on your sharp image-spotting eyes.

You are looking for images – signs, posters, art, other images, that shoutout either negative or positive images and roles

81

EXAMPLES Example: A centre has a padded time out room in plain sight (Client, animal) You walk into a residential service and the first thing you see is a cabinet with a clear glass front full of people’s medications (SICK) There are signs everywhere with instructions about what people can and can’t do.

There are plaques noting benefactors on the wall There are all sorts of memorials of the founder of the service who has died.

There are broken items everywhere, and old out-of-date equipment gathering dust in all the corners.

Example: Might include displayed trophies a person has won, or family photos displayed, or artwork that speaks to the curation interests of someone served there, enhancing collections people have displayed, games and entertainments that are enhancing to the people.

82

R1111: SETTING - NEIGHBOURHOOD HARMONY SRV Requirement: In order to enhance the recipients social image- & thereby their social status, perceived similarity to valued people and ultimately their social roles- a service settings external physical appearance should blend enchantingly with its physical neighbourhood. It should not clash with the appearance of other settings in the neighbourhood due to service setting style differences, additions, renovations and other physical features , or by appearing to serve a function which clashes with those that other settings in the neighbourhood appear to serve.

83

EVERYDAY LANGUAGE The physical setting of the service should blend enhancingly with its surrounding physical environment, seeming to be performing the same functions as those with other settings in the area.

84

POINTS TO REMEMBER 2 major sources of disharmony:

• A. Different architectural style (looking very different from other buildings or the general area- could be more modern, or older building, or something about it that makes it look different) • B. The external features are different from those in the area (maybe having signs, symbols, weird architecture like an old building with a new modern wing) • The architecture may convey that it serves a different purpose than those with other buildings or settings in the area.

How to evaluate • Look at the structural and external features (size, design, area )what you can SEE.

• Look at Signs, renovations, grounds, additions also.

It should look like it performs the same function as other settings in the area.

Take a walk in the neighbourhood. Have a look at the other buildings and settings. Does this service blend in the settings just like the others.

85

EXAMPLES Example • Residential buildings of low income families area also house a big human services building that serves as a day program for those with autism.

• A commercial market area juxtaposed with a residential organization serving young children with cerebral palsy.

86

R1112: PROGRAM - NEIGHBOURHOOD HARMONY SRV Requirement: In order to enhance the recipients social image --& thereby their social status, perceived similarity to valued people and ultimately their social roles- there should be complete harmony between the nature of the program that a human service appears or purports to provide ,& and the nature of its surrounding neighbourhood.

87

EVERYDAY LANGUAGE • The nature of the program matches harmoniously with the programs in the surrounding area.

• If people are confronted with the nature of the program being very different from the programs carried out around the area, then it is difficult for them to act normatively. It is more role-valorizing for the people in a service of the location of the service facilitates normative relationships with others around the area.

• Different types of neighborhood's may have different types of resources, e.g.

Nehru Place, an office neighborhood in Delhi, has a lot of inexpensive eating places; residential neighborhood's may have the grocers or a temple close by.

88

POINTS TO REMEMBER • This rating assesses the Harmony between the neighbourhood of the service and the program function which the service is seen to offer, or actually offers.

• It is not about the setting (that is the earlier rating 1111) • This one is about the program it purports to give.

89

EXAMPLES Example: • A residential group home is located in a residential area of the town. The house does not look any different from other homes.

• A restaurant employing persons with hearing impairments is located in the commercial hub of the city.

Example: • A day care program for young adults is placed in an industrial area of town.

90

R1121: EXTERNAL SETTING AESTHETICS SRV Requirement: IN order to enhance the social image of the people who use service-& thereby their social status perceived similarity to valued people , and ultimately their social roles- the exterior of the human service setting should be aesthetically pleasing

91

EVERYDAY LANGUAGE • The outside of the facility, or the inside that can be seen from the outside, should be pleasant e.g. well manicured garden or patch of green, festival decorations. e.g. Diya's during Diwali, clean and well painted front etc.

• People generally keep the exteriors of their homes /offices well maintained and it should be the same for services.

