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RESPONSE 1: 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. Collegue 1: Dominance within and amongst social groups is perpetuated when it is not challenged (Adams, Blumenfeld, Castaneda, Hackman, Peters and Zuniga, 2013). This was evident in the case of 24 year old, Aaron, an immigrant from Guyana who sought guidance due to symptoms of depression and anxiety (Plummer, Makris and Brocksen, 2014). Further exploration into his background, revealed a strained relationship with his parents, particularly after the untimely death of his younger brother (Plummer, et. al., 2014). At the foundation of this strained relationship was a different in cultural values held by Aaron and his parents. Aaron, having immigrated to the United States seven years after his parent’s immigration, attempted to maintain the traditional values of his homeland, while his parents often ridiculed him for holding these connections tightly (Plummer, et. al., 2014). Since the case study indicated that his parents often “made fun of him,” it is clear how dominant groups may, too, alienate Aaron (Plummer, et. al., 2014). Despite living in the United States for several years at the time of his initial evaluation, Aaron continued to speak with an accent. This is one, of perhaps many, characteristics that continues to inadvertently place Aaron within the margins of society; upon first meeting, dominant groups can immediately recognize Aaron is not “one of them” (Adams, et. al., 2013). Prejudicial views can prohibit Aaron, or other immigrants, from transitioning into mainstream society, without always being deemed “different,” or marginalized (Adams, et. al., 2013). In order to be an effective resource for Aaron, the social worker must be culturally competent, understanding his culture in Guyana as well as his unique challenges to assimilate into the United States. When Aaron discusses the rejection of his parents, he is need of a professional to validate his feelings, while working toward developing his own sense of self-identity (Adams, et. al., 2013). Aaron requires direction to achieve his own personal set of goals. These dichotomous goals include maintaining his traditions and restoring a relationship with his parents (Plummer, et. al. 2014). Reference Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice . (3rd ed.). New York, NY: Routledge Press. Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundati.
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![Since the case study indicated that his parents often “made fun
of him,” it is clear how dominant groups may, too, alienate
Aaron (Plummer, et. al., 2014). Despite living in the United
States for several years at the time of his initial evaluation,
Aaron continued to speak with an accent. This is one, of
perhaps many, characteristics that continues to inadvertently
place Aaron within the margins of society; upon first meeting,
dominant groups can immediately recognize Aaron is not “one
of them” (Adams, et. al., 2013). Prejudicial views can prohibit
Aaron, or other immigrants, from transitioning into mainstream
society, without always being deemed “different,” or
marginalized (Adams, et. al., 2013).
In order to be an effective resource for Aaron, the social worker
must be culturally competent, understanding his culture in
Guyana as well as his unique challenges to assimilate into the
United States. When Aaron discusses the rejection of his
parents, he is need of a professional to validate his feelings,
while working toward developing his own sense of self-identity
(Adams, et. al., 2013). Aaron requires direction to achieve his
own personal set of goals. These dichotomous goals include
maintaining his traditions and restoring a relationship with his
parents (Plummer, et. al. 2014).
Reference
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W.,
Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Walden International Universities Publishing.
[Vital Source e-Reader].](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Part 1SOCW 6051 Week 6Discussion Group Dynamics–Intr.docx
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.
C A S E S T U D YBlack Identity in Bimcial BlackWhitePe.docx
C A S E S T U D Y
Black Identity in Bimcial Black/White
People: A Comparison of Jacqueline Who
Refuses to Be Exclusively Black and
Adolphus Who Wishes He Were
ANGELA R. GILLEM
LAURA RENEE COHN
CAMBRIA THRONE
Arcadia University
Two biracial college freshmen, both of whom identify as Black, were chosen from a
larger sample of participants in a qualitative study of biracial identity development to
exemplify the differences in the paths that 2 biracial individuals could take to achieve
racial identity resolution. Through the case study method, the authors describe the
course and progression of racial identity development (RID) in these 2 individuals and
discuss some key themes in their lives that have contributed to the development of their
RID. The purposes are fourfold: to describe nonclinical subjective experiences of being
biracial in the United States, to explore the differences in the paths that 2 biracial indi-
viduals can take to achieve what looks superficially like similar Black racial identity
resolution, to demonstrate how identifying as Black can have different meanings and
consequences for 2 biracial people, and to contribute to the differentiation of Black RID
from biracial Black/White RID. The authors raise questions about the generalizability
of monoracial Black and ethnic identity theories to biracial individuals.
