The Charter Of Rights And Freedoms - 1363 Words

The phenomenon of entrenching the Charter of Rights and Freedoms is not new to Canadian citizens, but it is a notion that is perceived in several ways. Many view it as a feature that disregards the fundamental right to democracy, an integral part of Canada’s political system. A functioning democracy is an important factor in providing citizens with the utmost rights and freedoms deserved. Society’s full potential is not being achieved if there are individuals who believe their principle of democracy is being violated. This violation nonetheless, true or not, should not be ignored. The fundamental belief that the entrenchment of our Charter violates the principle of democracy lies at the heart of the judiciary. Simply speaking, judicial†¦show more content†¦This leads to â€Å"inevitable bias being introduced into our political and legal cultures† (Dyzenhaus, Moreau, and Ripstein 544). Because these judges are coming from similar backgrounds, they share p erspectives that consequently lead to the suppression of those whose interests are not â€Å"adequately recognized or supported by the dominant, mainstream ideologies† (Dyzenhaus, Moreau, and Ripstein 544). It is not hard to understand why some fear a Charter that is so hard to change is violating the principles of democracy. Judges, in no sense, are in the position of moral authority nor are they experts in areas typically concerned with by the government (Dyzenhaus, Moreau, and Ripstein 543). The judiciary is the epitome of contrasting notions when it comes to self-governing, the heart of democracy. Allowing unelected judges to overrule decisions of legislators is problematic for all of society and represents the abandonment of self-government (Dyzenhaus, Moreau, and Ripstein 541). With self-governing and the principles of democracy comes the flexibility of interpretation. In a society where the people are essentially supposed to be in charge, interpretation should be, and is, required by those in power. But with a Charter so entrenched in a Constitution, the issue of the dead hand of the past arises. Society should not have to worry about the past influencing current decisions due to the abstract standard, which allows adaption to changing circumstances and

Censorship in art Essay - 715 Words

Censorship in Art Censorship has existed in the United States since colonial times. In the early history of American culture censorship’s emphasis was on political statements and actions, banning literature, music and even people from being heard in this country. This leading too more closed-minded views about different cultures and society, which we are still fighting to over come in the present day. Today a better-informed America has switched their views to a more sexual content when deciding what should be publicly released. While all of this seems to violate our first amendment right, group censorship is totally legal. Hidden amongst recent censorship are many Cuban exile groups who have caused a handful of Cuban performances to be†¦show more content†¦According to modern laws, art is protected by the constitution. But music and musical performances are not censored on the basis of art; they are usually censored for obscenity so â€Å"the children† won’t be traumatiz ed! Which in some degree is understandable when trying to get our country to be more â€Å"Family orientated.† However, recent violent protests in South Florida and threats of more protests have canceled Irakere, Cubanismo (two major acts from Cuban culture) and moved the venue where the Latin Grammys were to be held from Miami to Los Angeles (Douthat, 15A). These protests were not for inappropriate lyrics or content, but for political views only shared by the groups demonstrating against them. Groups such as, Vigilia Mambisa, the Cuban Patriotic Coalition of Palm Beach, and 18 exile groups (one stemming out of Boca Raton), feel that when these Cuban descendents perform here in the US that the proceeds from their concerts will go back into the Cuban Government, directly helping Fidel Castro (Smith, 4E). Jorge Avellana, a West Palm Beach exile who organized the demonstration against Irakere stated that, â€Å"The majority of the money they earn goes to subsidize the dictators hip.