SOCIAL ROLE VALORISATION
Contents
SUBJECT
SECTION
Introduction
1.1
▶
1.4
The Reason for SRV?
Devaluation
2.1

What We Value
2.1

Society’s Values
2.2

What We Devalue
2.3

Small Groups versus More Powerful Groups
2.4

Why Devaluation Happens
2.5
o
2.6
DIFFERENT OR DEVALUED
Bad Treatment or Wounds
3.1
▶
Wounds
3.1

Avoiding Further Wounding
3.3

Work Habits and Routines
4.5
 Practical Application for EC’s – The Effects of
Wounds
▶
3.4

Rejection
3.4

Forced into Devalued Roles
3.5

Impoverishment of Experience, Loss of
Autonomy and Rights
3.5

Deindividualisation, Segregration
3.6

Wasted Lives
3.7

Brutalisation, Violation and Early Death
3.8
Making a Difference
 Practical Application for EC’s – Fighting the
Effects of Devaluation
Valued Social Roles
3.9
3.10
4.1

What are Social Roles?
4.1

Role Congruence
4.2
SUBJECT

SECTION
o
VALUE
4.3
o
NUMBER
4.3
o
COMPLEXITY
4.4
Role Revalorising
4.5
 Practical Application for EC’s – The Role of
Employment
o
4.5
ENCOURAGE PARTICIPATION IN VALUED
ROLES
DON’T BE LIMITED BY STEREOTYPICAL
ASSUMPTIONS
4.6
o
MAKE SURE THE ROLE IS VALUABLE
4.8
o
BE PERSISTENT
4.9
o
BE A POSITIVE ROLE MODEL
4.9
o
4.7
Image and Competence
5.1
▶
5.1
The Importance of Image
 Practical Application for EC’s – Image and
Employment
o
▶
IMAGE AND INTERVIEWS
Competence Determines Roles
 Practical Application for EC’s – Competence
and Employment
5.3
5.4
5.5
5.6
o
TEACH WHAT IS ACHIEVABLE
5.6
o
TEACH WHAT IS RELEVANT
5.7
o
LEARNING ON-THE-JOB
5.8
o
EXPECT SUCCESS
5.9
Revalorisation
6.1
Terminology
7.1
©02/2004 Nova Employment – Social Role Valorisation
THIS MODULE HAS BEEN EDITED FOR SPEED OF LOADING. COMPLETE MANUALS
WITH WORKBOOKS ACTIVITIES ARE AVAILABLE THROUGH NOVA TRAINING
Introduction
This module contains information relevant to the following points from
your Duty Statement:
A complete copy of
your Duty Statement is
contained in the
module ‘An EC for
NOVA’
EMPLOYMENT CONSULTANTS’ DUTY STATEMENT
ADMINISTRATION
B.4
Conduct pre-employment training to reinforce the concepts of
open employment. This may include providing training on the
rights and responsibilities of employees and employers, work
ethic, hygiene, personal presentation and budgeting.
B.5
Assist case loaded clients to meet employer expectations of
job applicants by providing advice, training or examples of
suitable dress, speech and conduct.
Where necessary assist clients develop suitable work ethic.
Project a positive image with regards to attire (refer contract –
‘smart casual’), personal presentation and in both written and
verbal communications, at all times.
Place ten clients* in employment, or such number as
determined by the Chief Executive Officer, and maintain
these individuals in employment for at least six continuous
months, each year.
*For the purpose of this Duty Statement, a client is a person
with an Intellectual Disability requiring post-placement
support in a full time, award wage position. (for
Campbelltown Office, a client is a person who is
Deaf/Hearing Impaired.)
B.8
B.11
B.12
WORKPLACE CULTURE
C.1
C.3
C.4
During work hours, comply with the organisation’s “Staff
Code of Behaviour”.
During the course of performing all duties, behave in a
manner that is consistent with the aims and objectives of
NOVA Employment.
Comply with Disability Service Standard Four — Privacy,
Dignity and Confidentiality.
“Each consumer’s right to privacy, dignity and
confidentiality in all aspects of his or her life is recognised
and respected.”
1.1
©02/2004 Nova Employment – Social Role Valorisation
STAFF CODE OF BEHAVIOUR
D.1
D.3
D.8
NOVA staff must be aware that they provide a role model for
the clients of the organisation. At all times staff will behave in
a professional and dignified manner.
NOVA staff will not do anything that is detrimental to the
well-being of clients or potential clients.
Staff will at all times, represent the organisation in a positive
way.
DRESS CODE
E.1
Staff are expected to dress to a smart-casual standard that will
be acceptable in a business interview. When on support,
dress is to a standard consistent with the worksite.
SRV (Social Role Valorisation) is the work of American psychologist,
Wolf Wolfensberger. The concept or theory explains what happens to
groups of people who society does not value. SRV uses a values-based
approach to understanding the role you can play in facilitating change.
It explains:

DEVALUATION is the
attribution of lower or
no value to a person or
group based on some
characteristic
Why there are groups of people who are devalued by larger and
more powerful groups in society

How people who belong to devalued groups are treated badly by
ordinary people

Methods of overcoming the effects of devaluation, and how to
defend, support and acquire valued roles for people who are
devalued.
SRV provides the theoretical basis for some of the philosophy that
underpins the policies, procedures and practices of NOVA Employment.
SRV is why we deliver service the way we do, and Job Match is how the
service delivery happens.
NOVA chooses to use the Job Match model to deliver service because it
aligns with the principles of SRV. The Job Match model influences all
aspects of NOVA’s service delivery, for example, our job seeking
methods and the way we negotiate with employers.
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NOVA’s clients face greater than normal barriers to employment and are
in need of specialised help. Job Match involves adopting a more personcentred approach towards job seeking than would traditionally happen in
an employment agency. Placement numbers are set much lower than a
regular employment agency so that you are able to:

Determine a tailored employment solution

Provide help to overcome barriers

Advocate on behalf of the individual

Negotiate a job that matches requirements

Provide on-the-job training to reach acceptable performance
levels, and facilitate social integration
SRV can be applied to many groups of people. For example: the aged,
the poor, racial minority groups, the drug addicted, and many more. This
module will examine the concept of SRV within the practical context of
the role of a Specialist Employment Consultant for a Disability
Employment Agency.
As we proceed, keep in mind people with a disability, and more
particularly, NOVA’s client group, young people with an Intellectual
Disability.
1.3
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The Reason for SRV?
SRV explains why there are people in society who are devalued and
DEVALUATION is the
attribution of lower or
no value to a person or
group based on some
characteristic
treated badly, and what we can do to achieve positive outcomes. The
originator of SRV, Wolf Wolfensberger, chose the name Social Role
Valorisation to make you stop, think, and then examine what he was
trying to say.
SRV is not simple or obvious, and can easily be
misunderstood.
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Before SRV, the concept called “Normalisation” was commonly thought
to support the belief that where possible each person should have:

Culturally normal and appropriate experiences

Opportunities to have or achieve whatever the average person
would have or achieve
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“Unfortunately, the term is derived from the culturally common and
familiar word normal, which already has well-established meanings in
the minds of practically every citizen. For this reason, it was probably a
rather serious strategic error to use this term in the first place, rather
than a less familiar term…”
The Definition of Normalisation,
Update, Problems, Disagreements, and Misunderstandings
Wolf Wolfensberger
1.4
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Normalisation was frequently misunderstood and misapplied.
People
thought by treating people with a disability ‘normally’ and making
opportunities
SRV explains why
people are treated
badly by society, and
how we can help
achieve positive
outcomes
available,
they would improve
lives.
However,
opportunities are no use if you can’t take advantage of them, and there is
little benefit in receiving the same treatment as everyone else if you are in
need of specialised help.
Rather than feeling complacent because there are opportunities available,
SRV tells us that groups of people who have been systematically
devalued are wounded and in need of rescuing. To make a difference we
should be actively and vigorously providing extra help and positive
compensation to counteract devaluation.
“If people have been wounded deeply enough – especially early in life –
then this can result in a very disturbed relationship to the world.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
This module will require you to inspect your own beliefs and practices
within the context of service provision, and on a personal level. This may
be challenging, but it is worthwhile because it can help you to provide a
more effective service and make a valuable contribution to the quality of
people’s lives.
1.5
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Devaluation
Summary: Values guide our behaviour. Society has some values it
holds in common and rewards people who embody those values with
favourable treatment. People who are different from the rest of society in
some way are often treated far less favourably, because in general, society
views people who are different negatively. Devaluation occurs when a
group of people who are relatively powerless and in the minority are
treated differently or poorly because their differences are perceived
negatively.
Topics considered in this section:
 What we value
 Society’s values
 What we devalue
 Small groups versus more powerful groups
 Why devaluation happens
What We Value
Before we can understand what it means to be devalued, it makes sense to
think about the meaning of value. What do you value?
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2.1
©02/2004 Nova Employment – Social Role Valorisation
The Oxford Dictionary describes value as usefulness or importance.
Values are what we believe to be worthwhile and important in our lives.
Our values guide our behaviour and influence our perceptions. Most of
us have ingrained values shaped from as far back as our childhood by
significant people in our lives, the people we admire, our role models.
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If we examine our personal values we will see that we give some things a
positive value, and others a negative one. One way to determine whether
we value something is to ask ourselves if we want it for ourselves or for
the people we love. On the other hand, if we don’t value something, we
won’t want it near us or our loved ones.
Society’s Values
Our personal values are also influenced by the values held by society.
“SRV is the practical application of the knowledge of social science; such
an application must be guided by values.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
In Australian society, the majority of people desire or value such things as
a comfortable lifestyle, financial security, health, freedom, relationships
and friendships, a job we enjoy, and the list goes on. The way we
represent ourselves as a nation to other countries is a reflection of our
national values.
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2.2
©02/2004 Nova Employment – Social Role Valorisation
There will be things we personally value that most other people in the
community will agree with.
These are the values society holds in
common.
What We Devalue
What does society devalue?
First, we need to identify what society
values, and then look at the opposites of those things. These will be the
things we as a society devalue.
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Advertising experts say that if you want to motivate a person to buy
something, you have to influence how they feel. People don’t buy a
product; they buy how the product makes them feel.
This is never more truthful than when shopping with a teenager for a pair
of school shoes. The feeling of ‘fitting in’ and ‘acceptance’ is far more
important than comfort, value for money, or shoes that won’t quickly
wear out. No teenager in a schoolyard wants to stand out or be too
different, because they know it can make you a target for bad treatment.
Those who deliver the bad treatment are often part of a popular and larger
group.
2.3
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Just as in a schoolyard, the larger more powerful groups in society often
set the tone for what society as a whole values. People who personify
what society values will receive valued treatment or positive
compensation.
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For many people, much of modern life is spent striving to be valued and
respected by society by being fashionable, healthy, intelligent, competent,
Society has some
values it holds in
common and rewards
people who embody
those values with
favourable treatment
and so on.
What about if you have a disability, and as a result, you have few or none
of the qualities which society respects and admires? It follows then that
you are in danger of receiving less favourable treatment.
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What is so unfair about devaluation is that it frequently happens because
of differences over which individuals have no control, such as having a
disability. It is hard enough to adjust to life with a disability, without
society adding the additional burden of poor treatment.
Small Groups versus More Powerful Groups
Devaluation is what
happens to small or
powerless groups in
society when more
powerful groups decide
they have less or no
value
The devaluation described here isn’t about our personal prejudices. In the
context of SRV, devaluation is about what happens to a group of people
when the majority or most powerful groups in society act negatively
towards them.
2.4
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Value versus devaluation is complex, because within devaluation there is
a hierarchy and differences in treatment.
Valued core
People at risk of being devalued
Socially marginalised
Definitely devalued
SRV is about what
happens to smaller
groups when larger
and more powerful
groups treat them
badly
The devaluation of a smaller and less powerful group by most of society
is damaging because it creates a divide or a class of people who receive
lower or poorer quality services, and whose needs society often chooses
to ignore.
Sometimes, depending upon where the group is in the
devaluation hierarchy, they can receive very bad treatment.
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Why Devaluation Happens
Paedophiles, drug dealers, schizophrenics! When you read these words,
how do you feel?
Your immediate reaction might be to say “I am
prejudiced against paedophiles, but then everyone is.” Leaving aside
judgements about right or wrong, this can illustrate that our prejudices
will feel normal and acceptable, and our friends and colleagues will most
likely share our viewpoint. These are the prejudices we don’t tend to
question.
2.5
©02/2004 Nova Employment – Social Role Valorisation
“When SRV refers to “devalued people”, the intent is to convey that
people are being perceived and interpreted by others as having lesser
value…. This is a value judgment that one may not agree with.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
For paedophiles and drug dealers, we may
believe they should have their rights taken
from them (through imprisonment). If while
in prison they were badly treated, we might
also feel it’s no more than they deserve, and
most of society may share this view. We use
this example not to mount a case for
paedophile rights, but rather to illustrate why
we may feel it is okay to want bad things to happen to a group of people.
DIFFERENT OR DEVALUED –
To be devalued; the differences of a group
are perceived as negative differences by most of society.
There are
several reasons why this can happen:

People see the differences as threatening to them and their loved
ones – this results in interpreting behaviours as menacing or
dangerous

A lack of information or education about differences which makes
people anxious and unsure how to act – this leads people to
distance themselves from the group

The desire to belong to the most popular and powerful and valued
groups – this makes people want to define who does not belong.
There is a hierarchy of
devaluation. Those
groups of people who
are definitely devalued
by society can receive
very bad treatment
Regardless of the reasons and the intensity of the devaluation, all
devaluation has significantly negative consequences for people. At its
extreme, these consequences can subject people to life-threatening
treatment. Understanding our own thought processes can help us begin to
comprehend the part ordinary people played in the examples of extreme
devaluation described next.
2.6
©02/2004 Nova Employment – Social Role Valorisation
The Slave Trade
“The African slave trade started in the fifteenth century. In retrospect, it
can be seen as one of the major examples of devaluation of human
beings ever perpetrated. In order for Christian countries to enable such
a trade, the people concerned had to be severely devalued. African
people were declared less than human, not human at all. They were
characterised as chattels and goods. They were equated in value with
animals. Once they were so devalued, it was possible to make massive
profits out of human misery.”
The Slave Trade – The History of the Atlantic Slave Trade 1440-1870,
Hugh Thomas, Picador
The Holocaust
“Sixty years ago, powerful members of society consciously and
purposely devalued an entire group of people. They were made less
than human, treated like animals or objects, collected together in
ghettos or work camps, and many were then exterminated in gas
chambers. Six million Jews died. In the process a much smaller number
of political activists, mentally disordered and social misfits were
similarly treated. Ordinary people, Germans and other nationalities
carried this out. Devaluation was the method chosen to allow such
ordinary people to carry out such outrageous acts. If the Jews and
others had been valued by society, such acts would have been
impossible. The Nazis used extremely effective propaganda to ensure
devaluation and destruction of these people.”
The Holocaust – The Jewish Tragedy,
Martin Gilbert, Fontana Press
The consequences of devaluation can affect every aspect of a person’s
life. In the next section, we will examine the poor treatment people
receive when they belong to a devalued group, and how significantly this
treatment affects their lives.
2.7
©02/2004 Nova Employment – Social Role Valorisation
Bad Treatment or Wounds
Summary:
Each person from a devalued group will suffer ‘bad
treatment’ by society. Wolf Wolfensberger describes this bad treatment
as ‘wounds’ or ‘wounding experiences’. Each person from a devalued
group will not necessarily experience all the wounds described by SRV,
but they are likely to suffer more of each wound than a person from a
valued group. SRV helps us to understand some of the behaviours and
attitudes we encounter providing service to people from a devalued
group, and to understand the causes.
Topics considered in this section:
 Wounds
 Practical application for EC’s – The effects of wounds
 Making a difference
Wounds
The consequence of devaluation is that people will be treated badly or
damaged by society. This damage or bad treatment is called ‘wounding’,
and the experiences are therefore ‘wounds’.
Wounds can be
psychological, emotional, physical and/or social.
Usually a primary impairment, for example a disability, leads to
devaluation by society. Bad treatment can mean the person develops
additional impairments. For example, poor living conditions, nutrition, or
health care which lead to additional physical, psychological, emotional or
social impairments.
All people are subject to wounding experiences, even people from valued
groups. However, people from devalued groups are far more likely to
experience more wounds more often than people from valued groups.
3.1
©02/2004 Nova Employment – Social Role Valorisation
The following is a list of SRV’s wounds:
1.
People may be rejected
2.
People may be forced into devalued roles. These devalued roles
include:
Bad things are allowed
and expected to
happen to people who
are devalued by
society. These bad
things may be seen as
wounds.
a) Being ‘other’ or ‘alien’
b) Sub-human or non-human
i. Pre-human
ii. Animal
iii. Vegetable
iv. Object
c) Menace or object of dread
d) Sinners
e) Object of ridicule
f) Object of pity
g) Burden of charity
h) Child role
i) Sick or diseased organism
j) Death related roles
3.
People may be placed close to images that carry negative
messages.
4.
This can include accommodation, clothing, carers and many
other factors. This includes image transfer between people with
different or similar impairments by being placed together with
such others who are devalued (congregated).
5.
They may be scape-goated and blamed for the problem.
6.
They may be physically or socially placed at a distance
(segregated).
7.
They may experience loss of control over their lives.
8.
And experience discontinuity with places and objects.
9.
And social and relationship discontinuities.
10. Which lead to impoverishment of experience.
11. Then loss of natural relationships and the gaining of artificial
relationships.
3.2
©02/2004 Nova Employment – Social Role Valorisation
12. De-individualisation occurs with regimentation and mass
management.
13. They may be seen in terms of their disability.
14. People may end up poor or at least unable to use their money
and so experience involuntary material poverty.
15. They may also suffer loss of autonomy and rights.
16. Additionally people may be cut off from knowledge of and
participation in the religious, spiritual, and moral worlds. This is
loss of spiritual fulfilment.
17. It is possible that they will have an awareness of being a source
of anguish to loved ones or to others.
18. They may end up with a sense of worthlessness, dislike of self or
despair.
19. And may experience justified resentment or hatred of privileged
citizens.
20. All of the above is likely to lead to wasted lives.
21. And finally, people may be at risk of being treated so badly that
they are at risk of brutalisation, violation and even early death.
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Avoiding Further Wounding
For a wound to heal, it must be protected and care taken not to inflict
further damage.
Accidental damage could be caused if people were
unaware of the wound site. SRV says if we are unaware of groups’
wounds, we can cause further damage by inadvertently ‘hitting on a
wounded spot’. To avoid further wounding we need to be aware of where
the group or person is likely to receive wounds. Each devalued group
will suffer from some wounds more than others.
3.3
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For Example:
People with an Intellectual Disability often experience the wound of being
regarded as an ‘object of ridicule’. At school, they are likely to have been
the subject of bullying and taunts that they are stupid, morons, idiots, etc.
If Intellectual Disabilty is juxtaposed with humourous images or cartoons
of animals (for example, chimpanzees), it will have a more wounding
effect than those same images juxtaposed with a physical disability.
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PRACTICAL APPLICATION FOR EC’S
THE EFFECTS OF WOUNDS
It is likely that your clients will have been the subject of devaluation.
Bad things are allowed
to happen to people
who are devalued by
society. These bad
things can be
described as wounds
This devaluation is inflicted by every other person outside of their
immediate family, and sometimes even amongst those closest to them.
SRV helps us to understand how people are wounded, and some of the
behaviour and attitudes this creates. This insight helps to avoid providing
a service which is well meaning but unintentionally adds to wounds.
Rejection
Whenever people turn away emotionally, physically or mentally from a
person with a disability they inflict the wound of rejection. Such actions
create negative self-perceptions and low self-esteem. Your challenge is
to help overcome this wound and to promote acceptance of each
individual as they pursue their career aspirations.
People can be rejected when service providers screen out those with more
challenging disabilities. If a person has an Intellectual Disability which
necessitates a greater level of assistance than other disability types in
3.4
©02/2004 Nova Employment – Social Role Valorisation
order to participate in employment, they are likely to face rejection by
service providers and employers in favour of persons whose disabilities
are easier to accommodate.
The current trend towards viewing all disabilities as equal is likely then to
inflict the wound of rejection on those who need extra care and
specialised help.
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Forced into Devalued Roles
