Part 1 SOCW 6051: Week 6 Discussion: Group Dynamics–Intragroup, Dominant Group, and Marginalization Members of dominant ethnic and racial groups may assume that other groups' struggles are not their own or assume that those of a given race speak with one voice and react in the same way to their oppression. In reality, people can cope with racial inequalities in a variety of ways, creating complex relationships both between the dominant and oppressed group and among members of the dominant and oppressed groups. As a social worker, you must understand the many ways in which racial privilege can impact your clients. You must also understand the ways in which racial privilege has impacted your life and the ways you react to the realities of racism. You will likely need to help clients address racial divides and combat racial inequality to empower them. To prepare: Review "Working With Immigrants and Refugees: The Case of Aaron." . Respond to at least two colleagues with a critique of their analysis. Explain multicultural considerations your colleagues would need to keep in mind in their social work practice. Specifically, explain how marginalized racial and ethnic groups identified in your colleagues' posts might perpetuate a marginalized group status. Explain how a marginalized group may identify and adopt the norms of a dominant group. Finally, explain the implications for social work practice. Rubric  Responsiveness to Directions 8.1 (27%) - 9 (30%) Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts. Discussion Posting Content 8.1 (27%) - 9 (30%) Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas. Peer Feedback and Interaction 6.75 (22.5%) - 7.5 (25%) The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. Writing 4.05 (13.5%) - 4.5 (15%) Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style. Student Discussion Student Name: Ja'Sharee Bush  RE: Discussion - Week 6 Top of Form Marginalization is shown more in the United States than exploitation and is considered the most dangerous form of oppression (Adams et al.,2018). According to Adams et al. (2018), marginalization occurs mainly on a racial level, and African Americans, Indians, and other minorities are placed in the category. Dominant groups such as Caucasians play a role in marginalization becaus.

1. Part 1
SOCW 6051: Week 6
Discussion: Group Dynamics–Intragroup, Dominant Group, and
Marginalization
Members of dominant ethnic and racial groups may assume that
other groups' struggles are not their own or assume that those of
a given race speak with one voice and react in the same way to
their oppression. In reality, people can cope with racial
inequalities in a variety of ways, creating complex relationships
both between the dominant and oppressed group and among
members of the dominant and oppressed groups.
As a social worker, you must understand the many ways in
which racial privilege can impact your clients. You must also
understand the ways in which racial privilege has impacted your
life and the ways you react to the realities of racism. You will
likely need to help clients address racial divides and combat
racial inequality to empower them.
To prepare: Review "Working With Immigrants and Refugees:
The Case of Aaron."
.
Respond
to at least two colleagues with a critique of their analysis.
Explain multicultural considerations your colleagues would
need to keep in mind in their social work practice. Specifically,
explain how marginalized racial and ethnic groups identified in

2. your colleagues' posts might perpetuate a marginalized group
status. Explain how a marginalized group may identify and
adopt the norms of a dominant group. Finally, explain the
implications for social work practice.
Rubric
Responsiveness to Directions
8.1 (27%) - 9 (30%)
Discussion posting fully addresses all instruction prompts,
including responding to the required number of peer posts.
Discussion Posting Content
8.1 (27%) - 9 (30%)
Discussion posting demonstrates an excellent understanding of
all of the concepts and key points presented in the text(s) and
Learning Resources. Posting provides significant detail
including multiple relevant examples, evidence from the
readings and other scholarly sources, and discerning ideas.
Peer Feedback and Interaction
6.75 (22.5%) - 7.5 (25%)
The feedback postings and responses to questions are excellent
and fully contribute to the quality of interaction by offering
constructive critique, suggestions, in-depth questions,
additional resources, and stimulating thoughts and/or probes.
Writing
4.05 (13.5%) - 4.5 (15%)

3. Postings are well organized, use scholarly tone, contain original
writing and proper paraphrasing, follow APA style, contain very
few or no writing and/or spelling errors, and are fully consistent
with graduate level writing style.
Student Discussion
Student Name: Ja'Sharee Bush
RE: Discussion - Week 6
Top of Form
Marginalization is shown more in the United States than
exploitation and is considered the most dangerous form of
oppression (Adams et al.,2018). According to Adams et al.
(2018), marginalization occurs mainly on a racial level, and
African Americans, Indians, and other minorities are placed in
the category. Dominant groups such as Caucasians play a role in
marginalization because they make it difficult for minorities to
advance in society; for example, African Americans are denied
higher-paying jobs because of hairstyles and skin color. Equal
pay is not provided for African Americans working the same job
as Caucasian individuals.
A negative impact the dominant group can have on immigrants
is making them feel unwelcomed and feel as if they must change
who they are to fit in. Aaron found himself depressed because
his family did not accept him since they had become more
westernized (Plummer et al.,2014). Immigrants find themselves
altering who they are and straying away from family traditions
to fit in with the dominant group. They put on a mask to blend
in with society and cause themselves to slip into a depressive
state or anxiety because they feel no matter how hard they try,