† These shows were not canceled because of any proof that the performers did anything wrong, but for â€Å"the safety† of the theater’sShow MoreRelatedThe Censorship Of The Arts1173 Words   |  5 Pages Censorship In the Arts Innocence, purity, youth — qualities that society strives to protect. In order to safeguard these sanctities, society often employs censorship to combat vileness. Vileness embedded within the arts. Art has no limits, no boundaries, no rules. Art is undefinable. Therefore, art is easily considered to be the nesting grounds for defilement. Censorship is currently the preferred tool to cleanse this impurity. Censorship is â€Å"the suppression of words, images, or ideas that areRead MoreCensorship in Art733 Words   |  3 PagesCensorship in Art Censorship has existed in the United States since colonial times. In the early history of American culture censorships emphasis was on political statements and actions, banning literature, music and even people from being heard in this country. This leading too more closed-minded views about different cultures and society, which we are still fighting to over come in the present day. Today a better-informed America has switched their views to a more sexual content when decidingRead MoreCensorship of the Arts in Singapore1474 Words   |  6 Pagesstrike between freedom of and restrictions upon artistic expression? The commonly accepted definition of censorship- that certain texts, images, or films should be banned. The Longman’s English Dictionary defines censorship as to examine books, films, letters etc, to remove anything that is considered offensive, morally harmful, or politically dangerous. Narrowing down the definition to cover The Arts scene in Singapore, the question beckons should anyone have the power to place restrictions on an individual’sRead More The Censorship Of Art Essay2753 Words   |  12 Pages Things are heating up in America. People are protesting outside of the movie theaters, concerts, and book and record stores of this great nation everywhere. What is all the fuss about? Censorship, Government officials and raving mad protesters alike have been trying to stop the expressive creativity in everything from Marilyn Manson to Mark Twain. One of the biggest shake-ups happened in museums all over the world recently that would have made Michelangelo and DiVinch i’s hair stand on end. In theRead MoreExamples And Ambiguities Of Art Censorship1459 Words   |  6 PagesExamples and Ambiguities of Art Censorship (Position Paper) Art censorship, suppression of the arts, has a very long history. This is because all societies must decide what the limits of free speech are, and in this decision they must also decide the status of art. It is easy to raise more questions than answers when exploring this topic as it is a question whose answer is affected by differing perspectives and opinions. It would be exceedingly difficult to articulate an argument based on dataRead MoreCensorship Of Children And The Art Industry1488 Words   |  6 PagesCensorship in children s cartoons is something that has a largely negative effect both on children and the art industry as a whole. Censorship can push itself on any number of topics: on violence, on love, on lgbt visibility, and on death. Censoring these scenes only serves to negate the sense of seriousness given to an issue. For instance, if you take away the possibility of a character getting injured or dying during a conflict, you lower the stakes, thus making whatever pl ot progression may beRead More Art Censorship Essay examples501 Words   |  3 PagesArt Censorship   Ã‚  Ã‚  Ã‚  Ã‚  In recent news there was a controversy over art shown in Santa Fe Community College’s gallery. The artist Pat Payne created obscene religious pictures that for the most part were mocking the Catholic religion. I feel that there is no need for artwork to be censored if in an appropriate place. Placing paintings that may seem to be obscene in an art museum, gallery, or anywhere else that attract mostly mature individuals is appropriate and obviously placing those same piecesRead MoreThe Censorship of Art Essay example14698 Words   |  59 PagesThe Censorship of Art While the censorship of art is not a new phenomenon, recent years have witnessed renewed and intensified attempts to control popular culture. In particular, rap and rock music have come under increasing attack from various sides representing the entire left and right political spectrum, purportedly for their explicit sexual and violent lyrical contents. In this paper is investigated which moral codes underlie these claims against popular music, how social movements mobilizeRead MoreThe Effect Censorship has on Art Essay examples943 Words   |  4 PagesThough out history artist have rejected any forms of censorship. Governments have had to enforce censorship laws for the sake of public safety. As well, as to maintain control of society and to uphold the moral and ethical values that the populous demands. Whether you are for or against censorship in art, it serves a useful purpose in moderation, but it can be taken to extremes. Whether it’s a fascist government or a extrem ist religious organization it is easy for a controversial law to be twistedRead MoreCensorship Essay1233 Words   |  5 Pagesï » ¿Censorship Censorship is a highly controversial topic regarding the arts, controlling the freedom of expression of artists to convey what is deemed acceptable within society. Ai Weiwei falls victim under the power of the regime and the influence of censorship guidelines within China, limiting the display of his art due to the important messages he raises. Andres Serrano has experienced attempted censorship on his provocative image, Piss Christ, and has been attacked for producing offensive art.