• Take a walk around the facility- is it well painted, clean, well decorated, is the inside visible from the outside and is it attractive

92

POINTS TO REMEMBER • People generally keep the exteriors of their homes /offices well maintained and it should be the same for services.

Take a walk around the facility- is it well painted, clean, well decorated, is the inside visible from the outside and is it attractive

93

EXAMPLES Example ▪ The service buildings are well maintained, the garden is manicured and the building newly painted.

Example ▪ A service building has peeling paint on the outside with sections of the wall falling off and cracks on it. A mud front with a garbage dump outside it completes the picture.

94

R1122: INTERNAL SETTING AESTHETICS

SRV Requirement: IN order to enhance the social image of the people who use the service-& thereby their social status, perceived similarity to valued people,& and ultimately their social roles-the interior of the human service setting should be aesthetically pleasing

95

EVERYDAY LANGUAGE The inside of the service should be pleasing to the eye and welcoming. It should be attractive and enhancing the image of the people visiting or working there.

96

POINTS TO REMEMBER Is the paint enhancing? Is it dull and drab with floors that are broken in places?

Tour the interiors. Walk inside- Is the inside attractive? Is the inner décor matching to the season time and reflect the effort of the people to beautify the interior.

97

EXAMPLES • Example • The inside of the service is decorated with paper lanterns and Diwali festive images. The walls are painted and well maintained. There are well maintained planters around the place.

• Example • The bulletin boards look like they have not been changed for a long time, the background is faded with some ice cream stick decorations that are badly done and broken.

98

R1131: EXTERNAL SETTING APPEARANCE CONGRUITY WITH CULTURALLY VALUED ANALOGUE SRV Requirement: In order to enhance the image of the recipient's-and thereby their age identity, social status , perceived similarity to valued people &ultimately their social rolesthe exterior of the human service setting (including its style, size, external appearances & grounds) should match the cultural expectations for the exteriors of settings that provide similar services or functions for valued people and in as positive a way as possible.

99

EVERYDAY LANGUAGE • The external look of the place should match the cultural expectations of what the setting in services of valued people should look like e.g a school should look like what other schools would generally look like.

• The style of the exterior should match styles of the exterior of the place where valued people go.

• Fences, ramps, fire escapes that would not be found in other services of similar kinds would invite a negative rating.

• Think about what a regular human service, or other services look like.

Does this setting look similar to those or does it look different. Does it convey a different message.

100

POINTS TO REMEMBER • Fences, ramps, fire escapes that would not be found in other services of similar kinds would invite a negative rating.

• If it is a place where people work, does it LOOK like a workplace from the outside?

• If it is a place where people live, does it LOOK like a home?

• If is is a school, does it LOOK like a school?

101

EXAMPLES • Example • A sheltered workshop for those with autism looks like a regular office building in a commercial work space area.

• Example • A special school for students with disabilities looks like a residence and is located in a residential area of town.

102

R1132: INTERNAL SETTING APPEARANCE CONGRUITY WITH CULTURALLY VALUED ANALOGUE SRV Requirement: In order to enhance the social image of the recipients-&thereby their age identity, social status, perceived similarity to valued people and ultimately their social roles- the design furnishings, decorations etc. of the human service setting should match cultural expectations for the interiors of settings that provide similar service or functions to valued people.

103

EVERYDAY LANGUAGE • The inside of the service setting should look similar to the inside of the setting of a similar function organization/place, e.g. the inside of a special school should look like the inside of any regular school and its decorations, since, design furnishings should look similar.

104

POINTS TO REMEMBER Tour and inspect inside the place. Does the bathroom in a residential place have multiple wash basins. Does a school look like a regular school which brightly colored chairs for the elementary class? It should look similar to a setting that provides similar services for valued people.

105

EXAMPLES • Example • A special school for young children has pictures of dinosaurs with birthdays of each student in the elementary class.

• The classes are named like standards in a regular school

• Example • A residential service has bathrooms with no doors and four bunk beds per room.

106

R131: CULTURE-APPROPRIATE SEPARATION OR COMBINATION OF PROGRAM FUNCTIONS

SRV Requirement: In order to enhance the social image of recipients – & thereby their age identity, social status, perceived similarity to valued people, & ultimately their social roles – human services should separate or combine programs for different life functions in ways which match valued cultural analogues.

