Community organization
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The Community Organization Model is a participatory process that empowers communities to improve health by having them identify key health issues and strategies. It focuses on communities' strengths and having them collectively work on programs to achieve health goals. Some benefits include empowering community members, increasing ownership of health, and improving social support for healthy changes. The model involves understanding issues' contexts and causes, collaborative decision making, focusing on specific problems, actively engaging various community groups, developing and maintaining capacity for change, and providing feedback.
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Community Organization
Community organization is a method of social work that aims to develop capacity within communities to handle their own needs and problems. It involves helping communities identify and prioritize needs, develop confidence to address them, find internal and external resources, and promote cooperative attitudes. The objectives of community organization are to involve community members democratically in meeting needs and developing services, and to improve coordination between organizations. It is guided by democratic values and empowering communities through participation.
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Community organisation
Community organization is a social work process aimed at meeting community needs and developing integration. It involves conscious community efforts to control affairs democratically and access high-quality services through recognized relationships between organizations. Community organization assists groups in recognizing common needs and meeting them. Its objectives include analyzing available resources and services, gaining facts about human needs, bringing people into all phases of the process, stimulating interest in social problems, determining priorities, developing service standards, and identifying gaps. Principles of community organization are that it is a means, not an end, individuals and groups differ, communities have self-determination rights, social needs form the organization base, self-interest guides programming, coordination enables growth, structures should be simple, services distributed equ
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This document outlines methods of community organization, including community action, promotion, coordination, and phases of community organization. It describes the phases as study, analysis, assessment, discussion, organization of action, evaluation, modification, and continuation. Community action involves achieving goals through participation of community members in planning and executing plans. Promotion builds cooperation and responsibility among community members. Coordination avoids duplication by organizing community activities. The phases involve understanding issues, prioritizing problems, discussing solutions, implementing plans, assessing outcomes, and continuing or modifying the process.
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Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
· Evaluate the implication of policies and policy change in the lives of clients/constituents.
· Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages):
· Identify the social problem
· Explain rational for selecting social problem
· Describe state and federal policies that impact the social problem
· Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
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Introduction:
All human beings are part of the society and everyone in the society has different social role and duties.
While performing his role and duties, individual faces many problems in one or other form, which hinder his performance as a social being.
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I. The case work process involves 7 main stages: intake, study, diagnosis/assessment, treatment/intervention, evaluation, termination, and follow up.
II. During intake, basic identifying information about the client is collected including personal data, family background, and early family history. Referrals can come from agencies, institutions, family or self-referral.
III. The study stage involves acquiring knowledge about the client's problem through tools like interviewing, home visits, and collateral contacts to understand the nature and circumstances of the problem.
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The document discusses programme planning in social group work. It explains that planning involves thinking about activities to achieve goals and occurs before action. A programme includes all deliberately planned activities, relationships, and experiences to meet member needs. Principles of programme planning include basing programmes on member needs and interests, considering member demographics, providing voluntarily chosen experiences, and evolving programmes over time from personal to social concerns. Programmes are a tool used by social workers to enhance relationships and achieve other goals. Effective programme planning requires considering community context and resources and tailoring programmes to member needs and interests. The social worker's roles include helping plan programmes, discovering interests, enabling effective environment use, and limitations realization. Various programme media like play, drama, music
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The document discusses the role of social group workers in various settings. Social group workers help individuals enhance their social functioning through purposeful group activities. They work in community development settings, industries, prisons, educational institutions for children and youth, institutions for children and adolescents, and services for the aged. In each setting, social group workers form groups to address setting-specific issues like skills development, emotional support, education, recreation, and adjustment. They aim to improve individuals' well-being and ability to cope with personal and social problems through collaborative and therapeutic group activities.
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Group work evolved from informal community organizations in the late 19th/early 20th century United States in response to industrialization, immigration, and urbanization. It was used by settlement houses, youth organizations, unions and others to help communities adapt. In the 1920s, thinkers recognized its potential and it became a recognized method. After World War II, literature and theories on group work increased and it professionalized although its popularity declined in the 1960s. It reemerged in the 1970s and continues globally with adaptations to different contexts.
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Walden’s MSW program expects students in their specialization year to be able to:
· Evaluate the implication of policies and policy change in the lives of clients/constituents.
· Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
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The Assignment (2-3 pages):
· Identify the social problem
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Walden’s MSW program expects students in their specialization year to be able to:
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To prepare
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According to the Council on Social Work Education, Competency 5 Eng.docx
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. https://blog.keenessays.com/2021/06/30/develop-a-process-to-evaluate-the-intervention-if-it-were-implemented-write-a-150-250-word-summary-of-the-evaluation-plan-that-will-be-used-to-evaluate-your-intervention/ Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address https://blog.keenessays.com/2021/06/30/prepare-a-list-indicating-the-literary-media-professional-journals-among-others-that-provide-information-about-the-mental-health-disorders/ how both you and the agency can effectively engage policymakers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages):
Identify the social problem (Teen Homelessness)
Explain rational for selecting social problem
Describe state and https://perfectwriterblog.com/education-homework-help/discuss-2-key-elements-of-certified-ehrs-and-discuss-stage-1-meaningful-use-core-objectives-criteria-as-they-relate-to-clinical-applications/ federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
.
Value rubrics for college success_letter.pdf
This document provides a rubric for assessing civic engagement. It was developed by teams of faculty across the US through examining existing rubrics and incorporating additional feedback. The rubric articulates fundamental criteria and performance descriptors for civic engagement. It is intended to evaluate and discuss student learning at the institutional level, not for grading. The rubric defines civic engagement and provides examples of work that could be used for assessment.
Assignment 2 policy sold two.docx
This document outlines an assignment for social work students to analyze a social policy issue. Students are asked to: 1) Identify a social problem faced by their field placement organization or clients, such as teen homelessness; 2) Research current state and federal policies impacting the issue; 3) Propose methods from an advocacy perspective to address the problem; and 4) Explain how they and the agency can effectively engage policymakers to increase awareness of the issue and policies' impacts. The goal is for students to demonstrate competency in policy practice and advocacy skills.
Community-Organizing-Participatory-Action-Research.docx
COPAR or Community Organizing Participatory Action Research is a social development approach that aims to transform apathetic communities into dynamic ones that participate in the political process. It is a collective, participatory process of building people's organizations to address their needs and exploitve conditions. COPAR involves four phases - pre-entry, entry, organization-building, and sustenance. The pre-entry phase includes selecting sites and identifying potential communities. The entry phase focuses on integrating with the community. The organization-building phase forms community groups. The sustenance phase supports established community organizations.
community-mobilizationfordevelopment.ppt
The document discusses community mobilization, defining it as a continual process through which community members plan and carry out activities to improve health, education, and other needs. It is not the same as social mobilization, community participation, or advocacy, but may utilize strategies from these. Community mobilization aims to build community capacity and empowerment. It works to mobilize existing community resources and organizations. Key elements discussed include community, mobilization, participation, and the dialogue of scientific and traditional forms of knowledge. A range of community mobilization strategies, approaches, and methods are presented.
community-mobilizationfordevelopment.ppt
Community mobilization is a process of bringing community members together to plan, implement, and evaluate activities to improve community needs and conditions. It aims to build community capacity and empowerment over time, rather than just address single issues. The document discusses definitions of community mobilization and how it differs from related concepts. It outlines why community mobilization is an important approach and lists key elements involved, such as participation, leadership, skills-building, and addressing social and gender issues. Strategies discussed include community organizing, strength-based approaches, participatory research and communication methods. The document also addresses measuring outcomes related to community capacity and defining what constitutes a "community."
The Strategic Principles of Consensus OrganizingCan you teach peop.docx
The Strategic Principles of Consensus Organizing
Can you teach people how to be strategic? It’s a question that trainers and teachers often ask as they approach a new training program or a classroom full of eager faces. Thinking strategically and pragmatically is the hallmark of a good consensus organizer. Consensus organizing is based on several key strategic principles that are the fundamental beliefs and values that guide the implementation of the model and its activities. These principles also express the philosophy and the attitude behind the consensus organizing approach. As consensus organizers begin to enter a community, these principles are at the forefront of their minds as their organizing strategy takes shape. This chapter explains these principles and why they are important to consensus organizing.
Table 3.1
summarizes the five core strategic principles of consensus organizing (Consensus Organizing Institute, n.d.).