The Tidal Model Developing an Empowering

Question: Explain about The Tidal Model for Developing an Empowering? Answer: Introduction The approach of person centred planning is well known for forming a significant framework in delivering services, in the present scenario and in the future, for the establishment of strong relationship between individual with development and/ or intellectual disability, their care providers and families along with the organizations supporting them (Bhui, 2009). It plays a significant role to ensure self- determination across individuals suffering from any development and/ or intellectual disability (IDD), acting as a factor indicating quality of each and every service. This paper will be accounting the process to begin the planning and application of person centred approach for 40 adults suffering from IDD living and obtaining accommodation services from the Centre for Cerebral Palsy. The Centre of Cerebral Palsy is a huge organization based in Western Australia working with almost 1,300 people and their families in the delivery and development of services that include services of therapy and accommodation (Johnston, 2013). As a number of other IDD supporting organization, the Centre for Cerebral Palsy also strives on implementing the approach of person centred planning as the centralized tenet to deliver services across individuals suffering from IDD. The legacy thinking of the organization that I perceived as my own, with respect to primary role is the provision of care such that there is no compromise of safety and protection. Duty of care is said to be having an overridden dignity and the risk involved (Bhui, 2009). However, it was unfortunate that effective decision making and real choice had not been the norm. Provided with the environment, I found it easier in seeing why it is and was extremely important for the initiation of change. Provided with the envir onment, I was able to see why transitioning to service delivery and person centred planning has faced difficulty that expected. In my overall experience, I understood that for the effective delivery of this approach, there is a significant need for changing the internal ways of processes and thinking for which I communicated with a number of authorities that were basic yet revolutionary. For the development of this portfolio, in supporting the selected individuals suffering from IDD, I have considered using the Mental Capacity Act (2005) within the best interest of 2 individuals specifically. In order to maintain ethical consideration and confidentiality in this paper, I will not disclose the identity of the 2 individuals I selected, instead I will refer to them as person 1 and person 2. In this context, I will be talking about their stories and processes for further planning a person centred future for the others. Part 1: Development of Person Centred Plan and Implementation Strategy Description of the Persons Person 1 is a 65 year old lady suffering from autism since childhood with serious learning disability. Due to her age, her hearing senses have weakened tremendously and is not able to communicate by the use of words. She has been mostly guiding the staff members taking care of her by giving directions or specific signs. Until the early phase of her life, person 1 lived with her parents who was then sent to a hospital specifically accommodating and taking care of children with autism. As she developed as an adult, she was transferred to a different health care institute specifically accommodating and taking care of adults with autism and other IDDs. Being a female, person 1 loves to socialize with other people, even though she is not able to listen properly, she likes to observe people around her and does not prefer staying alone. Communication Techniques for Identification of Learning Goals The attribute regarding the Triad of Impairment along with other attributes related to autism depicted that individuals on the spectrum of autism often do not have the ability of making informed choices. Further inabilities include communicating their wishes and desires, planning for the years to come and advocating for themselves. As an individual suffering from autism, the person centred planning of person 1 was done by considering each and every aspect of the disease for which I had to address sensory needs, allow the duration spent in context with special interests and avoid situations causing unnecessary distress. I understood the fact that person 1 used to get bored very fast and she did not like to follow exact time schedules. She expected variety in her limited life and hence, in order to promote learning I ensured using a number of different resources to communicate with her such that she put in efforts too. I used resources such as PECS, Dynamite, Signing, Objects or Photos of Reference, Talking Mats and Videos. PECS is referred to as the System of Picture Exchange Communication for which I exchanged picture symbols with person 1 for indicating her choices or needs, making requests and commenting. Dynamite is an electronic device that performs more or less the same functions as that of PECS (Bhui, 2009). In this resource, I built sentences as I clicked on symbols available on a specific machine and the machine read out the sentence loud. However, as the hearing senses of person 1 is extremely deteriorated, this resource was not effective. Signing