DSWP 1006 Assignment (Unit 3): Empowering Attitudes and Alibi

This document provides a comprehensive solution to a DSWP 1006 assignment, focusing on the 'Alibi of Tyrants' article and the concept of empowering attitudes. The assignment requires identifying statements consistent with empowering attitudes, discussing the language of power versus collaboration, analyzing the interaction between Hank and Susan in the 'Power Tools' story, suggesting activities for a healthy lifestyle, and relating Hank's behavior to the Stanford Prison Experiment. The solution addresses each component of the assignment, providing detailed answers and insightful analysis of the concepts of power, control, and the importance of fostering independence and informed decision-making in service provision. The solution also highlights how Hank's behavior mirrors the dynamics observed in the Stanford Prison Experiment and offers practical suggestions for promoting a healthier lifestyle and fostering empowering attitudes. The assignment demonstrates an understanding of the principles of empowering attitudes, collaborative language, and the impact of power dynamics in helping relationships.

DSWP 1006, Assignment (Unit 3)
Empowering Attitude and Alibi of Tyrants article assignment (10 marks)
1. Find statements in the Alibi of Tyrants article that are consistent with the following
"empowering attitudes" (3.5 marks)
a. The helper has the belief that people have the capacity and the right to manage their
own lives.
“As human beings we need to have some power in the sense that we have some control in our
own lives. We like to have some control over our schedules and routines, who we interact with,
where and with whom we live, what we eat, what we do for entertainment, how we dress,
where we work and how we spend our money for example.” (Orrick & College, 2018)
b. The helper focuses on the capacities and strengths of the person.
“Hold yourself accountable. This means that in addition to your agency’s policies and
procedures and even in addition to the law, you hold yourself up to your ideal and examine
your strengths and needs.” (Orrick & College, 2018)
c. The helper has the belief that the person has the capacity to cope with life problems.
“More recently, we are coming to embrace the understanding that people with developmental
disabilities need to have power and control in their own lives, just like the rest of us. In fact,
they have the same rights to power and control in their lives that you and I do and we do not
have the right to control them.” (Orrick & College, 2018)
d. The helper forgoes the need to control the person by taking on an "expert" role.
“You want your helping relationship to be one that enhances their lives rather than diminishes
them. You want to help them live the lives that they want to live and you do not want to control
them.” (Orrick & College, 2018)

e. The helper helps the person to recognize options and choices.
“You have the power and you must decide whether you want to use it for the forces of good or
the forces of evil. Do you want to use the power you have in this relationship to promote the
humanity of the person you are supporting, to assist them to use the power they were born with,
to exercise the rights they hold as a human being and a citizen, to exercise control in their own
lives? Or do you want to control and oppress them? You have to make a decision and then
commit to acting in a way that is consistent with your decision.” (Orrick & College, 2018)
f. The helper encourages the person to make independent and informed decisions.
“Once you know that you hold some negative attitudes towards people with disabilities, you
can deal with them. You are not a bad person, just a child of your culture. So examine your
attitude, dig deep, not just once, but regularly.” (Orrick & College, 2018)
g. The helper honours the person's decisions.
“You have to give up the role of “expert” and recognize that they are the experts on themselves
and how they want to live their lives. You are there to support them, not tell them what to do.”
(Orrick & College, 2018)
2. The author of Alibi of Tvrants makes some suggestions about the language of power and the
language of collaboration and solidarity. Choose one of the examples in the article that you
have heard or anticipate hearing and discuss what the words imply and why it is important to
change the words to reflect collaboration and solidarity. (2 marks)
One of the example that I think I might use in the future for my children is that “I allowed my
child to go to a party”. I might assume a position of power and being a guardian I have the right