4. they will never truly fit in. Racism and prejudice would impact
Aaron’s assimilation because he would think that his beliefs and
traditions are not standard. He would start doubting his practice
and reevaluate his culture and alter to fit in or fall into a
depressive state like in the case study.
If I were the Social Worker on Aaron’s case, I would empathize
and provide support when addressing his family. I would make
sure Aaron expresses to his family why he still practices
traditions and communicates to them how he felt about being
rejected. I would ask him to allow them to explain why it
appeared he was left out of the family.
References
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C.
J., DeJong, K., Hackman, H. W,... Zuniga, X. (Eds.). (2018).
Readings for diversity and social justice (4th ed.). New York,
NY: Routledge Press.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year. Baltimore, MD:
Laureate International Universities Publishing. [Vital Source e-
reader].
Bottom of Form
Student Name: Jennifer Arellano
RE: Discussion - Week 6
Top of Form
Dominant groups can play a role in marginalizing other groups

5. by being ignorant to systemic racism and not drawing light to
concerns that uplift communities of color. “ In my efforts to
uncover how race has shaped my life, I have gained insight by
placing race in the center of my analysis and asking how each
of my other group locations have socialized me to collude with
racism” (Adams et al., 2018) For dominant groups to become an
ally to people of color they must use their privilege to reach a
larger platform.
The potential negative impact dominant culture has on
immigrants’ refugees strengthens racism. Instead of welcoming
new cultures, new immigrants and empathizing with refugees’
dominant culture such as white culture overshadows their
experiences. It can also make a immigrant or refugee feel as if
their traditions are not the “norm” or even feel some sort of
shame for celebrating their heritage.
From personal experience as a first-generation Mexican
American woman, I grew up going to a predominantly white
school, I grew up ashamed of Mexican holidays because I
thought it minimized my validation as an American citizen. I
did not understand how two very different cultures could exist
within my identity.
I would respond to Aaron when he discusses his family rejection
of his desire to maintain his cultural roots with compassion and
empathy. I would assist aaron in identifying why these cultural
practices were so important to him, I would assist him in
empathizing with his parents thought process of why it could
not be so important for them. I would encourage him to continue
his cultural practices and engage in school programs where he
could interact with individuals from the same background. I
would encourage him to speak with his parents while also
encourage interaction with a community of strong cultured
individuals.

6. References
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C.
J., DeJong, K., Hackman, H. W,... Zuniga, X. (Eds.). (2018).
Readings for diversity and social justice
(4th ed.). New York,
NY: Routledge Press.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Laureate International Universities
Publishing. [Vital Source e-reader]."Working With Immigrants
and Refugees: The Case of Aaron"
Bottom of Form
Part 2
SOCW 6200
Discussion: Dalia’s Behavior
Argumentative behavior, engagement in physical altercations,
and evidence of mood swings can all indicate that an adolescent
is experiencing anger and depression. Self-harming can surface
in adolescents, too, as they experience difficult emotions.
For this Discussion, read the case study of Dalia and consider
what you, as her social worker, would do if you observed self-
harm indicators.
Respond
to a colleague’s post by explaining why you agree or disagree
with your colleague’s use of a particular theoretical approach

7. and/or practical skill in working with Dalia.
Responsiveness to Directions
9.45 (27%) - 10.5 (30%)
Discussion posting fully addresses all instruction prompts,
including responding to the required number of peer posts.
Discussion Posting Content
9.45 (27%) - 10.5 (30%)
Discussion posting demonstrates an excellent understanding of
all of the concepts and key points presented in the text(s) and
Learning Resources. Posting provides significant detail
including multiple relevant examples, evidence from the
readings and other scholarly sources, and discerning ideas.
Peer Feedback and Interaction
7.88 (22.5%) - 8.75 (25%)
The feedback postings and responses to questions are excellent
and fully contribute to the quality of interaction by offering
constructive critique, suggestions, in-depth questions,
additional resources, and stimulating thoughts and/or probes.
Writing
4.72 (13.5%) - 5.25 (15%)
Postings are well organized, use scholarly tone, contain original

8. writing and proper paraphrasing, follow APA style, contain very
few or no writing and/or spelling errors, and are fully consistent
with graduate level writing style.
Student Discussion
Student Name: Jaleesa Gilliard
RE: Discussion - Week 6
Top of Form
Dalia presented behavioral changes that her parents can account
for when she arrived to middle school. Dalia states that her
parents became more distant from her when her sister left for
college two years ago. Dalia’s behavior changes stem from
drinking alcohol with her friends, argumentative with authority
figures, fighting, highly sexualized behavior with boys, irritable
mood, missing school, and getting a tattoo at the age of 14.
(Plummer 2014)
What her parents do not see is that Dalia feels that she does not
compare to the high standard that her older sister made. Since
being in middle school, teachers have compared Dalia to her
sister and makes Dalia feel unsuccessful. This alone can exhibit
self -harm behavior with Dalia. “Rudd, Joiner, & Rajab (
2001
) proposed that people who are at risk of attempted suicide and
deliberate self-harm have core beliefs of unlovability and
helplessness and find it hard to tolerate distress, and this leads
to a sense of hopelessness.” (Stirling 2010) Dalia is feeling
unloved at home and at school because she is not her sister and