is referred to as the language of signs used for the purpose of communication (Bhui, 2009). Every day was a new less for person 1 and hence, she showed huge interest in learning the signs. This was an effective resource as I do acknowledge the sign language. Further ahead, the use of objectives or photos of reference represented real activities and objects for the indication of choice in which also, person 1 showed significant interest. Talking Mats are significant tools used with the combination of photos or symbols (Barker, 2001). In this context, I focused on the display of mat such as favourite food and I placed related symbols and photos over the mat. I understood the significance of having two mats for ensuring person 1 was able sort individual meanings of photos or symbols among the two mats. I was aware of the fact that this resource is a skill that is to be used for development in early stage but I used this tool for helping person 1 to set her goals for the future. Finally, the resource of video was of huge significance as well in which I and my support team came up with a video person 1 areas of strength and favourite activities to ensure a successful engagement and interaction from her side. Learning Opportunities and Strategies for Addressing Individual Goals As a key aspect of this plan, my key focus was on empowering person 1 for the achievement of true and potential objectives, for obtaining an appropriate place across the community. My key focus was on the development of person- centred plan, after discussing with the individual for identification of her individual goals and assessment of her development and learning needs. I was able to communicate with her in sessions of counselling using the above mentioned tools of communication. I ensured the collaboration of elements related to person centred focus as highlighted in the above figure. Talking Mats are significant tools used with the combination of photos or symbols. In this context, I focused on the display of mat such as favourite food and I placed related symbols and photos over the mat. I understood the significance of having two mats for ensuring person 1 was able sort individual meanings of photos or symbols among the two mats. I was aware of the fact that this resource is a skill that is to be used for development in early stage but I used this tool for helping person 1 to set her goals for the future. Person Centred Development Plans When I considered presenting the plans of person centred development for person 1, I looked for her care records to analyse her current person centred planning. When I reviewed some literature on person centred planning, I identified that even though referred to as Essential Life Plan, it seemed to have the essence of fundamental components regarding what is significant for person 1, and what are her preferences regarding certain think. The fundamental base of Essential Life Plan had been indeed to support individuals like my client for moving from big institution that can be considered as a great way for gathering each and every significant information. There was a lack of connection and warmth in the previous person centred plan of person 1, and the documentation of routines had been done in a manner that had a feeling of organization instead of the feeling of person 1. There seemed to be an absence of support from communication and she required major understanding and support with communication. However, even though I have an experience of 2 years in the field, I could not think of ways how person 1 should be participating in ordinary activities while focusing on her development of role across the society. For the purpose of developing this plan, I used the tool of MAPS that means Making Actions Plans. Through a series of organizations, individuals and questions, by the utilization of I was able to construct a life story or personal history of the focus person that is person 1, on the basis of personal milestones. After I obtained knowledge about my focus person, I was able to explore her dreams in a better way for setting a better future for her. And hence, we moved towards building her future plan directing person 1 to her dreams. Part 2: Data Based Approach to Implementation Fidelity Implementation of Learning and Maintenance Strategies In the implementation of maintenance and learning strategies, I focused on the following steps for the change of culture and organization in order to deal with the case of person 1 (Brown, 2004): Examining, reviewing and clarifying the understandings of each and every authority involved in the organization, related to the values and beliefs of person 1 underpinning the social inclusion. Developing a clear vision regarding what the beliefs and value will refer to for the operations, relationships, language and action of the organization. Ensuring that external and internal messages are in consistency with a clear combination of values and beliefs, for consistent and frequent provision. Creating opportunities for each and every level across the organization for understanding the social inclusion involved in the case Examining stereotypical values and beliefs related to several individuals and growth that will end up hindering the approach of person centred planning Recognizing and responding to the diversity across groups of culture Examining the mission and vision statements, practices