* biracial identity * biracial Black/White * interracial • racial identity • ethnic identity
• Angela R. Gillem, Laura Renee Cohn, and Cambria Throne, Department of Psychology, Arcadia
University.
This research was supported by the Christian R. and Mary F. Lindback Foundation, the El-
lington Beavers Fund for Intellectual Inquiry, and the Arcadia University Faculty Development
Fund.
Erica Freeman and Michael Mauney, Angela R. Gillem's cousin, who died in a car accident
before he had a chance to see this research computed, shared their insights as biracial people to
help develop the interview schedule. Melissa Bailey and Nancy Grossman Feldman coauthored the
interview schedule. Jeff Shultz and Maria Root contributed their time and wisdom to reviewing the
manuscript.
Correspondence concerning this article should be addressed to Angela R, Gillem, Arcadia Uni-
versity, 450 South Easton Road, Glenside, Pennsylvania 19038-3295. Electronic mail may be
sent to [email protected]
Cultural Diversity and Ethnic Minority Psychology Copyright 2001 by the Educational Publishing Foundation
Vol. 7, No. 2, 182-196 1099-9809/01/$5.00 DOI: 10.1037//1099-9809.7.2.182
182
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B L A C K I D E N T I T Y I N B I R A C I A L B L A C K / W H I T E P E O .
Implicit bias among teachers is a significant contributor to the disproportio...
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RESPONSE 1Respond to two colleagues who identified a diffe.docx
RESPONSE 1
Respond
to two colleagues who identified a different case and provide feedback on client attachment style and exhibiting behavior.
Colleague 1: Chelsie
Brady is a 15 year old that is currently facing many challenges in his life. Brady is not only struggling in school but at home as well. Brady and his father presented to the social worker because of the concerns that Brady's dad has had with Brady's behavior. However, after completing a session with the social worker, it became more apparent that Brady's behavior has stemmed a lot from his father's own behavior. It appeared that during the session, the social worker utilized multiple assessment tools to gather the data. One of the most important assessment tools were the multiple interviews conducted with both Brady and his father. According to Springer & Powell (2013), " The interview serves several purposes, such as an opportunity to establish rapport with the client and allow the client to tell his or her story" (p.73). During the assessment interview, the social worker was able to build enough rapport for Brady to feel comfortable to share that he has been physically abused by his father at home. After reflecting on the information shared by Brady about his father, it can be assumed that Brady struggles with close emotional attachment with his father. There is an apparent of lack of emotional attachment because Brady is afraid of his father. As a result of the lack of emotional attachment, Brady exhibitsbehavioral problems in the community as a way to receive attention that he does not receive at home, and because it is the only way he understands how to react, due to watching his father's aggressive tendencies.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Working with Families: The Case of Brady ( pp. 26-28).
Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.
Colleague 2: Gradnette
A well-known British psychologist by the name of John Bowlby (1969) emphasized that attachment theory focuses on the process by which strong and enduring relationships develop are maintained and can be modified.” In this view, attachment theory is considered as an excellent foundation for parenting and a great explanation for adult behavior; however, in the case of Brady his father displayed the opposite. The behavior Brady’s father Steve displayed towards him was very aggressive. According to Bowlby (1973) repeated threats can leave a child or adolescent feeling intense anxiety, anger, and rage. Instead of Brady’s father developing a specific positive emotional bond with Brady he displayed numerous of signs of anxiety, anger, and rage. Therefore, the beh ...
Recommended
Part 1SOCW 6051 Week 6Discussion Group Dynamics–Intr.docx
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.
