What is “Embracement”? |
The general definition of embracement is: “A ready taking up of something, adoption, espousal; to include as part of something broader, to take up willingly or eagerly: embrace a social cause” (Roget 1995). During active research as a participant observer I came across this process and decided to reframe it as a new type of self-directed, ‘bottom up’ social inclusion (Burls & Caan 2004). In symbolic terms embracement is a social and personal growth process. If one aligns it with the growth of a plant and takes a disabled or marginalised person to be this plant, the growth process develops thus: as a seedling, a plant emerges tentatively from the ground, not knowing what conditions or fate it will face. The person with disability, often experiences marginalisation from society; therefore emerging into a new situation is influenced by many internal and external factors. Like for the seedling, their progress depends both on their own personal strengths and the opportunities or threats they might encounter. In environments where growth is both facilitated and encouraged, the seedling will commence to grow new sets of leaves. In the person this is mimicked with a gradual development of personal growth and health. As these ‘leaves’ expand and develop the plant/person will gain new personal strength and the growth process will continue. With the tangible support of other elements (light, water, food) the plant will grow more leaves. The person’s development does likewise benefit from support and nurturing (coaching/ training, therapy, social inclusion) and may grow by experiencing reconnection with other individuals and the group and by feeling more socially competent and included. This social competence can become the driving force which takes the person into new personal growth, derived from self-esteem, new skills acquisition, companionship, acceptance, satisfaction, a sense of self, a sense of place, responsibility. This impetus is self-perpetuating, giving the plant/person a boost and providing the stimulus, energy and thrust for further growth. The added health experienced in physical, psychological terms, provides such thrust. The person commences here to open their horizons and relinquish some of the burden of marginalisation, striving for higher and self-directed social inclusion and competency. In doing so there is an experience of social exchanges and learning which gives further power and thrust for growth. More direct community involvement becomes a possibility which was far removed from the marginalised person’s self-belief and psychological construct. Within ecotherapeutic approaches this development takes into play a sense of responsibility for the health of the environment. They have discovered it, learnt to appreciate it, nurtured it, worked to improve it and safeguard it. This has also facilitated them in understanding their predicaments and developing into healthier selves, through the use of metaphorical meanings. Nature has become their ally, friend, healer, teacher, co-therapist. They have embraced their own healing, but have also engaged with the group, the community and the natural environment. The newly developed skills, personal growth and social competencies give the person an extra parameter of knowledge and passionate resolve to safeguard their local environment. The plant has reached the blooming stage, the person has reached embracement. For some this will mean seeking work and activities which will embrace the community and the environment, for others this will develop further into social mastery and socio-political involvement. Some will become educators or active actors in the safeguard of biodiversity and nature conservation. But the process of embracement can equally apply to other areas of the social tapestry.
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