to allow or not allow the child to do something. However, using such words is demeaning the
other person or is exhibiting my control over the child. Instead, by collaborating and showing
solidarity I help the child realise what is good and bad for them. The focus should be upon
giving him or her the right values so that the child is able to make the rights decision for
themself. By making them realise about the consequence of something I can help them see the
situation in a better perspective. Further, I should leave the decision on them whether they want
to go to a party or not.
3. In the story of Hank and Susan in Power Tools (starts on page 23) Hank is treating Susan like a
child. He is controlling her. What should Hank be doing if he wants to help Susan to have
control in her own life?
See a to g in question 1, pick 3 and discuss why they are important and how Hank could do
them. (2 marks)
The first and foremost thing Hank should do to let Susan have control in her own life is to give her the
choice and power to take her own decisions. By giving her the freedom to choose, he is also
empowering her. The following statements will enable Hank to let Susan have the control of her life:
 The helper has the belief that the person has the capacity to cope with life problems:
The foremost thing is to have confidence that Susan has the requisite ability and has the
right to control her life. Hank should have the conviction that Susan will be able to manage
her problems and has the strength to take her own decisions.
 The helper forgoes the need to control the person by taking on an "expert" role: Hank
should understand that his role in Susan’s life should be as an expert, and he should give

advice and suggestions. However, the right to take decisions and control her life is her sole
power.
 The helper encourages the person to make independent and informed decisions: Hank
should don the role of a facilitator, and provide Susan with all the information and the
consequences of a situation. By providing Susan the options and information available,
Hank is enabling Susan to take a sound decision based on facts and information available.
He is not making the decision on behalf of Susan but assisting and supporting her in
making an independent and informed decisions
4. In the story of Hank and Susan, Susan's doctor suggests that she should try to lose some
weight. If Susan decides she wants to try to lose some weight, Hank should do some research
and find ways to connect Susan to other people in her community who want to shed pounds
and lead a healthier life. Name 4 activities or connections in your community that Susan could
join to meet other people who want to lead a healthy life and shed some pounds. (1.5 marks)
1. Susan can join a Yoga class to lose weight.
2. Alternatively, Susan can also enrol herself in some Zumba dance group, which will help her to
do extensive cardio exercises.
3. Susan can join online groups in social networking sites, where dieters from all over the world
come together and share tips about choosing the right balance of protein, carbs and nutrition in
their food..
4. Additionally, Susan can also start her day by a morning walk, which will ensure she is active
the entire day and conscious about what she eats to keep a tab on the calorie gained.
5. Recall the Stanford Prison Experiment. How might you explain Hank's behaviour in light of the
Stanford Prison Experiment? Who is he acting like? How do you know (give evidence)? (1 mark)

Stanford Prison Experiment was an attempt to analyse the psyche of people when thy re assigned the
role of an evil person. In the experiment, a group was divided in two – those who had powers (guards)
and those who were being controlled (prisoners). Though the experiment was role play, the guards and
prisoners adopted the characteristic of their role play and exercised the power control over the
prisoners. The guards acted inhumanely and derogatory manner in the prisoners in the experiment.
(Mcleod, 2018) Hank behaviour in the Power Tools is similar to the guards in the Stanford Prison
Experiment. He is dominant and exercises his control over Susan. He does not let her choose and takes
decisions on her behalf. For example, when they go shopping to the Grocery Store Aisle, Susan is
interested in buying cookies, and even picks up one. But Hank denies it to her and firmly asks her to
keep it back in the shelf. In spite of Susan requesting and insisting that she likes them and wants to buy
it, Hank is adamant that she cannot buy it, as the doctor has told her to lose weight. The behaviour that
Hank displays is like the guards in the experiment who dictates and dominates over the prisoners and
do not give them any say in their choice of food or clothes they wear.

References
Mcleod, S. (2018). Stanford Prison Experiment | Simply Psychology. Retrieved from
https://www.simplypsychology.org/zimbardo.html
Orrick, C., & College, L. (2018). The Alibi of Tyrants: Power and Control in Service Provision.
Service, Support And Success: The Direct Care Professional Newsletter, 1(12).