and policies with respect to a deeper understanding about the social inclusion Encouraging internal discussion regarding if my focus person is going through genuine community and social inclusion Ensuring that there is no misinterpretation for the values of community and social inclusion Ensuring that everyone across the organization, from the level of board to the staff of front line, understanding that the areas of key result and principles related to the Guidelines of Community Participating Program are reflected in the current practices In addition to these steps, I considered investigating and using planning tools and approaches for truly addressing the aspect of social exclusion in the case of person 1, for further leading towards social inclusion. This was supporting for valuing the roles and expanding the friendships and relationships. I further considered recruiting people who had a sense and commitment of social inclusion that I think was a significant criteria. Communication of Person Centred Skills Development Plan I communicated with my supervisor for assessing the capacity of consent provided to me mentioning about the tasks I will perform with person 1. She stated that there were already a number of referrals for support of psychology in reference with pending assessments of capacity. She suggested I should be shadowing the process as significant while provided me with additional guidance. Further ahead, I approached my line manager for obtaining consent to be present in the meeting with the psychology and she happily approved for the same. The psychologist took the role of advisory being a person who should be completing the assessment of capacity related to the decision. There was an independent advocate in the meeting who was showing resistance in leading the work. This was being done irrespective of the fact that my manager was approving to provide full support to person 1 and other 4 individuals in the group on daily basis with appropriate communication. At the meeting, the psychologist asked a number of questions in relation with the communication skills of person 1, specifically her expressive and receptive skills of communication. The reason behind this was that they are central skills for gaining the ability of understanding certain things, weighing up disadvantages and advantages and ensuring the retention of information. I believe that everyone in the meeting was aware that she did not have the capacity. However, as per the Mental Capacity Act (2005), it has been stated that every individual holds such capacity until or unless it is proved significantly (Bhui, 2009). I further stated in the meeting about what all tools of communication I will use in the planning mentioning that I used resources such as PECS, Dynamite, Signing, Objects or Photos of Reference, Talking Mats and Videos. Some notes had been emailed by the psychologist related to the meeting while there was a provision of additional support. Person 1 has some contact with her family, and even though they do visit the institute on regular basis, they do make regular calls for seeing how she is doing with the treatment and interventions. As I though appropriate, I provided the details about the plan to her family members as well. Facilitation of Learning Process For the facilitation of learning process in the plan, I perceived the person centred principles. The first principle was centralizing the person with disability that is person 1. She herself chose the scope of participation in the phase of planning as per her own ability and preference, and was supported and encouraged for having maximum control over the entire process of planning. Further ahead, I showed commitment to contribute individuals with disability who lived in well- designed and accessible communities with significant opportunities for including her cultural, sporting, economic and social life. In addition to this, each and every indirect and direct activity of service delivery and design focused on the achievement of positive outcomes for person 1. The attribute regarding the Triad of Impairment along with other attributes related to autism depicted that individuals on the spectrum of autism often do not have the ability of making informed choices. Further inabilities include communicating their wishes and desires, planning for the years to come and advocating for themselves. As an individual suffering from autism, the person centred planning of person 1 was done by considering each and every aspect of the disease for which I had to address sensory needs, allow the duration spent in context with special interests and avoid situations causing unnecessary distress. Reviewing and Monitoring the Plan For the purpose of reviewing and monitoring the plan, I considered a continuous process for the introduction of significant change in the circumstances and situation of the focus individual that is person 1, a major period of transition for her, agreed actions and strategies for being considered in the unanticipated blocks or barriers. The lessons that I learned were regarding how certain things work or do not work in the plan, what should have or could have been done and how these can be considered significant for being captured and documented. I identified that adjustment, amendment or updating of this plan be done at any point of time, and there can be a continuous provision of feedback, reviewing