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Model Coherency Impact Rating
STILL UNDER CONSTRUCTION- LESS COMPLETE TOWARDS THE END
This is an addition to the Ratings used in PASS and PASSING. (See
PASS PASSING- INSERT HYPERLINKS)
It is a method of deciding what effect the various facets of a human service
are having on the recipients of that service.
The current page details the theory behind MCIR.
This page:
MCIR Worked Example
(NOT YET DESIGNED PROPERLY)
includes a worked example. This should only be read in depth once you
have understood this page.
Model Coherency Impact
This procedure determines the impact that particular
items of a program have on the recipients. It considers who receives the
service, what is the intended outcome of the service, and how it
is provided. It is then compared with valued methods of providing this service
item in the real world and then considers the effect this has on the service
recipient.
Who Are The People Receiving the Service?
Identify which people are being served:
1/ Factually-
All of the ‘factual’ contributions which contribute to assumptions made
about people:
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Ages and age range - |
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Sexes |
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Devalued Conditions, status, impairments if any.
(Conditions should be factual, e.g. speech impediment/difficulty
articulating/cerebral palsy/unable to walk or hold things. ‘Learning
disability’ is difficult to define as it may be the consequence of another
life defining impairment.) |
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Shared histories. (Physical histories that lead to
shared experiences, e.g. impoverished experiences, hostel living,
discontinuity, no control, strangers who have control, no close relationships,
low expectations, virtually no valued
roles.) |
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Image projected by their appearances.
(Images from appearance e.g. broken, sick, vegetable (less than human),
economic and emotional burden, stupid, eternal child.) |
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Ethnic/Cultural factors (Asian, Moslem, Somali,
Afro-Caribbean, Welsh as first language, Jehovah’s Witness, Buddhist) |
2/ 'Existentially'
in terms of their
life experiences, wounds, identities.
e.g. rejected by families and community; taken over by the
system; abandoned to the system; aware of, and made aware of being a burden;
unimportant; powerless; insecurity; views not important, therefore not
consulted; limited life experiences and relationships.
3/ The impact of past experiences on these
people.
People are made compliant and fearful, overwhelmed,
limited/crushed spirit, physical deterioration, great vulnerability.
What are the Needs of the People Receiving the Service?
1/ Identify Needs
The needs to be identified include those that would be unmet if this
service was not provided. It includes needs that derive from people's
identity or history.-
Needs identified should be more than just the very basics- (e.g. only
shelter/food etc.) because of human needs for greater comforts: e.g. to have
influence and control over life, to belong an accepting, loving community, to
have talents acknowledged and develop competencies, to develop valued
social roles.
2/ Rank the Needs
Identify their
urgency for the people served and place in rank order.
3/ Consider how these needs are met in a Valued Way for
Valued People
To do this it is necessary to make use of a Culturally Valued Analogue for
each need.
See
Culturally Valued Analogue
Each need may lead to a different CVA
Central to the CVA is the WHAT and the HOW
The ‘WHAT’ is the CONTENT of the program
(e.g. 'a secure place with shelter and protection')
The 'HOW’ is the PROCESSES of the program
(e.g. Settings, Groupings, Techniques, Server
Identities, Language)
4/ Rank the CVAs in order of cultural value.
What is the Service Actually Doing?
In order to understand this we need to 'Identify What The Service Provides In
Each Of Its Contents'. That is to say,
determine which needs are said to be being met by the program.
So:
| For Each Content, Identify The Processes |
That is to
say, determine the processes that are used in the program.
| Settings (House, Hospital, Workshop, Factory, School etc.) |
| Groupings
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As a whole (all of the recipients of the service) and
sub-groups within the whole. |
|
Informally and Formally (Classrooms, Bedrooms, work
assignments, work stations etc.) |
|
| Techniques and Methods ( by which the content of the service is carried
out, including combination or separation of program/life functions |
| Identities of Servers
| Descriptive Facts (ages and age range, sexes, family status,
competencies, qualifications, training, educational and experiential
background |
| Image Identity (image projected by servers' appearances, conditions,
status etc.) |
|
| Language used about:
| Recipients |
| Content |
| Processes, including servers |
|
|
Internal (Content-Process) Model Coherency Issues |
| Resolve certain internal (content-process) model
coherency issues: |
| For each internal model, is there a coherent content-process
combination that is relevant to a conceivable recipient class? ( For
instance, homeless people, people with severe and persistent mental
health problems, refugees, prisoners.) |
| Name the models used to serve them, e.g. menace/defective,
pity/charity, childminding, medical, social casework. |
| Resolve Purview Issues: |
| Determine the nature(s) and type(s) (i.e. the helping form) of the
service being assessed, e.g. residential, educational, vocational,
counselling, referral, advocacy, transportation, recreation etc.; note if
the service is of more than one type, and which is dominant and which is
secondary. |
| Identify or clarify the purview of the service being assessed. |
"Purview" is defined in PASSING as 'the scope or limit of influence,
authority, competence, responsibility, or concern in clients' lives that would
generally be perceived as the appropriate and/or properly delegated one for a
particular service.
| Consider
breadth, arranging versus providing, exceeding purview, failing to utilise
purview. |
| Identify Needs, Contents And Processes That Should Be Met Within The
Purview Of This Service Do this by performing a mini-Culturally Valued
Analogue:
|
Mini CVA
CONTENTS
ì
ë
PURVIEW
í
î
PROCESSES ç
è
NEEDS
Identify which needs may be
legitimately met by these contents and processes within the purview.
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Determine Congruencies
|
·
Consider how the Groupings, Methods, Settings, Servers and
Language compare (whether they are congruent with) those used in valued
settings for this content/process/purview- EXTERNAL MODEL COHERENCY
·
Determine what assumptions are being made by the service providers
if the model developed above is seen to embody their unconscious intentions.
·
What is the IMPACT of the coherency/incoherency of the service
model on the recipients?
·
Especially consider:
·
the bad things it rescues them from
·
what it does to them
·
what will happen if and when they leave.
Back to SRV Explication
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Social Role
Valorization
A scientific explanation of
societal devaluation of groups &
individuals.
How this happens and how it
might be changed.
Diligio
An education
and training agency using SRV principles.
A not-for-profit
organization.
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