Table 3.1 Strategic Principles of Consensus Organizing
Strategic Principle
Key Strategies
Example
Solution
s to local problems should come from affected communities.
Strategies and objectives are set by the community.
Incorporate community’s existing social networks.
Analyze and identify individual self-interests and mutual community interests and build relationships based on those interests.
Residents bring recent crime problems to the attention of the local police and ask for assistance in developing a crime watch program. The local police work with residents to develop a neighborhood watch. Relationships are built between residents and the police.
Pragmatic leadership is present in communities, though not always recognized.
Identify trusted, respected, behind-the-scenes leaders.
Position leaders to take responsibility for effort.
Build leaders’ skills and confidence to succeed.
An older woman to whom young mothers turn for parenting help.
A teacher who stays after school hours to help his students with their studies.
Self-interest can be harnessed as a motivation for improving the welfare of communities.
Analyze and identify the interests of members of external power structure (e.g., government, philanthropy, corporate, social service).
Position them to make genuine contributions aligned with their and the community’s interests.
A local foundation director who has $1 million to improve housing in local distressed neighborhoods, but who does not have relationships with community-based organizations located in those neighborhoods.
If a project achieves its short-term goals without positioning the participants to make even greater gains in the future, then an opportunity has been missed.
Position community leaders to take the lead on projects.
Use short-term projects to build community’s skills and relationships with power structure to lay the foundation for more comprehensive efforts.
A neighborhood cleanup that builds relationships among residents and between residents and the city can lead to new opportunities, su.
Concepts and Perspectives of Community.pptx
This document discusses different forms of community engagement in educational settings. It defines community action, community engagement, service learning, community outreach, and community engaged research. Service learning is described as a teaching methodology that employs community service and reflection to teach civic engagement. Community outreach involves voluntary services by educational institutions to address community needs. It can take the form of one-time community service initiatives or long-term community development partnerships. Community engaged research is a collaborative process where communities co-lead the research design and implementation.
Community participation
Community participation is defined as a process where a community takes responsibility for its own development by initiating and mobilizing its own resources. It aims to develop self-reliance, critical awareness, and problem-solving skills among community members. There are different types of participation ranging from passive to active involvement. Active participation involves carrying out tasks but not decision-making, while involvement entails participation in all aspects including planning, implementation, and evaluation. Factors like education, infrastructure, economic status, and leadership influence the degree of community participation.
phasesofcommunityorganisation-200713034312 (2).pdf
The document outlines the 7 phases of community organization: study, analysis, assessment, organization, action, evaluation, and modification/continuation. It provides details on the key activities and goals of each phase. The study phase involves fact-finding about the community needs and problems using methods like pilot studies and descriptive studies. The analysis phase involves breaking down the problem and examining relationships. Assessment determines the nature, causes, and impact of the problem. Organization establishes roles and responsibilities. Action determines courses of action. Evaluation assesses effectiveness and achievements. Modification uses evaluation findings to improve future interventions.
Social workers understand that human rights and social justice, as w.docx
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day-to-day operations of the field placement agency.
The Assignment (2 pages):
Describe the policies and their impact on the Mental health agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves
.
The Reciprocal Relationship of Higher Education Institutions and Their Commun...
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The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.12 r11 css-info_note_en1
This document discusses community systems strengthening (CSS), which promotes the development and sustainability of communities and community organizations to contribute to long-term health outcomes. CSS aims to improve access to and utilization of health services through increased community engagement in areas like advocacy, health promotion, and home-based care. For communities to effectively impact health, they must have strong, sustainable systems for activities, services, and funding. The core components of CSS systems include enabling environments, community networks, resources and capacity building, community activities, organizational strengthening, and monitoring and evaluation.
12 r11 css-info_note_en1
This document discusses community systems strengthening (CSS), which promotes the development and sustainability of communities and community organizations to contribute to long-term health outcomes. CSS aims to improve access to and utilization of health services through increased community engagement in areas like advocacy, health promotion, and home-based care. For communities to effectively impact health, they must have strong, sustainable systems for activities, services, and funding. The core components of CSS systems include enabling environments, community networks, resources and capacity building, community activities, organizational strengthening, and monitoring and evaluation.