107

EVERYDAY LANGUAGE • In valued society, various life functions are usually conducted in certain places and times, and by people in certain roles, and not in others.

• Some life functions are separated from each other, and some are combined, at least in part and occasionally.

• In order to improve the social image of its users or recipients, a human service program should not mix program functions which are not mixed or combined in similar “services” to valued people.

108

POINTS TO REMEMBER • A human service to devalued people may combine two or more distinct life functions without violence to its recipients’ image only under 3 specific conditions: 1.If these same functions are usually combined in open, valued society for valued people i.e. in the CVA 2.If the form of the combination has valued analogues in valued society, especially as regards location, program schedules, and server identity 3.If the combination of functions does not jeopardize the image of people already at image-risk

109

Services all located “on campus”

110

R132: IMAGE PROJECTION OF SERVICE ACTIVITIES & ACTIVITY TIMING SRV Requirement: In order to enhance the social image of recipients – & thereby their age identity, social status, perceived similarity to valued people, & ultimately their social roles – a service should engage its recipients in activities, schedules, routines, & activity timing patterns & rhythms which: • Match cultural expectations for such things for people in general, & for people of the same age as the recipients • Avoid reinforcing already existing negative stereotypes about recipients 111

EVERYDAY LANGUAGE There should be a positive and harmonious image-enhancing match among: • A person’s age, • Cultural expectations for activities and activity timing for people of their age, and for people in general and • That person’s activities and routines

112

POINTS TO REMEMBER Sources of Disharmony or Violations • Age of the service recipients, the activities provided by the program/service to the recipients, and the schedules & routines in which the service engages the recipients – weekly/monthly/yearly?

• Do the activities, schedules & routines correspond to: • Those that are expected/valued in the CVA? • Those for typical or valued people in the same age as the recipients within the CVA? • If the service recipients are already at risk of or are being perceived negatively and associated with negative roles/images, • Do the activities or timings project images that contribute to such existing negative stereotypes?

113

EXAMPLES Example

Example

Work skills center for young adults with psychosocial disorders -Weekly schedule Monday

Tuesday

Wednesday

Thursday

Friday

10 am – 12 pm

Skills training

Skills training

Skills training

Skills training

Skills training

12 – 1 pm

Lunch

Lunch

Lunch

Lunch

Lunch

1 – 3 pm

Nap time Therapy Art & Craft Music class

Nap time Therapy Art & Craft Music class

Nap time Therapy Art & Craft Music class

Nap time Therapy Art & Craft Music class

Nap time Therapy Art & Craft Music class

Work skills center for young adults with psychosocial disorders – Weekly schedule Monday

Tuesday

Wednesday

Thursday

Friday

9 am – 4 pm

Support services for real work in the community

Support services for real work in the community

Support services for real work in the community

Support services for real work in the community

Support services for real work in the community

4 – 6 pm

Work skills development

Work skills development

Work skills development

Work skills development

Work skills development

The short duration of the day AND nap time during the afternoon is not likely preparing people to work.

One can hope that this reasonably long day and work-related activity will turn into actual jobs for people.

114

R133: PROMOTION OF RECIPIENT AUTONOMY AND RIGHTS SRV Requirement: IN order to enhance the recipients image-and thereby their age identity, social status, perceived similarity to valued people & ultimately their social roles- a human service should extend support & enable maximum feasible culturally valued rights and appropriate autonomy for its recipients and should support and enable them to exercise their rights and autonomy responsibly & adaptively, taking into account the recipients ages, legal status , competency and pre-existing image risks

115

EVERYDAY LANGUAGE • The service should help support and enable the recipients to have the same amount of control over his/her actions as any other person of their age, in a similar culture.

• Not exposed to rules and regulations that are excessive and not really required.

• Autonomy and rights to be consistent with cultural values, , legal rights, constitutional • Extending maximum feasible support to be able to exercise their autonomy.

116

POINTS TO REMEMBER • Lack of autonomy has an image loss.

