Task 2 Learning outcome 3 - Address discriminatory practice.

2.1 Explain how own role carries power in relation to children and young people and has
the potential to infringe their right to equal treatment.
My role as a youth support worker, closely engaged with children and young individuals, carries
significant influence that can potentially undermine their right to equal treatment. This risk arises
from several factors:
1. Decision-making authority: In my capacity as a youth worker, I often make decisions that
directly impact the lives of young people under my care. It is imperative that these
decisions are made with careful consideration to ensure fairness. For instance, if I decide
to organize a visit to the park but exclude a young person with a broken leg under the
assumption that they cannot participate, this would constitute direct discrimination and
violate their right to equal treatment, regardless of safety concerns.
2. Implementation of rules: Any rules or regulations I enforce must be meticulously thought
out to avoid inadvertently discriminating against certain individuals. For example, if I
impose a rule prohibiting jewelry without considering religious reasons for wearing it, I
could indirectly discriminate against those who wear jewelry for religious purposes.
3. Expression of personal beliefs: Engaging in discussions about beliefs, particularly if I
interject my own opinions, could be perceived as harassment. This might lead young
people to feel that I am imposing my thoughts on them or disrespecting their beliefs. It is
crucial that these conversations remain impartial and respectful, devoid of personal
biases.
Given my role akin to that of a professional parent to multiple children with diverse
backgrounds, every action and decision must be meticulously planned and executed to prevent
the infringement of young people's right to equal treatment.

2.2 Review own values and behaviours in relation to equality and diversity to plan for
improved practice

Reflecting on my own values and behaviors in relation to equality and diversity is essential for
planning and implementing improved practices. Here's how I might approach this:
 1. Self-awareness: Firstly, I need to examine my own values and beliefs regarding equality
and diversity. This involves reflecting on any biases or prejudices I may hold, whether
conscious or unconscious. Being aware of these biases is the first step towards addressing
them.
2. Education and training: It's important to continuously educate myself about issues related
to equality and diversity. This can include attending training sessions, workshops, or
seminars, as well as reading books and articles on the subject. By expanding my
knowledge, I can better understand the experiences and perspectives of others and
incorporate this understanding into my practice.
3. Examination of practices: I should review my current practices and policies to identify
any areas where improvements can be made. This may involve looking at recruitment
processes, communication strategies, and decision-making procedures to ensure they are
inclusive and fair.
4. Promotion of inclusivity: I need to actively promote inclusivity within the environment I
work in. This can be done by creating a culture of respect and acceptance, where
everyone feels valued and included regardless of their background or identity. It's
important to actively challenge discriminatory behavior and language whenever it arises.
5. Collaboration and consultation: I should seek input and feedback from colleagues, service
users, and other stakeholders when planning for improved practice. By involving others
in the process, I can gain valuable insights and perspectives that may not have been
considered otherwise.
6. Reflection and adaptation: Finally, I need to continuously reflect on my practice and be
willing to adapt and change as needed. This means being open to feedback,
acknowledging mistakes, and being proactive in making improvements. By adopting a
growth mindset, I can ensure that my practice remains responsive to the needs of those I
work with.
Overall, reviewing my own values and behaviors in relation to equality and diversity is a crucial
step in planning for improved practice. By cultivating self-awareness, seeking education and
training, examining current practices, promoting inclusivity, collaborating with others, and
reflecting on my practice, I can work towards creating a more equitable and inclusive
environment for all.
2.3. Describe how to challenge discriminatory or oppressive behaviour in ways that support
change.
As a requirement of your role it is essential that you actively promote and enable young children
to accept and value both diversity and equality. Every time bias, prejudice, discrimination,
racism, sexism and other forms of discrimination occur they need direct questioning.
Prejudice or oppressive behavior must be detected by practitioners quickly and addressed
sensitively as well as appropriately. Sometimes a child might ask, comment or observe another
child/individual because of their differences. It is however not appropriate to answer such with
words like Shhh, you must not say that, Don’t be rude! Stop staring!

Strategies for Addressing Discriminatory Incidents

 Set up a policy that does not allow exclusion or name-calling; then talk to the kids gently
but firmly about this issue.
 Promptly intervene when a young child says something nasty to another child about what
makes them different
 Pay attention.
 Determine why the argument or exclusion took place.
 Be emotionally supportive for the victimized child and help them express their feelings
in words. Provide equal support for the child who caused harm. To identify and
understand this situation, children should be made aware that it is wrong for them to be
victims or to victimize others.
 When fear or prejudice are the underlying causes, it is advisable to better understand
what makes the child biased so as to come up with an all inclusive plan on how to deal
with such issues in future times by speaking with parents and other members of staff.
 Use puppets or dolls in depicting a scenario involving name calling or exclusion then ask
about the emotions tied with it from children’s perspective.
Bibliography
Abrams, D. (2019). Equality and Human Rights Commission Research report 56 Processes of
prejudice: Theory, evidence and intervention.
https://www.equalityhumanrights.com/sites/default/files/research-report-56-processes-of-
prejudice-theory-evidence-and-intervention.pdf

Hampton, C., & Lee, K. (2018). Chapter 27. Cultural Competence in a Multicultural World |
Section 4. Strategies and Activities for Reducing Racial Prejudice and Racism | Main
Section | Community Tool Box. Ku.edu.
https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/reduce-prejudice-
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Togioka, B. M., Duvivier, D., & Young, E. (2023). Diversity and discrimination in healthcare.
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Watts, C. (2022, November 16). How to promote equality & diversity in the classroom. The Hub
| High Speed Training; High Speed Training.
https://www.highspeedtraining.co.uk/hub/classroom-equality-diversity/