9. feels that everyone wants her to be someone perfect like her
sister. Dalia feels alone at home, her parents are always
working and do not have time for her.
William Glasser’s theory on identity fits Dalia’s situations, his
theory “the need to feel that each of us is somehow separate and
distinct from every other living being on the face of this earth
and that no other person thinks, looks, acts, and talks exactly as
we do.”(Zastrow, 2019 p 327) Dalia is trying to find her own
identity separate from her sister, trying to prove to her parents
and teachers that she is her own person, her actions are just
coming off as negative, I believe that Dalia is trying to make a
point to get to her parents with her negative behavior.
I think the social worker having family sessions was good to
help the family be able to communicate. A skill that I would use
when working with Dalia, would be assertiveness training. Dalia
is misbehaving but she is speaking up for herself in regard to
her feelings. Helping Dalia be more assertive in a positive way,
can be a coping mechanism so that she would not self-harm.
Dalia can let her parents and teachers know that she is not her
sister and wants to be treated as Dalia. Dalia can let her parents
know how she feels alone since her sister went to college.
Dalia can learn more about herself and her actions through the
training. (Zastrow 2019) Along with getting positive
communication back in the home, help Dalia get back to some
of the activities that she use to enjoy such as singing. Show her
that it is not something that is “boring” and get her involved
that way it can be another coping mechanism to distract her
from wanting to harm herself.
Resources:
Stirling Moorey (2010) Managing the unmanageable: Cognitive
behavior therapy for deliberate

10. self-harm, Psychoanalytic Psychotherapy, 24:2, 135-149,
DOI:10.1080/02668731003708061 T
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies:
Foundation year
. Baltimore, MD: Laureate International Universities
Publishing. [Vital
Source e-reader].
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L.
(2019). Understanding human
behavior and the social environment (11th ed.). Boston, MA:
Cengage Learning.
Student Name: Christopher Fosdick
RE: Discussion - Week 6
Top of Form
1.Post a brief explanation of self-harming behaviors that Dalia
is exhibiting.
I had a difficult time connecting Dalia’s behavior in the
Plummer et al (2014) vignette to the definition of self-harm
offered in the Moorey article (2010). Moorey defines self-harm
as non-fatal behaviors such as self-poisoning and self-injury.
Perhaps her alcohol consumption and
highly sexualized behaviors
mentioned in the Plummer (2014) reading may be to such an
extent that it meets Moorey’s definition. Dalia’s potential self-

11. harm behaviors include physical altercations with peers, highly
sexualized behavior, drinking alcohol in their home with
friends, and staying up most of the night and sleeping most of
the day (Plummer et al., 2014).
2.Describe theoretical approaches and practical skills you would
employ in working with Dalia. How might familial relationships
result in Dalia’s self-harming behavior?
Dalia experiences impulsive behaviors and appears to
experience negative self-talk particularly with issues relating to
how she is compared to her sister, how she navigates through
being biracial, and how she has been neglected by her parents
since her sister moved out and went to college (Plummer et al.,
2014).
The Moorey article (2010) suggests the use of specific cognitive
behavior therapy interventions, including problem-solving
therapy. Often those who self-harm are doing so because they
lack problem-solving abilities (Moorey, 2010). Dalia struggles
with interacting with her parents and she may have a difficult
time relating with peers in healthy ways. I could utilize
problem-solving therapy to help Dalia define her specific
challenges such as her struggles in community with her parents
or interacting with her peers, come up with some potential
solutions, create an action plan, and implement it.
Many people who are at risk of self-harm may believe that they
are unloveabe and helpless.(Moorey, 2010). Dalia appears to
feel somewhat abandoned by her parents, particularly since her
sister left for college. She also feels unloved or inferior in
comparison to her sister and may struggle with feelings of
inadequacy as a result of her multiracial background (Plummer
et al. 2014). An effective intervention for Dalia may involve
helping her recognize in what ways her excessive drinking, lack
of sleep, and sexual behavior as self-harm. After acknowledging

12. the behavior as self-harm, a crisis plan would be created with
Dalia, which identifies healthier coping alternative strategies.
At the beginning of the therapist’s treatment with Dalia, Dalia
indicated that extracurricular activities were “corny and boring
(Plummer et al. 2014).” According to Zastrow et al. (2019), a
way to change some of Dalia’s negative emotions is to help her
identify some meaningful activities (p. 380). A therapist may
help explore hobbies or recreation that Dalia can engage in to
help her replace negative emotions with relaxing or engaging
experiences. She may explore art, hanging out with more
positive friends, singing, or some other activity.
References
Moorey, S. (2010). Managing the unmanageable: Cognitive
behaviour therapy for deliberate self-harm. Psychoanalytic
Psychotherapy, 24(2), 135–149.
https://doi.org/10.1080/02668731003708061
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year. Baltimore, MD:
Laureate International Universities Publishing. [Vital Source e-
reader].
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L.
(2019). Understanding human behavior and the social
environment (11th ed.). Boston, MA: Cengage Learning.
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