• Recipients are not to be stripped of possessions ( or made to pay for having possessions or given no space for personal possessions) • And a total licence to do anything, however, may also be tantamount to depriving the recipients of necessary structure and supports (e.g. a person known to be violent given the freedom to move around persons who may not be able to defend themselves) • Provision of least restrictive environment.

• The leadership (directors stake holders etc) to do a periodic review of a determination to restrict freedom, fair hearing procedures to prevent restrictive environments.

• Keep the CVA in mind.

117

EXAMPLES Example 1. The service which serves women with IDD has all the recipients meet a possible new recipient and everyone gets to choose whether they want to share the living space with the new person or not.

2. The Director and the leadership team meet regularly with all the recipients of a group home to discuss improvement in services, meal choices, how to run the place as well as reiterating the rights they have.

Example 1. A service to a group home, does not provide adequate space for personal possessions , or the recipients are made to pay for any extra space they want.

2. The recipients of an institution are told who to vote for, during the voting procedure instead of making them aware of the political aspects as well as allowing them to choose who they want to vote for 118

R222: COMPETENCY-RELATED OTHER RECIPIENT CONTACTS & PERSONAL RELATIONSHIP SRV Requirement: In order to enhance the competencies of its recipients, & there by their social roles, a human service should provide opportunities for, encourage, support,& where appropriate, structure & develop personal social interactions for its recipients with(more) competent people, & therefore often also valued ones, in generic settings, & in a wide variety of activities.

As much as possible, these interactions should be with many different competent people, in many different contexts, frequent, individualized, & intimate & ongoing.

As well, the service should minimize competency degrading interactions of its recipients with other people. This rating only covers service mediated interactions of the above type between recipients & people who are neither servers nor fellow recipients of the program(s) being assessed.

119

EVERYDAY LANGUAGE • A service shall do all that is possible to pursue maximal competency –enhancing by encouraging supporting and structuring wherever necessary opportunities , contacts and interaction for recipients with valued competent people, most often to take place in open & valued settings.

• These “people other than servers and fellow recipients” will in most cases have to be of a greater level of competency than the recipients.

120

POINTS TO REMEMBER We need to question…to understand the difference: • Are the activities recipients engage in with competent people likely to contribute to recipient competencies?

• Do recipients of the service have personal social interactions with competent people other than the servers & other recipients of this service being assessed?

• Are relevant direct service personnel leadership conscious of & committed to the issue at stake in this rating?

121

EXAMPLES Example: 1. This program to increase the skills of those who have been victims of human trafficking, with a focus on high-end baking.

Example: A group home for elders is located in a valued neighborhood, but elderly residents are not allowed to interact with other elder people in the neighborhoods or do community work together, like reading spiritual books in social groups or singing new bhajans or preparing some condiments together. Though they have skills, are not encouraged to share their skills or learn new ones with their neighbors.

2. Connections are made with local bakers of high repute to mentor, guide, and be role models to each of the women.

122

R223: LIFE-ENRICHING INTERACTIONS AMONG RECIPIENTS, SERVERS & OTHERS SRV Requirement: • Positive, adaptive interactions among people are beneficial in their own right, & tend to facilitate the competencies of recipients, & thereby to enhance their social roles.

• Therefore, a service should initiate, promote, encourage positive interactions : • among the recipients • among the servers • between the recipients &the servers

• & of both servers & recipients with others.

123

EVERYDAY LANGUAGE • Rating focuses on promoting interactions between • servers with recipients; • servers with each other; • recipients with each other; • and at least to a certain degree, those of servers and recipients with some other parties, such as family members of recipients, or members of the public.

• The interactions needs to be genuine, warm, trusting, thoughtful, encouraging, sensitive and coming straight from the heart 124

POINTS TO REMEMBER • How do servers structure interpersonal relationships among recipients to promote social competency enhancement ?

• Does the interaction take place between…

• servers with recipients

• servers with each other • recipients with each other • both servers & recipients with others.

If so, are these interactions warm, genuine, & appropriate?

Are they cold, distant, devaluing, or even hostile?

125

EXAMPLES Example: A residential skill center for rural women with visual impairment ensures interactions take place at all levels. Its a mandatory part of their service program.