and reflecting the process of planning as continuous learning (Carnaby, 2005). When I considered presenting the plans of person centred development for person 1, I looked for her care records to analyse her current person centred planning. When I reviewed some literature on person centre d planning, I identified that even though referred to as Essential Life Plan, it seemed to have the essence of fundamental components regarding what is significant for person 1, and what are her preferences regarding certain think. Part 3: Evaluation of Person Centred Plan Monitoring Progress and Providing Feedback For monitoring progress and providing feedback, I considered using the Collaborative Goal Technology (GCT). The key objective of CGT is for assisting person 1 in progressing with the individual process of recovery. Originally, this technology had been designed for facilitation of collaboration among an individual trying to recover, and the mental health worker with respect to monitoring. This further involves the development of individualized goals of recovery and the overall vision of recovery. It involves to adapt other highly used interventions of setting goal (Cowley, 2007). I consider its development for getting better outcomes in association with the level to which person 1 showed active participation in the recovery, goal setting and treatment. Person 1 has some contact with her family, and even though they do visit the institute on regular basis, they do make regular calls for seeing how she is doing with the treatment and interventions. As I though appropriate, I provided the details about the plan to her family members as well. Effectiveness Evaluation for Person Centred Skills Development Plan For the purpose of evaluating the effectiveness of this plan, I considered a continuous process for the introduction of significant change in the circumstances and situation of the focus individual that is person 1, a major period of transition for her, agreed actions and strategies for being considered in the unanticipated blocks or barriers. The lessons that I learned were regarding how certain things work or do not work in the plan, what should have or could have been done and how these can be considered significant for being captured and documented (Johnston, 2013). I identified that adjustment, amendment or updating of this plan be done at any point of time, and there can be a continuous provision of feedback, reviewing and reflecting the process of planning as continuous learning. As evident above, it is extremely important for knowing the level which contribution has been made by the person centred plan for the achievement of objectives with respect to the improvement of economic and social conditions of person 1. It has been stated by ILO (2008, 13) that: While mechanisms and processes are important, the effectiveness of such mechanisms should be assessed in terms of outcomes. Setting qualitative and quantitative indicators of success in achieving the educational and training targets in line with the Decent Work Agenda are useful in building common understanding of success, shortcomings, and lessons learnt (-ILO, 2008; 13). I am now aware that interventions for development of skills with person centre is mostly inclusive of evaluations for perceiving satisfaction and learning lessons from the error (MacFarlane, 2009). However, both indirect or direct outcomes, and outputs are to be considered for evaluation on less frequent basis. Person 1 has some contact with her family, and even though they do visit the institute on regular basis, they do make regular calls for seeing how she is doing with the treatment and interventions. As I thought appropriate, I provided the details about the plan to her family members as well. Opportunities for Skills Maintenance and Enhancement After I completed the assessment of capacity I moved on to assess my own process. According to me this task was extremely easy as I had been following my own footprint. I did not consider the need of holding a major meeting for the process of best interest, while I just had to send emails to certain individuals involved in providing care to person 1. Overall, the process involved some challenges. One of the most significant difficulty was regarding the facilitation of staff for sharing ideas with creativity. They only seemed to have the ability of telling me things that they did and did not turned their thought process of what could have been done in a better way. I obtained a number of opportunities to enhance my and person 1 skills and learning. For the facilitation of learning process in the plan, I perceived the person centred principles. The first principle was centralizing the person with disability that is person 1. She herself chose the scope of participation in the phase of planning as per her own ability and preference, and was supported and encouraged for having maximum control over the entire process of planning. Further ahead, I showed commitment to contribute individuals with disability who lived in well- designed and accessible communities with significant opportunities for including her cultural, sporting, economic and social life (Sanderson, 2007b). In addition to this, each and every indirect and direct activity of service delivery and design focused on the achievement of positive outcomes for person 1. Duty of care is said to be having an