Your Prospectus requires that you write about the significance of th.docx
Your Prospectus requires that you write about the significance of the research—the “so what?” question. What original contribution will this study make? How will it affect professional practice or other practical application, and how can findings lead to positive social change?
Research results often have social change implications and make a difference in the world. Choosing to conduct research on an area or topic that can do so suggests that you are attempting to be the kind of researcher whose intellectual pursuits are altruistic. Note that one of the required sections of your Dissertation is the implications of your research findings for fostering positive social change. As you design your research plan, identifying implications for social change, it is critical that you examine any related ethical considerations to these social change efforts.
Majchrzak and Markus (2014) write of positive social change resulting from systemic policy research findings, in the sense that it “involves both evidence and meaning to create outcomes that help to change the world” (p. 2). In order to do this, it “requires people to take actions, observe the consequences of those actions, and then change their actions based on feedback” (pp. 2–3), or “learn by doing.” Of course, policy analysis is only one type of research in public policy and administration. Even so, Majchrzak and Markus continue, “We know that it takes passion to change the world, but it takes more than passion to make the world a better place. It takes critical thinking, evidence, meaning, and careful value judgments” (p. 9).
“Social entrepreneurs are not content just to give a fish or teach how to fish.
They will not rest until they have revolutionized the fishing industry.”
(Bill Drayton, CEO, chair and founder of Ashoka)
The factors described by Majchrzak and Markus characterize social entrepreneurship as a means to positive social change. Social entrepreneurs maintain a vision of how to improve a given social condition, transforming systems to create lasting, systemic, and sustainable social impact. Their focus is on the social mission of creating transformative change for complex social problems, such as poverty, illiteracy, lack of affordable housing, economic disparities, human rights abuses, challenges to peace and security, and environmental destruction, to name a few.
Given this vision, they create and apply ideas, strategies, and actions to promote the worth, dignity, and development of individuals, family systems, neighborhoods, communities, organizations, institutions, cultures, and societies—locally, nationally, and globally. As a route to social innovation and social justice, social entrepreneurship is a form of leadership that maximizes the social return on efforts to change the world, while fundamentally and permanently changing the way problems are addressed on a global scale. Social entrepreneurs employ a wide variety of creative approaches and practices from diverse acad.
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- 2. The Community Organization Model is a participatory decision-making process that empowers communities to improve health. It emphasizes active participation from the community in identifying key health issues and strategies to address them. Communities focus on their strengths and collectively mobilize to develop programs to achieve health goals.
- 3. Understanding the context and root causes of health issues Collaborative decision making and problem solving Focusing efforts on specific issues Actively engaging participation from various groups and organizations within the community Developing and maintaining capacity and power to produce lasting change Providing feedback to the community
- 4. Successful health promotion and disease prevention programs rely on involvement from the community. When individual community members come together to identify problems and strategies to address them, it increases the ability of the program to affect change. Other benefits of community organization include empowerment of community members, increased ownership among community members for their health, and improved social support for achieving healthy changes.
- 5. -to begin to assess the assets (strengths) and deficits (problems) of geographic (neighborhood) and functional (interest) communities; -to begin to apply models of organizing to specific social change endeavors; -to acquire beginning skill in specific organizing tools and techniques such as running meetings and public speaking, and use of media. -to acquire ability to critically analyze situations and problem-solve.
- 6. -to appreciate the complexity of and competence needed for the organizer role. -to value citizen, community and client/consumer participation and empowerment. -to value to struggles and conflicts inherent in organizing for social and economic justice within an historical context and democratic framework.
- 7. This course is being offered as part of an interdisciplinary Hunter College faculty collaboration to explore the feasibility of establishing an undergraduate program in Community Organizing and Development (C.O.D.). Students who successfully complete the requirements will receive 3 credits through a course number in Urban Studies (URBS 403.95), Political Science (317.06), Sociology (225.35) and Community Health Education (400.50). Much of its content, structure and process were suggested through a series of meetings with faculty as well as community organizers outside of Hunter. It has been revised with input from students who took the course in Fall 1995 and 1996, Guest lecturers include members of the faculty and organizers working in NYC. Students will be encouraged to actively participate in and evaluate the course and all its features. Suggestions for improving the course will be welcome. Students will be expected to do a volunteer 20 hours during the semester in a community organizing setting as part of the major class assignment.