Servers are sharing some ideas with each other for an event to be held at the center.

Servers share ideas with recipients to plan a event at the center with full enthusiasm .

Example: An organisation where residents are not encouraged to interact with each other, usually it is need-based only.

There is no spontaneous interaction between servers and recipients, nor between recipients or servers themselves. Usually even when visitors or families visit, there is no encouragement for interactions, this does not aid their social competency or do they feel valued.

Recipients talk to each other about their participation at the event.

When they come out in the neighborhood for shopping both servers and recipients greet their neighbors with warmth.

One can see a lot genuineness, warmth, support and encouragement amongst each other .

126

R224: SERVICE SUPPORT FOR RECIPIENT INDIVIDUALIZATION SRV Requirement: In order to enhance recipients’ competencies, and thereby their social roles, a human service should maximally encourage (a) differentiation of each recipient from others, and (b) the development and expression of the individual identity and uniqueness of each recipient, via service policies and procedures, server attitudes and actions, and actual programming and program activities.

127

EVERYDAY LANGUAGE • The service recognizes individual differences among recipients, responds to these, and support and encourages recipients to express their individuality.

• The server encourages the individuals to identify their potentials, uniqueness through its program activities.

128

POINTS TO REMEMBER Differentiate ……to understand rating: • Do servers allow, encourage,& support the maximally feasible expression of recipients’ individuality?

• Have servers themselves taken action to differentiate recipients from each other?

• Do servers actively “teach” the recognition & expression of personal uniqueness to recipients to whom it has been denied ?

• Are relevant direct service personnel & leadership conscious of & committed to the issue at stake in this rating(e.g. Director, Board members) 129

EXAMPLES Examples:

Examples: There is no development or expression of the individual identities

A candidate with disabilities is encouraged

in most of the IEPs. When there is no name on it all of them look alike .

by the service provider of the centre to prepare his portfolio, mentioning his strength, interests and unique skills.

There is no forum provided by the server showcase their talents and unique qualities, neither are they encouraged by the server to prepare their own portfolio of it .

Server conducts a person centred planning for identifying individual’s strengths , interests, likes and unique talent.

The adult is encouraged to initiate interactions and participate

in community activities.

130

R225: PROMOTION OF RECIPIENT SOCIO-SEXUAL IDENTITY SRV Requirement: In order to enhance recipients’ competencies, &thereby their social roles, a human service (especially if it is for children or devalued people) should-within its proper purview--facilitate, encourage, &support the development of culturally valued &appropriate sociosexual role identity & expression of its recipients.

It is more role-valorizing for devalued service recipients to be supported in more conservative socio-sexual role development.

131

EVERYDAY LANGUAGE • Person must be exposed to positive role expectation and demands.

• Receive relevant and appropriate education and guidance on socio sexual identity.

• Ensure they get to meet Positive role models.

• Have avenues for expression of gender identity in synch with CVA.

132

POINTS TO REMEMBER Let’s Differentiate...

• Are there servers of both sexes?

• Do these servers model valued socio sexual interaction & roles?

• Does the service support recipients and ageappropriate activities with members of the opposite sex?

• Are relevant direct service personnel & leadership conscious of &committed to the issue at stake in this rating? (e.g., Director, Board members) 133

EXAMPLES Examples:

Examples: Hysterectomy done in an adult centre for PWDs is perceived to be safe from abuse and menstrual hygiene (Self Care).

The organization takes up proactive role in providing information about hysterectomy and on various aspect of sexuality and health through training, workshops and interactive sessions for recipient ‘s family and care givers in a residential center for ID. Program in a center for preteens provides factual information about their body image, sexuality and personal safety to develop age appropriate socio sexual identity .

No program for preteens is provided in a centre on factual information about their body image, sexuality and personal safety to develop age appropriate socio sexual identity skills .

Outdoor camp for recipients of both genders in a centre for disability are not being given facilities as per gender roles-separate dining areas, lodging facilities , games and activities marked with signage's as per gender identity

The residential organization which works with people with disabilities promote and encourages activities and interactions with both genders.