overridden dignity and the risk involved. However, it was unfortunate that effective decision making and real choice had not been the norm (Sanderson, 2007a). Provided with the environment, I found it easier in seeing why it is and was extremely important for the initiation of change. Provided with the environment, I was able to see why transitioning to service delivery and person centred planning has faced difficulty that expected. In my overall experience, I understood that for the effective delivery of this approach, there is a significant need for changing the internal ways of processes and thinking for which I communicated with a number of authorities that were basic yet revolutionary. Conclusion Person 1 is a 65 year old lady suffering from autism since childhood with serious learning disability. Due to her age, her hearing senses have weakened tremendously and is not able to communicate by the use of words. She has been mostly guiding the staff members taking care of her by giving directions or specific signs. I understood the fact that person 1 used to get bored very fast and she did not like to follow exact time schedules. She expected variety in her limited life and hence, in order to promote learning I ensured using a number of different resources to communicate with her such that she put in efforts too. As a key aspect of this plan, my key focus was on empowering person 1 for the achievement of true and potential objectives, for obtaining an appropriate place across the community. My key focus was on the development of person- centred plan, after discussing with the individual for identification of her individual goals and assessment of her development and learning nee ds. I was able to communicate with her in sessions of counselling using the above mentioned tools of communication. For the purpose of reviewing and monitoring the plan, I considered a continuous process for the introduction of significant change in the circumstances and situation of the focus individual that is person 1. For this, I considered a major period of transition for her, agreed actions and strategies for being considered in the unanticipated blocks or barriers (Schuldheis, 2007). The lessons that I learned were regarding how certain things work or do not work in the plan, what should have or could have been done and how these can be considered significant for being captured and documented. I am now aware that interventions for development of skills with person centre is mostly inclusive of evaluations for perceiving satisfaction and learning lessons from the error (Singer, 2011). However, both indirect or direct outcomes, and outputs are to be considered for evaluation on less frequent basis. Person 1 has some contact with her family, and even though they do visit the institute on regul ar basis, they do make regular calls for seeing how she is doing with the treatment and interventions. As I thought appropriate, I provided the details about the plan to her family members as well. After I completed the assessment of capacity I moved on to assess my own process. According to me this task was extremely easy as I had been following my own footprint. I did not consider the need of holding a major meeting for the process of best interest, while I just had to send emails to certain individuals involved in providing care to person 1. Overall, the process involved some challenges but I was able to deal with them. References Barker, P. (2001). The Tidal Model: developing an empowering, person centred approach to recovery within psychiatric and mental health nursing.Journal of Psychiatric and Mental Health Nursing,8(3), 233-240. Bhui, K. (2009). A learning and action manual to improve care pathways for mental health and recovery among BME groups.International Review of Psychiatry,21(5), 472-481. Brown, J. (2004). Person centred planning or person centred action? Policy and practice in intellectual disability services.Journal of Applied Research in Intellectual Disabilities,17(1), 1-9. Carnaby, S. (2005).Person centred planning and care management with people with learning disabilities. Jessica Kingsley Publishers. Cowley, S. (2007). Working on person-centred planning From amber to green light?Journal of Intellectual Disabilities, 11(1), 65-82. Johnston, C. (Eds.). (2013).Working in mental health: practice and policy in a changing environment. Routledge. ILO (2008). Conclusions on skills for improved productivity, employment growth and development. Pp. 13. Accessed from: https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/publication/wcms_103457.pdf MacFarlane, A. (2009). Integration of peer support workers into community mental health teams.International Journal of Psychosocial Rehabilitation,14(1), 99-110. Sanderson, H. (2007a). Person centred planning: factors associated with successful outcomes for people with intellectual disabilities.Journal of Intellectual Disability Research,51(3), 232-243. Sanderson, H. (2007b). Reported Barriers to the Implementation of Person Centred Planning for People with Intellectual Disabilities in the UK. Journal of Applied Research in Intellectual Disabilities,20(4), 297-307. Schuldheis, R. N. (2007). Initiating person-centered care practices in long-term care facilities.Journal of Gerontological Nursing,33(11), 47. Singer, G. (2011). Managing my life as a peer support worker.Psychiatric rehabilitation journal,35(2), 149.