When society focuses solely on myths, stereotypes and labels, a disability
becomes a ‘devalued role’. Without specialised help to break free, this
devalued role becomes identity defining.
As we are all affected by
society’s values, we need to stay alert to the trap of making assumptions
based on stereotypes about a person’s abilities or limitations. It is helpful
to remember that there are many different levels of skills and competency
in the general workforce and a wide variety of job opportunities.
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Impoverishment of Experience, Loss of Autonomy and Rights
Most of us take for granted the ability to freely make choices, and to
develop and grow as human beings. When we were children, people
asked us “What do you want to be when you grow up?” If however, you
grew up with an Intellectual Disability, you would have found that instead
of asking about your hopes and dreams for the future, people would
frequently have made assumptions of limitations, and were more likely to
tell you what to do, than ask you.
3.5
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When decisions are routinely made for you from a young age, many
developmental milestones will be missed.
The ability to make an
informed choice about even minor matters becomes based on limited
experience.
Many people, including those who provide service, will
assume they know what is best for you.
As a Disability Employment Service for people with an Intellectual
Disability, finding the right job includes helping the person to gain some
experience in job types.
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Deindividualisation, Segregation
Business services gather people with all types of disabilities into one
facility to work. Therefore, there are limited opportunities to learn a
variety of skills or choose the work you wish to do.
In the general community, award wages are seen as a minimum of what a
person can expect for the work they are performing. However, if you are
a person with a disability working in a Business Service, it is likely that
you won’t receive award wages.
In a large care facility, there is often reduced allowance for individuality,
and people can be denied good role models or the ability to learn the
skills which will help them to access open employment. Rather than
developing skills, these services can lead to stagnation in skills
development.
If a person has been part of a large care facility, they may have had many
decisions made for them, and consequently their experience and
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©02/2004 Nova Employment – Social Role Valorisation
development will have been hindered. The smooth functioning of a large
care facility is easier to manager if you streamline day-to-day activities.
For example, it is much easier to have everyone perform similar activities
at the same time, wear similar clothing, and eat the same food. The
consequence of this may mean some individuals have never have had the
opportunity to learn to shop, drive, manage their money, learn a sport, or
participate in a religion of their choice.
Competence allows
entry into roles; lack of
competence prevents
entry. If people are to
develop competencies,
they need to be offered
an environment in
which learning is
possible.
Teaching Incompetence
“When people become such a problem to society that they are too much
to cope with cheaply with individuality, society’s response is often to
place them in multiple occupancy buildings and contain them. This is
the natural history of prisons, old people’s homes, psychiatric rehab
units, accommodation for groups of people with learning disabilities,
etc. It is common practice for these institutions to be organised so that
little valuable everyday experience is available to the service users. This
is sometimes done with the best of intentions to meet various
regulations or other societal needs. However, the final outcome is
usually that people using these services actually lose skills they already
have, fail to gain new valued competencies, and tend to gain
‘competencies’ that fit them only for unvalued roles.
One of those unvalued roles is in fact ‘Service User’. People admitted to
a service learn very quickly what is required from them in that role and
may become institutionalised into such a negative role remarkably
quickly. It is possible to argue that much of the socially unacceptable
behaviour seen on longer stay psychiatric units is in fact generated by
the role expectations required by the role ‘service user’ rather than on
any underlying ‘illness’.”
Essential Social Role Valorisation
Taken from the work of Paul Jenkins
For more information www.diligio.com
Participation in open employment presents the opportunity to learn
competencies for career development, model behaviour on those from
more valued groups, and earn award wages.
Wasted Lives
Every person has potential and the right to personal develop to the fullest
extent possible. The assumptions of service providers who are largely
indifferent to the needs of the individual mean that a person may be
unable to have the opportunity to develop or even discover their potential.
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‘Make work’ simply to fill in time is often a regular part of the programs
provided for people with an Intellectual Disability. The skills that can be
learned are limited to stereotypical views of what the person is capable of
performing, and generally in non-work related settings. Keeping a person
in pre-vocational training programs is seen as an acceptable ‘outcome’.
The low expectations of service providers are the person’s biggest hurdles
to achievement.
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Brutalisation, Violation and Early Death
If you are viewed by society as having nothing to offer, and not capable
of saying anything worthwhile, to whom would you complain if you
experienced bad treatment.
Not so long ago, people with Intellectual Disabilities were routinely
sterilised, and most will still describe receiving bullying and bad
treatment at school. Often, people on pension benefits cannot afford good
medical care. Many service providers assume that there is little potential
worth developing. The sum total of these types of wounding experiences
can result in a person ‘only just surviving’.
Though our society does not participate in overt atrocities carried out on
people with an Intellectual Disability (such as in Nazi Germany), the
indifference of society can result in wasted lives and early death.
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Making a Difference
In every society, there have been devalued minority groups, and most
likely, there always will be. In recent years, there have been positive
changes in the willingness of society to accept devaluation, and ‘rights
groups’ have begun to flourish. Though some of these groups will seem
to you to be making a lot of noise and trouble for no sensible reason,
others will have your personal support.
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To effect change in society’s view of a devalued group requires a
mammoth effort on the part of a great many people over a considerable
period. Real change can take several generations to achieve. Sometimes,
because of the relative positions of these groups the devalued group is not
in a position to redress the balance.
SRV suggests we can help people from devalued groups on an individual
level by assisting the person to gain more value in the eyes of society. As
we have seen, differences are often perceived negatively, particularly
differences which mean that a person has few or none of the
characteristics society sees as valuable.
Devaluation can be life
threatening at its most
extreme, but all
devaluation has
significant negative
consequences
Since similarities will be viewed positively, the more society sees a
person as ‘one of us’, the more protective society is towards them. In
order to fight devaluation, we must enhance our client’s ability to
function in all areas of life.
We will have succeeded when their
experience is as close as possible to the level of those from valued groups.
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PRACTICAL APPLICATION FOR EC’S
FIGHTING THE EFFECTS OF DEVALUATION
NOVA’s clients belong to a devalued minority group, and that means that
most of society will be unaccustomed to viewing them as valuable. Until
fairly recently people with an Intellectual Disability were viewed as
having nothing worthwhile to offer. In fact, legislation was needed in
order to bring about the basis for equality of treatment.
Though there have been shifts in community attitudes, you can still
expect a mix of reactions from employers, health providers, and the
community.
“The terms valorizing and valorization refer to the adding of value to
something, or the value-upgrading thereof.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
How can we provide help to enhance a person’s ability to function in all
areas of their life, closer to the level of people from valued groups? SRV
suggests the following methods:

Encourage the performance of valued roles

Teach the competencies the roles require

Pay attention to a person’s image
Let’s examine how roles, and more particularly the role of employment,
can assist a person from a devalued group to gain more societal value.
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Valued Social Roles
Summary: Society treats people according to the value of the social
roles they hold.
SRV proposes that social roles are the single most
effective method of enhancing a person’s value and diminishing the
impact of disability. If a person occupies many valued social roles, they
will be treated as a valued member of society, rewarded with good
treatment, and kept safe. All roles have accompanying behaviours and
expectations which make it easier to occupy the role.
The role of
employment is complex and can be pivotal in adding value and creating
relationships.
Topics considered in this section:
 What are social roles?
 Role congruence
 Role revalorizing
 Practical application for EC’s – The Role of Employment
SRV tells us that by ‘revalorising’ or adding value to the roles a person
occupies, we can assist people from a devalued group to gain more
societal value. So let’s examine social roles?
What are Social Roles?
Each of us performs many different roles or functions in society. Roles
can be viewed negatively or positively, chosen by us, forced upon us or
happen to us by accident. Roles have a huge effect on the way that
society treats us; they control our social identity, stamp our self-image,
and help others see where we fit in.
Each role we perform or occupy has behaviours or expectations that
accompany it. Even from a young age, children role-playing a mother or
a teacher imitate role-related behaviours and expectations.
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“Roles give a person a ‘place’…, and it is largely via their roles that
people define and situate themselves in the world. …Almost all of one’s
relational behaviour is profoundly informed and shaped by the roles
one holds.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
Role Congruence
When people ask what you do, they are looking for role-related
information about employment, so they can work out where you fit in
how they should treat you. For example, if you said that you are a
comedian they will expect you to be funny and will see you and the things
you do in the light of that role. If instead you said, “funeral director” the
same actions might be perceived very differently.
Interview with Rowan Atkinson
Interviewer: Are you prone to such (Mr. Bean) incidents in real life?
RA: ”I try to avoid them if I can, because.... you're known for acting
characters who are prone to those kinds of things, then they think, oh
he's just like Mr. Bean…, I mean, we're all prone to that kind of mishap.
But it is excruciatingly embarrassing when it happens to me, because
people tend to notice you doing it.”
Rowan Atkinson,
Canadian radio interview
Role-related expectations are called role cues, and include such things as:

Actions and associates

What you say and how you say it

How you look and the clothes you wear

What you can do (skills and abilities)

The environment you inhabit
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Together, these role cues make up your overall ‘image’ or ‘persona’.
Role cues tell people what types of roles you occupy, and society will
treat a person as valuable or devalued depending upon the social value of
their roles.
“Roles give people a… ‘handle’ as to who a person is and how they
should relate to that person. That is why people typically seek rolerelated information about a person they encounter: … occupation,
nature of employment, etc. In America, the first thing people are apt to
ask someone they have just met is ‘what do you do?” meaning ‘what
kind of work are you in?’.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
A person’s value is affected by whether society sees their roles as
valuable, how many roles a person occupies, and whether or not any of
their roles are difficult or complex to perform. Let’s expand on these
three factors.
VALUE –
Most roles are viewed either negatively or positively so if a role
we occupy is not valued by society, it is likely to be devalued by society.
If we are not a taxpayer, we will most likely be the opposite, a person
receiving benefits.
We cannot avoid performing or occupying roles. Sometimes people want
to opt out of performing a role, only to take on the behaviours,
expectations and labels of another role. For example, a businessman who
decides to live a simpler lifestyle may find that he has taken on an
alternative role with all of its accompanying expectations.
NUMBER
– If a person only occupies a limited number of roles, and these
are viewed as devalued, it is probable that person will receive poor
treatment from society. Also, a person with few and less valued roles is
often in danger of losing roles, or having the quality of the roles they
occupy reduced. If a person occupies many roles, it is much harder to
strip them of the roles they have.
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COMPLEXITY
– Roles that are ‘bigger’ are often more complex and
require skill or competence. Complex roles are nearly always chosen,
require time to learn, and maintenance to keep up.
Complex roles tend to take up more space in our lives, and other roles are
often automatically added as a consequence. Complex roles are harder to
take away from a person because other peripheral roles are likely to hold
that person in the role. In times of adversity, they act as a protection
because a person occupying a complex role is frequently seen as valuable
in the eyes of the community.
Roles are not static. Some roles can be developed and worked on to
become complex with time and effort. Occupying as many valuable roles
as possible is important. Valued and positive roles enhance the quality of
our lives, protect us, give us freedom, choices and relationships.
Relationships mean we have people who value us and can protect us from
harm.
Have you ever heard someone described as ‘a contributing
member of society’? How do people view someone described this way?
If that person falls on hard times, they will usually be able to count on
help from other people to keep them safe.
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When someone is from a vulnerable or devalued group, they will tend to
have fewer roles, and those roles will not be ‘big’ or valued roles. When
someone has few roles, the ones they have are easily taken away from
them and then that person is at risk of having bad things happen to them.
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Role Revalorizing
When a person has a disability for most or all of their life, it typically
defines their identity and in effect becomes their principal role. The
acquisition of other more valued roles means the person can become
redefined as, for example, a co-worker, a member of the team, a friend,
fellow citizen, consumer, taxpayer, family member, etc. Their disability
is still a part of them, but no longer their most identifying aspect.
“Holding big positive roles is a strong defence against being devalued
on account of other reasons.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
Revalorizing roles involves working to add value to the roles a person
already holds, and helping them to occupy new valued roles. Performing
a valued role will often change the value of a person’s other roles.
Increasing and expanding a valued role will make a difference to the
treatment received by society.
PRACTICAL APPLICATION FOR EC’S
THE ROLE OF EMPLOYMENT
SRV says that the value, number, and complexity of the roles occupied
will make the single biggest difference in revalorizing the life of someone
from a devalued group. Some roles are ‘bigger’ or more complex, and so
are more effective in adding value. Employment can be pivotal, because
it results in gaining other roles and forming valuable relationships.
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Just as additional valued roles can be seen to flow from the pivotal role of
employee, it is equally true that additional negative roles are attached to
unemployment. The perceptions are not necessarily the reality, but they
define the treatment that people from devalued groups are likely to
receive.
How can you achieve success in helping your client to participate in
employment and reach their potential?
ENCOURAGE PARTICIPATION IN VALUED ROLES
– Psychologists
recognise the importance of positive thinking and affirmations as a means
of self-encouragement. When you listen to your client’s employment
aspirations and goals and then practically help them to achieve those
goals, you provide life affirmations for your clients.
Employment provides individuals with one of
the most important role opportunities for full
participation in Australian Society, and the
potential for increased opportunities in all areas
of life.
As well as opportunities, many
important feelings come from employment, for
example, belonging to a team, accomplishing
something worthwhile, and independence.
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DON’T BE LIMITED BY STEREOTYPICAL ASSUMPTIONS –
Traditionally,
jobs for people with Intellectual Disabilities have been limited to certain
types of employment, and training programs available support acquiring
these types of jobs. In Sydney, it is still the case that TAFE classes are
heavily weighted towards subjects such as landscape gardening,
hospitality, commercial cleaning, and clerical work.
Often these courses are considered ‘suitable’ because they do not contain
components that require complex mathematical or language skills. The
problem with these perceived limitations is that they have resulted in a
culture of stereotyping client aspiration; people assume that Intellectual
Disability equals ‘acceptable job type’. The danger for you is that you
will believe the stereotypes and only attempt to encourage and find
employment in industries or businesses seen as ‘suitable’.
Your role as an EC involves the responsibility of assisting clients to have
the maximum range of choices presented to them and the greatest
opportunity for participation that aligns with their aspirations. Creatively
look at what the person wants to do, then examine their skills and
abilities, motivation, and learning potential. Often clients are able to
learn and perform more complex tasks than you anticipated.
At times, a person may want to do a job which is well out of the reach of
their abilities. If a person is highly motivated to perform a certain type of
work, and a good comprehension of what the job requires, look creatively
at their situation to see if you can help that person participate in their
employment of choice.
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MAKE SURE THE ROLE IS VALUABLE –
It is also important to make sure
the positions you find offer stability, security and the opportunity for
good social integration.
For Example:
It is often straightforward to acquire employment for a person with a
disability in the fast food industry. However, these positions tend to be
part time, with different co-workers for each shift.
Typically, young
people who view the position as a temporary or transitional hold jobs in
fast food outlets. This makes good social integration very difficult, if not
impossible. Your client is far more likely to become a valued member of
a workplace when they have the chance to get to know their co-workers
in a stable environment.
In order to acquire valued roles the job you find should be:

Well matched to the person – Was it something they would have
chosen, or expressed interest in? Is there any reflection of this job
choice in their hobbies, recreation, volunteer work, etc?

Within reach of their skills and abilities – Can your client learn
the skills needed?
Would on-the-job training (post-placement
support) provide enough help to become competent?

Able to support social integration – Social integration is based on
using the co-workers as a resource. The better the integration, the
more supported your client will be by their co-workers and
supervisors. If your client is unable to ask for help, the first
indication that they are encountering problems will often be when
they don’t turn up for work. If however, they are able to access
help, they are much more likely to successfully remain in
employment. For this reason, the position must not be segregated
or isolated in some way from other workers.

Based on acceptable terms and conditions – The job should have
set tasks and responsibilities, with the terms and conditions
offered to other similar workers.
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A valued member of the team does not necessarily receive any more pay,
but they will be more protected from losing their role in a business
downturn, and more likely to be considered for skill development, extra
training, social functions, sporting outings, or other perks.
BE PERSISTENT
– You will face hurdles along the way. Gaining valued
roles calls for you to be resourceful in finding solutions to make your
client’s career choice a reality.
For Example:
Some jobs require the person to fill out an on-line application and get in
an electronic queue as a compulsory part of the application process. On
a written application, your client’s lack of previous experience may mean
they do not come across well, and so may not get the chance to have an
interview. As their personal representative and advocate, you need to
find a way to circumvent the methods many (generally large) employers
have in place to screen applicants. Using your professional persona of a
specialist EC for NOVA Employment, you can make sure your client gets
an equal opportunity.
Don’t be afraid to cut through the screening
processes, and don’t give up. Keep on trying until you find the person
who can help you. The opportunities are out there and they are growing,
you have have to be persistent.
BE A POSITIVE ROLE MODEL
– When you introduce someone with an
Intellectual Disability to a workplace the co-workers may focus on the
person’s disability.
In most cases, you could not hide a person’s
disability, and neither should this be attempted. The disability is a part of
the person, and not something to be ashamed of or devious about. In fact,
in order to provide your worker with the level of help they need, for the
most part you need to be able to provide help openly.
Your methods and positive attitude toward your client will make the
biggest difference to the attitude of co-workers. For a person with an
Intellectual Disability, allowances need to be made and considerable help
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provided if the person is to maintain the role of employment. Make sure
your treatment, however well meaning, does not reinforce low social
status or damage the person’s reputation.
“Language can also be used to convey positive messages about people,
as by addressing them, or speaking about them, in ways that dignify
them or imply positive roles: Mr. or Mrs. Employees, a good worker,
etc.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
Good social integration is summarised as…
The co-workers know and accept that the person has a disability,
Co-workers are aware of
the disability, but it is
not the focus of every
interaction
and they understand the limitations imposed by that disability.
They also recognise the person’s abilities and see them as a valued
member of the team. That means your client is treated the same as
other co-workers and relied upon to perform their part of the job.
If your client needs help, the co-workers are familiar and
comfortable with their team member and will provide help.
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Image and Competence
Summary: Revalorizing is accomplished by helping a person occupy
valued roles, so their experiences more closely resemble those from
valued groups. This means that people from valued groups will identify
with the person and treat them better. There are two components to
occupying a valued role: paying attention to image; and developing and
maintaining competencies. Displaying the appropriate image for a role
makes it easier to visualise the person in the role, and competencies are
the knowledge and behaviours to perform a task. It is your role to help
clients develop the image and level of competence needed to perform
their job choice.
Topics considered in this section:
 The Importance of Image
 Practical Application for EC’s – Image and employment
 Competence determines roles
 Practical Application for EC’s – Competence and employment
The Importance of Image
Valued roles demand that we display the appropriate role cues. In fact, if
a person wants to occupy a role, the first place to start is by displaying the
appropriate role cues.
Another way of describing role cues is to use the word image. By image,
we mean the actual appearance of someone as well as the signs and
symbols that surround them.
Image can include such things as the
environment that surrounds a person, their smell, the clothes they are
wearing, in fact anything that adds up to the total impression they convey.
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Image involves all our senses. People take in and interpret our image
through their values, and use it as a way of understanding how to treat a
person.
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Image makes it easier for other people to identify us as part of their
group.
If we have roles in common, a similar level of skill or
competence, and a similar image, we will see a person as being ‘just like
us’, and we are more likely to be protective and care for that person.
When people meet someone new they examine that person for common
ground. Paying attention to a person’s image will make it easier to find
common ground.
Using Image to Kill
During the Second World War, the Nazi state decided to kill its entire
Jewish population (as well as homosexuals, the mentally ill, learning
disabled, communists, religious groups, etc.) At least six million Jewish
people were exterminated. This was a major enterprise. The problem
was how to get good Germans to take part in this enterprise. The
solution was partly found in the use of IMAGE. Propaganda was used
to degrade the image of the Jewish people; this took place for a decade
before the real killing began, and was based on an already deep cultural
loathing for them. They were given the image of people who were less
than human, animal like etc…. Once they were transferred to
concentration camps they were shorn of their hair, denied all
possessions, dressed in identical uniforms, tattooed with identification
numbers. Their image was degraded until it was possible for ordinary
people to kill them once their work potential was exhausted.
Essential Social Role Valorisation
Author Unknown
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PRACTICAL APPLICATION FOR EC’S
IMAGE AND EMPLOYMENT
The image or role cues required for an employee will vary to some
degree, but there will be a group of core image components that apply to
all employment related roles.
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The appropriate image makes it easier for co-workers, supervisors and
employers to allow a person to perform an employment role. Why?