Residents have common dining area, sports arena , recreational facilities ,enhancing their competency for accepting each one’s gender identity with respect and dignity

134

R141: SERVICE ADDRESS OF RECIPIENT PERSONAL IMPRESSION IMPACT SRV Requirement: In order to enhance recipients’ social image & thereby their age identity, social status, perceived similarity to valued people, & ultimately their social roles—a human service should exert maximum efforts to see to it that the personal impressions that its recipients convey are as positively culturally valued, & as enhancing age-appropriate, as possible.

135

EVERYDAY LANGUAGE The “first impression is the last impression” is true in every sense because how someone is perceived in the society is highly dependent on physical appearance as well as their social behavior.

136

POINTS TO REMEMBER • Devalued people are also denied of the necessary medical and dental treatments.

• More severely impaired people face more challenges in terms of valued appearance due to social stigma.

• Risk of being imaged in negative ways than the others.

• An individual’s personal image determines social acceptance.

• Society's perception based on personal image and bizarre gestures

137

EXAMPLES Image

Image

138

R142: IMAGE-RELATED PERSONAL POSSESSIONS SRV Requirement: In order to enhance its recipients’ image-- & thereby their age identity, social status, perceived similarity to valued people, & ultimately their social roles—a service should do the following within its appropriate purview: (a) encourage & support its recipients to acquire, own, manage, maintain, & preserve a culturally normative quantity of possessions that are both culturally valued & appropriate to their ages; (b) its servers should model the possession of valued & age-appropriate objects; & (c) it should provide adequate space for recipients to keep, & perhaps display, image-enhancing possessions.

Enchantingly age-appropriate, as possible

139

EVERYDAY LANGUAGE The services must be provided as per recipient’s specific needs i.e. as per their age group in order to help them to attain the socio-economic status at par with the valued people.

140

POINTS TO REMEMBER Sources of Disharmony or Violation • People hardly own anything.

• People own valueless (broke and trashed) things.

• People don’t own age appropriate items.

• And if people have age appropriate items then they don’t have storage/space for those items.

141

EXAMPLES Example

Example

142

R144: IMAGE PROJECTION OF SERVICE FUNDING SRV Requirement: In order to enhance the image of its recipients & thereby their age identity, social status, perceived similarity to valued people & ultimately their social roles– the funds, funding sources, funding labels & abbreviations, fundraising drives, & other funding images & associations to a human service should a) Project an image of recipients as rightful members of the society who should receive the needed service as a right b) Be age-appropriate & c) Avoid other negative images.

143

EVERYDAY LANGUAGE • The funding sources, labels used and abbreviations should be such that have a positive image of the social roles and reflect the age group of those who are availing the services.

• There should not no negative associations with sources from where or from whom the funds are collected

144

POINTS TO REMEMBER • Funding as a matter of right • Age imagery of funds

• Miscellaneous other symbolism attached to funds

145

EXAMPLES Image

Funding based on fear and pity

Image

Tata Trust associated with positive image….

146

R145: IMAGE PROJECTION OF MISCELLANEOUS ASPECTS OF A SERVICE SRV Requirement: In order to enhance the image of its recipients--& ultimately their social roles– all the miscellaneous aspects of a service not already covered by other ratings should convey very positive messages about recipients’ social roles, status, value, ages, competencies etc & should avoid reinforcing negative stereotypes & perceptions. Included herein are informal or unofficial names for the service or servers, but only if used by the service or servers; service logos; program procedures; regulating/licensing coordinating bodies; materials used & owned by the service; brochures etc that describe the service; & so on, as long as these are not covered by other image ratings.

147

EVERYDAY LANGUAGE • Enhance the image of the recipients, keeping in mind their: social roles, status, value, ages, competencies • Avoid reinforcing negative stereotypes & perceptions • informal or unofficial names for the service or servers, but only if used by the service or servers; • service logos; program procedures; • regulating/licensing coordinating bodies; • materials used & owned by the service; • brochures etc. that describe the service 148

POINTS TO REMEMBER • Logos and letter head • Names for program processes • What is on the walls?

