Reeve, D. (2012) ‘Preparation for practice: Can philosophy have a place in helping students incorporate the social model of disability within their praxis?’, Social Work Education 31(2): 226-233.
This short paper emerges from an engagement with the paper by Morgan in this special edition which argues that the social model of disability can be viewed as a threshold concept which students struggle to ‘get’. I suggest that introducing social work students to philosophical concepts such as recognition at an early stage of their learning about skills, values and anti-oppressive practice, could facilitate the transition over this disability studies threshold, reducing the potential for ritualised performance instead of true understanding. It will be argued that Honneth’s account of recognition in particular can be helpful in reducing the risk of psycho-emotional disablism within professional relationships between social work students and disabled service users. However I also suggest that encouraging students to engage with philosophical questions about personhood and humanity are crucial to maintaining true anti-oppressive practice at a time of financial cutbacks in social work services.
Reeve, D. (2011) ‘From geek to theory chick: Developing understanding(s) of psycho-emotional disablism’, paper presented at Postgraduate disability research: A critical space to engage, Warwick University, 13 July (keynote).
In this paper I reflect on the intellectual journey taken during the time I
studied for my PhD – complete with missed turnings and numerous
mechanical breakdowns. I then discuss the impact that several different
theorists have had on the way in which I have explored the concept of psychoemotional
disablism, showing the rich insights which interdisciplinary thinking
can bring. Finally I end by identifying some of the questions which face those
of us in critical disability studies if our work is to remain relevant to the
everyday lives of disabled people.
Reeve, D. (2009) ‘Psycho-emotional disablism and acts of (mis)recognition: Implications for professional practice’, paper presented at 4th Cornwall Disability Research Network, Cornwall College, 29 October (keynote).
This key note was an extended version of the earlier NNDR paper. The academic giving the keynote was taken seriously ill and so I was asked to step in at short notice to deliver a paper that would be meaningful to the undergraduate students studying various vocational degrees in the health professions.
Reeve, D. (2009) ‘Enabling or disabling practice?: Psycho-emotional disablism and acts of (mis)recognition within professional relationships with disabled people’, paper presented at 10th Nordic Network on Disability Research, Nyborg, Denmark, 2-4 April.
For many disabled people, the effects of impairment mean that health and welfare professionals are involved in their lives on a regular basis. Existing literature drawing on the experiences of disabled people has illustrated the extent to which these professional-disabled people relationships, with their inherently unequal power balance, can be characterised by behaviour which is dismissive, patronising and prejudiced. This paper will discuss examples of psycho-emotional disablism – a form of social oppression which operates along emotional pathways – which were revealed through an analysis of the experiential accounts of people with physical impairments talking about their relationships with a range of professionals.
The inherent power imbalance between professional and disabled client means that psycho-emotional disablism is always potentially in the background. The prevalence of negative images and prejudice about disability within society can influence professional practice; for example a pregnant disabled woman may be offered a termination rather than support because of the assumptions that disabled people are dependent and therefore not able to care for others. I draw on my research data to provide other examples of professional practice which reveal psycho-emotional disablism in operation and show the emotional and practical implications this had for the disabled person. I illustrate the way in which this source of psycho-emotional disablism can also continue to exert an influence on someone’s emotional well-being long after the professional relationship has ended. Examples are also provided of acts of resistance within these relationships which restored a degree of control and power to the disabled person.
I show how important it is that professionals are aware of someone’s ‘disability history’ in order to realise how the long-lasting effects of psycho-emotional disablism can disrupt subsequent relationships with professionals, even when no active disablism is present. Thus a well-meaning professional may interpret the reaction of a disabled person as pathological when in fact it is the result of past experiences of being patronised or devalued.
However there were also examples in my research of good professional practice and I discuss how relatively small actions can have a huge positive impact on the emotional well-being of the disabled person being supported.
Finally I show how better training of professionals to include an awareness of psycho-emotional disablism would mean that they themselves don’t become unwitting oppressors in the relationships with their clients. It is vital that professionals in the health and welfare fields are aware of psycho-emotional disablism and how it can impact on self-esteem and self-worth, if they are to work effectively with disabled people. In addition I reveal how it is possible to reduce/remove this aspect of disablism through attitudinal/behavioural changes which don’t need to cost money, an important consideration in the light of the current crisis in the UK in funding of health and social care services.