Because a person’s image helps us visualise them in the role and identify
with them.
Displaying the appropriate image allows people to see the things they
have in common, rather than emphasizing differences. This means it will
be easier to help a client socially integrate into their work setting if we
have made sure they have the right image.
“Many people would be prepared to perceive mentally impaired people
more positively if their appearance were…. concordant with the
setting.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
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IMAGE AND INTERVIEWS –
We may believe we shouldn’t judge a book
by its cover, and it’s what’s on the inside that counts. However, the
reality is, whether we like it or not, appearances are very important,
particularly when it comes to an employment interview.
Although
dressing and grooming a certain way will not magically produce a job,
poor, indifferent, or inappropriate grooming may very well get you
screened out of a job before a single word is exchanged.
When a person seeking employment is from a devalued group, the need
for attention to image is intensified because people will tend to see that
person as different. An employer’s decision to hire is to a significant
degree influence by feelings, and one of those feelings is whether the
person will ‘fit in’.
Most jobs have an unspoken dress code. If your
client attends an interview dressed right and wearing the appropriate
clothing – they will convey the message that they understand at least
something about the job, without have to even say a word.
Interview with Ralph Fiennes
MP: What about the process of acting…. How do you go about, what’s
the key to it?
RF: I think for me more and more the process of finding the clothes of a
character is very helpful…..
Extracts from Michael Parkinson’s Interview with Ralph Fiennes
The same applies to you. When accompanying a person to an interview
as their advocate, your image becomes as critically important as that of
your job seeker. Don’t let the fact that you attend interviews on behalf of
many clients make you blasé about dressing appropriately. Your image
will help assure the employer that you understand the role and your
judgment can be trusted.
For interview dressing, err on the conservative side of the unspoken
‘dress code’ of the industry. Make sure your clothing is in excellent
condition; clean, neat and not obviously ‘dated’.
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“A person’s appearance can send out strong positive or negative
messages. So commonly, the appearance of mentally impaired people
does not project a positive image. They may wear clothing that is illfitting, out of fashion, worn out, torn, dirty, or immature for their age;
they may carry themselves awkwardly, having never been taught
graceful movement and good posture, they may have poor hygiene
habits and, hence, bad body odour, and no effort may be made to help
them look attractive or even elegant.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
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Competence Determines Roles
What do we mean when we describe someone as competent? We mean
that they have the knowledge and behaviours to perform a task.
Competence permits us to enter a desired role, and then retain and
maintain that role.
“Almost all work roles require some competencies.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
How do we become competent?
A vital ingredient for developing
competence is the learning environment.
Many of the competencies
needed to perform a role are learned unconsciously by modelling
ourselves on the behaviours and actions of others, or they can be learned
in a more formal manner by receiving training. Often people from a
devalued group have not had the advantage of good role models or
instructors in their lives. Part of developing the skills and competence to
perform a role may be helping a person to overcome unproductive habits
and behaviours.
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Learning Good and Bad Behaviour
“Humans are natural imitators. We learn how to do many things by
imitating others. If we go to an unusual setting, we quickly try to make
our behaviour (consciously and unconsciously) like others around us.
Visiting a Magistrates Court or attending a formal dinner involves
soaking up and imitating other people’s behaviour. Unfortunately,
humans are just as good at learning bad behaviour. If all we have are
negative role models, those are the ones that we will tend to replicate.
If people who are devalued are consistently mixed with people
exhibiting bad behaviour, they will naturally replicate it. This is
particularly noticeable in residential services and day services where
behaviours are often learned and integrated into what becomes seen as
a normal response to such services.”
Essential Social Role Valorisation
Author Unknown
PRACTICAL APPLICATION FOR EC’S
COMPETENCE AND EMPLOYMENT
Employment can be a complex role that necessitates a certain level of
competence or skill. How do we ensure our client has not only the
‘image’ but the competence to perform their chosen employment role?
“Enabling either entry into positively valued new roles or the regaining
of valued roles previously held – Involves both image and competencyenhancement, such as enabling an adult to enter the role of worker or
employee.”
A Brief Overview of Social Role Valorization, April 2000
Wolf Wolfensberger
TEACH WHAT IS ACHIEVABLE –
A person with an Intellectual Disability
will have learning limitations or difficulties. Accordingly, it is important
to choose training carefully.
Learning should support the goal or
outcome the person wants to achieve.
Rather than concentrating on what a person can’t
do, concentrate on their strengths.
A learning
environment which sets reachable goals will
encourage your client to achieve and build selfesteem, and cement your working relationship.
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Locating the strengths of a person with an Intellectual Disability may
require perception, observation, and patience. Take the time, because
working with a person’s choices guarantees you will have a motivated
learner, and experience job satisfaction. NOVA’s policy is to look at the
individual’s job preferences and concentrate on finding something
achievable within those choices.
All jobs have their ‘boring bits’. How do you encourage
your client to learn the parts of the job they are not interested
in? Help them focus on the overall outcome of employment,
for example, earning money means you can buy things; and
an appreciated member of the team gets to join in the social stuff; etc.
TEACH WHAT IS RELEVANT –
When planning training prior to locating
employment; ask yourself “How will this assist performance in my
client’s chosen employment situation?” If it isn’t necessary or relevant,
don’t waste valuable time coaching unimportant skills.
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Much of your skill will be directed towards choosing the right
employment solution for your client – a good job match. Aim for a
balance between aiming too high or too low, and locate a position that
will suit the person’s goals, ambitions, skills and abilities, temperament,
etc. There are many different levels of employment, from extremely
skilled or complex through to entry-level positions that mostly require a
willing attitude and hard work. The better suited to the position, the more
likely the person is to stay in work.
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©02/2004 Nova Employment – Social Role Valorisation
LEARNING ON-THE-JOB –
There are two parts to successful retention of
an employment role:

Learning the skills to perform the task

Becoming a part of the social fabric of the workplace
NOVA’s policy of providing post-placement support is extremely
effective for facilitating learning because it is ‘real world’ training. It
involves accompanying your client to the worksite to provide specific
task coaching, mentoring, and encouragement, until they are able to
perform the job without assistance.
“People with an Intellectual Disability often experience difficulty
transferring skills learnt in one environment to another…Consequently,
the most efficient and effective training for individuals with intellectual
disabilities is training carried out in the context or environment where
the performance is ultimately required.”
Standards of Work Performance
Vivienne C Riches
Learning competencies can also take place in a less formal manner by
watching and observing other people and imitating them. Often this type
of learning happens unconsciously. For example, many people imitate
the speech or style of people they admire. However, it is also possible to
learn bad competencies in this same way.
Once your client gains the role of employee, he / she will learn many
competencies simply by modelling or imitating co-workers. This process
will continue long after you have left the worksite. Along with good
competencies, your client may also imitate behaviours and habits which
may not facilitate longevity in their employment. It is important then, for
you to seek out and assist association with good role models.
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©02/2004 Nova Employment – Social Role Valorisation
EXPECT
SUCCESS
–
You cannot underestimate the effect your
expectations can have on your client and the employer. If you don’t
believe your client has the abilities to perform a role, then don’t be
surprised if they conform to this belief. Very often, the person you are
supporting may be inexperienced and unaware of their own capabilities.
Bright and Slow Children
“A famous paper in education research called ‘Pygmalion in the
Classroom’ showed the major effect of expectancy. A teacher was told
that one half of her class were identified as ‘bright’ and the other as
‘slow’ by psychometric testing even though the two groups had in fact
been chosen randomly. This expectancy of high or low ability was
allowed to continue for a period and the effect was assessed. Not only
did the teacher rate the ‘bright’ children as better performers and the
‘slow’ children as poorer performers, independent testing of the children
showed that the ‘bright’ children had progressed better than the ‘slow’
children. Thus, not only did it affect the teacher’s expectations, it also
changed the outcome for the students. Expectancies are incredibly
powerful.”
Essential Social Role Valorisation
Author Unknown
If the person is accomplishing tasks of a similar skill level in other areas
of their life, and has a desire to participate in employment, reassure them
and the employer that with your help they will be able to perform the role.
The confidence engendered will help you both accomplish the goal.
During NOVA’s on-the-job training, your learner will pass through many
different phases. Your confidence in your client’s ability to do the job
will help calm your employer’s fears when problems arise. Remember, if
every person with an Intellectual Disability learned the job without
encountering a single problem, you would not be needed.
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©02/2004 Nova Employment – Social Role Valorisation
Revalorisation
For most employers regardless of how willing to help, the ‘bottom line’
will be running a successful business and receiving value for money.
Your role is to help the employer see the value in your client.
THIS BOX CONTAINS WORKBOOK INFORMATION AVAILABLE THROUGH NOVA
TRAINING
Your clients do not need to find employment. Most could receive a
disability support pension for the rest of their lives. That means the
people who walk through NOVA’s doors to find a job in open
employment are motivated to work. However, motivation alone is not
enough for the majority of NOVA’s client to attain employment. Without
specialised help, most people with an Intellectual Disability would be
unable to find and retain paid employment.
You will often be challenged by the negative myths, stereotypes and preconceptions about people with a disability that are entrenched in society.
However, you can make a positive difference to the lives of people from a
devalued group by providing specialised help to find a quality
individualised employment solution.
You know that disability does not mean inability. Your role is to:

Find a job that matches motivation and abilities

Always ensure that your client is appropriately dressed and
groomed for job interviews and the workplace, and that you are as
well!

Encourage participation in general community activities
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©02/2004 Nova Employment – Social Role Valorisation

Make sure you use language and actions that positively present
your client

Foster an enhancing and attractive image for your client

Avoid reinforcing negative role stereotypes
NOVA Employment’s aim is that positions sought are with companies
that have a positive image, that pay award wages and promote integration
with people without a disability.
THIS BOX CONTAINS WORKBOOK INFORMATION AVAILABLE THROUGH NOVA
TRAINING
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©02/2004 Nova Employment – Social Role Valorisation
BIBLIOGRAPHY
 A Brief Introduction to Social Role Valorisation – A High Order
Concept for Addressing the Plight of Societally Devalued People,
and for Structuring Human Services (3rd revised edition) Wolf
Wolfensberger, Training Institute for Human Service Planning,
Leadership and Change Agentry, Syracuse
 Normalisation: A Reader for the Nineties – Hilary Brown and
Helen Smith (eds.), Tavistock/Routledge
 The Slave Trade – The History of the Atlantic Slave Trade 14401970, Hugh Thomas, Picador
 The Holocaust – The Jewish Tragedy, Martin Gilbert, Fontana
Press
 Hitler’s Willing Executioners – Ordinary Germans and the
Holocaust, Daniel Jonah Goldhagen, Little, Brown and Company
 Death and Deliverance – Euthanasia in Germany 1900 – 1945,
Michael Burleigh, Cambridge University Press, Cambridge, 1994
 A Brief Overview of Social Role Valorisation, April 2000 -Wolf Wolfensberger
 Essential Social Role Valorisation – Author Unknown (If the
author is able to help, please email us)
7.1