• Van outside

149

EXAMPLES

Image

Image

150

R1231: IMAGE PROJECTION OF INTRA-SERVICE RECIPIENT GROUPING - SOCIAL VALUE SRV Requirement: If at all possible, the program grouping of a human service should enhance the image of recipients--& thereby their social status, perceived similarity to valued people, & ultimately their social roles; & at the very least it should not demean their image thereby. Groupings consisting entirely of devalued members should be avoided, & especially so grouping together people with different types of devalued conditions, or where the majority of members have conditions that are significantly more devalued than the rest. Optimal groupings for image purposes are those with a very small minority of devalued members.

151

EVERYDAY LANGUAGE • A human service should be grouped in such a way that it enhances the recipients social image; • And at the very least, program groupings should not (further) impair their members’ image, especially where members are already at high image-risk.

152

POINTS TO REMEMBER Groupings which could harm or at least do not enhance the social image: • Grouping together of recipients with the same devalued condition, but where a large proportion have a more severe degree of that condition.

• Grouping together of a small (or insufficient) number of non-devalued people with a larger number of devalued people • Grouping together of recipients who have different types of devalued conditions.

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EXAMPLES •

•

Examples Inclusive setup – children with disability grouped with children from slums

Image

Program serving abandoned children, women with mental illness, women with disability and women rescued from sex trafficking, all staying together in one big complex.

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R1232: IMAGE PROJECTION OF INTRA-SERVICE RECIPIENT GROUPING - AGE IMAGE SRV Requirement: In order to enhance or defend the image of recipients--& thereby their age identity, social status, perceived similarity to valued people, & ultimately their social roles--a human service should group the people it serves according to cultural norms for grouping of people by age in similar functions or services to valued people.

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EVERYDAY LANGUAGE • When we group the people in a service, we should group them within same age range.

• For example- grouping them with according to their mental age without considering their chronological age will be a violation as they are already at grave risk of being perceived as child • If Few members of different age appear of same age as the other members, it can be Ok. But only as an exception.

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POINTS TO REMEMBER We are only looking at the grouping of recipients, Not staff.

Valued Age Analogues

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EXAMPLES Grouping people of about the same age range

Images

Widely disparate age groupings cause image harm – age degradation or age advancement…

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R1431: IMAGE PROJECTION OF PERSONAL LABELING PRACTICES SRV Requirement: In order to enhance recipients’ social image--& thereby their age identity, social status, perceived similarity to valued people, & ultimately their social roles--servers should address & discuss their recipients in a fashion that is as enhancing as possible, consistent with reality, communication needs, cultural norms, & recipients’ ages.

EVERYDAY LANGUAGE • It’s all about the language! oWe are assessing the affect-laden imagery conveyed by the language that the service providers are using about and to address the recipients. oSo, focus is more on ‘how’ the information is being conveyed. oWe are keeping in mind the CVA, the reality, and recipients’ ages

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POINTS TO REMEMBER Six requirements that need to be fulfilled by the language and labeling practices• Person is being interpreted as having positively valued social roles • Enhancing the social status of the person • Being respectful to the age of the person • Identification with devalued people • The person is being conveyed as competent • Emphasizing the positive attributes of the person 161

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EXAMPLES Images

In this example, the way people are described in human terms increases identification… The neurodivergent Narwhal is a different conversation!

Surviving?

Plus referring to students AS their disability!

Images

R1432: SERVING ENTITY, PROGRAM, SETTING, & LOCATION NAMES SRV Requirement: The names & acronyms (if any) of a human service providing entity, its programs, its facility, & its setting or location, & the images & associations they evoke, should be as culturally valued as is honestly possible so as to promote a positive image of the age identity, social status, & social roles, of the people served.

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EVERYDAY LANGUAGE • Here we are considering the names of i. service-providing or governing entity ii. Program iii. Setting iv. Location v. Acronyms • whether these convey positive messages about the people whom they serve, and about devalued people in general.

• And whether it is done without being deceptive and misleading

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POINTS TO REMEMBER The meaning impact depends on: • Whether The obvious and undisguised cultural meaning or message of some terms is being considered.

• Whether it is consistent with the type of name (if any) that might be applied to similar services for ordinary citizens (CVA) • names which convey a clear image of the age of the people • other image associations of a term • history of a service name

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EXAMPLES Images Images

From Head Meds to Young Minds… A step towards SRV!

