Social role valorization (SRV) is an analysis of people’s relationships and services. The theory claims that society tends to identify diverse groups of people, few of which are less valuable than others. SRV theory assets that people should have important social roles to enjoy life. This is especially difficult when it concerns individuals with learning disabilities, as it is often complicated for them to find a proper social role and be rightful members of society. Today, the value of such people is increasing, and experts are trying to find better ways for integrating disabled people into the system. SRV theory establishes a purpose of facilitating the lives of such individuals.
The theory is originally based on the concept of normalization, which was developed by a German-American academic Wolfensberger. He defined it as “the utilization of means which are as culturally normative as possible to establish and/or maintain personal behaviors and characteristics which are as culturally normative as possible” (Matson, 2019, p. 79). This concept was used at the times when disabled people were deinstitutionalized, and it was aimed at creating a normal life for them. Based on that intention, the SRV theory was offered by psychologists and sociologists. One of the main differentiative features between it and normalization was an “increasing emphasis on the nature of the concept as empirically verifiable, objective, and essentially value-free” (Simpson, 2018, p.17). This new approach showed the critical necessity of changing public perception of disadvantaged people by helping them to achieve physical and social integration in the community. It is supposed that devalued individuals maintain important roles being in the relationships with non-devalued people, and it should result in life satisfaction and an increase of personal competencies.
SRV is usually considered to consist of a few motifs which can be seen in all its implications. They are being conscious about devaluation, believing in people’s power, compensating for disabilities, identifying between valued and devalued groups, estimating the meaning of modeling and imitation, remembering the importance of individual social integration (Thomas, 2017). To make changes in society and include people with learning disabilities in the ordinary life of the community, it is essential to increase their social value. According to the project “Imagine More,” there are three important questions, which need to be answered to assist disabled people in occupying valued roles:
- what are the ways to help them develop their skills
- how to create an environment which would allow the more positive perception of them by the society
- what to do at work or at school to increase the individual’s value (Imagine More, 2020)?
In the past, people were focusing on tasks that disabled individuals were not able to do. Today, they aim at making those people an integral part of society by finding jobs they can do instead. Without a doubt, working is the best way to achieve a desired social status for such members of the community. Employment opportunities give them confidence, financial independence, friends, and a chance to have control over their own lives.
Experts suggest that the social position of people with disabilities is being determined by ethical contests. Goodey argued that “the relationship between ethics and social practices shaping “intellectual disability have been far more complex and contradictory throughout history in ways that are not reducible to matters of progress” (Simpson, 2018, p.17). However, this position appeared to be unstable as its proponents consider social norms as a source of oppression and valorization at the same time.
In addition, numerous critics debating about the SRV theory exist. First of all, it is important to mention that not all connections of socially valued and devalued people are useful and productive which is proved by different civil rights movements. Moreover, a few of the experts insist that SRV does not provide guides to what should be done to reach set goals. There are doubts in determining what is and is not relevant in the measurement of social value itself. As well, there is a problem with aligning the theory with a system of rights. For example, the authors of the book on ethics and intellectual disability released in 2013 consider SRV “as the way forward that is devoid of reference to rights and ethical theory” (Simpson, 2018, p.17). This way, the approach can easily change, and, instead of being an instrument of liberation, it can become one of oppression.
Additionally, the research has shown that SRV theory is applicable for the transition process, but to enjoy life, it is important to remember about inclusion and the social model. Community integration includes a few different factors: physical, social, and psychological. Physical integration is characterized by activities in which an individual participates, social factor involves interacting with neighbors, and psychological question includes feeling oneself a rightful member of society. Thus, the SRV theory has its good sides but fails to respond to many issues.
In conclusion, social role valorization is targeted at including all people in the life of society. It proves that disabled individuals have the same rights as all the community members. However, it does not have its ideology as it does not provide information on what should be done to achieve the goals. It fails to cover the ethical aspect as well, as it does not clarify what is morally correct. The SRV theory is useful for the transition process, but it should be adapted to become coherent with sociological factors, such as inclusion.
Reference List
Imagine More (2020) Why Learn Social Role Valorisation? Web.
Matson, J. L. (ed.) (2019) Handbook of Intellectual Disabilities: Integrating Theory, Research, and Practice. New York, NY: Springer International Publishing
Simpson, M.K. (2018) ‘Power, Ideology and Structure: The Legacy of Normalization for Intellectual Disability’, Social Inclusion, 6 (2), pp. 12-21. doi: 10.17645/si.v6i2.1264
Thomas, S. (2017) Social Role Valorisation. Web.