An old age home in Punjab

A High School in Delhi Pavlov hospital- at ‘Gobra’ Road!

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R2211: COMPETENCY-RELATED INTRA-SERVICE RECIPIENT GROUPING - SIZE SRV Requirement: R2211 COMPETENCYIn order to promote recipient competencies, & thereby the enhancement of their social roles, the RELATED INTRAnumber of recipients in a service grouping or sub-grouping should: (a) promote the transaction or accomplishment of the relevant tasks by group members; (b) allow servers to effectively manage the SERVICE RECIPIENT group & provide the individualized structure & supervision appropriate for each group member; (c) provide sufficient stimulation; (d) facilitate interactions of the recipients with people outside the group; (e)GROUPING--SIZE promote recipients’ security, intimacy, & well-being; (f) recognize individual recipients’ differences in functioning better alone, or in small or large groups. Pursuit of these goals may be subverted by group sizes that are either too big or too small.

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EVERYDAY LANGUAGE • The SIZE of the grouping should be the right NUMBER of people to gain the sorts of competencies the service is intending to teach.

• One must think through the advantages and disadvantages to small and large-sized groupings

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POINTS TO REMEMBER • How people are grouped together impacts how they will learn and grow!

• Smaller Groupings • Tend to afford people recognition of their individuality • People are less likely to get “lost in a crowd” • Often elicit group members REACHING OUT to get needs met • Larger Groupings • Are likely to be less individualized • Tend to institutionalize their practices, with efforts geared towards managing the group • Depending on the composition of group members, can elicit adventurousness and “risky shift” 169

EXAMPLES

Example

Example

This group of women share a small home in Chennai after living for many years in massive psychiatric institutions. The group size of FIVE seems to elicit a sense of belonging and fellowship, but the women still must reach out to the surrounding community for all sorts of things.

ON THE POSITIVE SIDE…….

This grouping of 79 people is likely to HAMPER competency enhancement for LOTS of reasons.

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R2212: COMPETENCY-RELATED INTRA-SERVICE RECIPIENT GROUPING - COMPOSITION SRV Requirement: The composition of human service groupings & sub-groupings should facilitate the development of recipients’ competencies, & thereby the enhancement of their social roles, by capitalizing upon the dynamics of role expectancies, & imitation & modeling; & the abilities of servers to address recipients’ competencies. This usually means that recipients with relatively the same types & degrees of characteristics & levels of functioning, & who are approximately the same age, would be grouped in with a sufficient number of more adaptive & advanced recipients. The relative proportions of less advanced/competent recipients to more advanced/competent recipients within a program grouping should be such that the large majority of recipients provide adaptive, positive models to a much smaller minority of (more) impaired or less advanced persons.

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EVERYDAY LANGUAGE People with disability should be grouped together such that a persons with MORE SIGNIFICANT competency impairments should be grouped with a majority of people with LESS SIGNIFICANT competency impairments

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POINTS TO REMEMBER • People learn competencies from the people who surround them.

• This rating has to do with SURROUNDING people with more competent people to maximize role modelling and imitation • Groupings work better when a minority of people who have severe impact of disability and grouped with people with milder impact of disability.

• Staff are not included in this rating – only other service recipients.

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EXAMPLES Example: This group of local neighbors sharing a “pot luck” meal is comprised of a number of 2 people with disabilities, both of whom are learning competencies around social skills and being a good neighbor. They are embedded in a group of excellent role models to learn these competencies from. The grouping likely promotes normative expectations for the two women with disability, which we know has powerful results.

Example: Although one cannot know this from a picture, these four men in blue shirts appear to have fairly significant competency impairments. BECAUSE of this grouping composition, it is likely that, at least for SOME group members, expectations could be lowered for all, and this grouping is likely not a MODEL RICH environment for gaining competencies.

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WITH GRATITUDE This work is from the efforts of the All-India SRV leadership Network’s Evaluation and Assessment Working Group. They have both learned nuanced aspects of program evaluation, and also taught the ratings to each of us.

This manual is intended for the use of the E&A working group for our own assessment practicum experiences together.

This work is supported by

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