C A S E S T U D YBlack Identity in Bimcial BlackWhitePe.docx
C A S E S T U D Y
Black Identity in Bimcial Black/White
People: A Comparison of Jacqueline Who
Refuses to Be Exclusively Black and
Adolphus Who Wishes He Were
ANGELA R. GILLEM
LAURA RENEE COHN
CAMBRIA THRONE
Arcadia University
Two biracial college freshmen, both of whom identify as Black, were chosen from a
larger sample of participants in a qualitative study of biracial identity development to
exemplify the differences in the paths that 2 biracial individuals could take to achieve
racial identity resolution. Through the case study method, the authors describe the
course and progression of racial identity development (RID) in these 2 individuals and
discuss some key themes in their lives that have contributed to the development of their
RID. The purposes are fourfold: to describe nonclinical subjective experiences of being
biracial in the United States, to explore the differences in the paths that 2 biracial indi-
viduals can take to achieve what looks superficially like similar Black racial identity
resolution, to demonstrate how identifying as Black can have different meanings and
consequences for 2 biracial people, and to contribute to the differentiation of Black RID
from biracial Black/White RID. The authors raise questions about the generalizability
of monoracial Black and ethnic identity theories to biracial individuals.
* biracial identity * biracial Black/White * interracial • racial identity • ethnic identity
• Angela R. Gillem, Laura Renee Cohn, and Cambria Throne, Department of Psychology, Arcadia
University.
This research was supported by the Christian R. and Mary F. Lindback Foundation, the El-
lington Beavers Fund for Intellectual Inquiry, and the Arcadia University Faculty Development
Fund.
Erica Freeman and Michael Mauney, Angela R. Gillem's cousin, who died in a car accident
before he had a chance to see this research computed, shared their insights as biracial people to
help develop the interview schedule. Melissa Bailey and Nancy Grossman Feldman coauthored the
interview schedule. Jeff Shultz and Maria Root contributed their time and wisdom to reviewing the
manuscript.
Correspondence concerning this article should be addressed to Angela R, Gillem, Arcadia Uni-
versity, 450 South Easton Road, Glenside, Pennsylvania 19038-3295. Electronic mail may be
sent to [email protected]
Cultural Diversity and Ethnic Minority Psychology Copyright 2001 by the Educational Publishing Foundation
Vol. 7, No. 2, 182-196 1099-9809/01/$5.00 DOI: 10.1037//1099-9809.7.2.182
182
T
hi
s
do
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m
en
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s
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B L A C K I D E N T I T Y I N B I R A C I A L B L A C K / W H I T E P E O .
Implicit bias among teachers is a significant contributor to the disproportio...
Implicit bias among teachers often affects the performance of students.
RESPONSE 1Respond to two colleagues who identified a diffe.docx
RESPONSE 1
Respond
to two colleagues who identified a different case and provide feedback on client attachment style and exhibiting behavior.
Colleague 1: Chelsie
Brady is a 15 year old that is currently facing many challenges in his life. Brady is not only struggling in school but at home as well. Brady and his father presented to the social worker because of the concerns that Brady's dad has had with Brady's behavior. However, after completing a session with the social worker, it became more apparent that Brady's behavior has stemmed a lot from his father's own behavior. It appeared that during the session, the social worker utilized multiple assessment tools to gather the data. One of the most important assessment tools were the multiple interviews conducted with both Brady and his father. According to Springer & Powell (2013), " The interview serves several purposes, such as an opportunity to establish rapport with the client and allow the client to tell his or her story" (p.73). During the assessment interview, the social worker was able to build enough rapport for Brady to feel comfortable to share that he has been physically abused by his father at home. After reflecting on the information shared by Brady about his father, it can be assumed that Brady struggles with close emotional attachment with his father. There is an apparent of lack of emotional attachment because Brady is afraid of his father. As a result of the lack of emotional attachment, Brady exhibitsbehavioral problems in the community as a way to receive attention that he does not receive at home, and because it is the only way he understands how to react, due to watching his father's aggressive tendencies.
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Working with Families: The Case of Brady ( pp. 26-28).
Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.
Colleague 2: Gradnette
A well-known British psychologist by the name of John Bowlby (1969) emphasized that attachment theory focuses on the process by which strong and enduring relationships develop are maintained and can be modified.” In this view, attachment theory is considered as an excellent foundation for parenting and a great explanation for adult behavior; however, in the case of Brady his father displayed the opposite. The behavior Brady’s father Steve displayed towards him was very aggressive. According to Bowlby (1973) repeated threats can leave a child or adolescent feeling intense anxiety, anger, and rage. Instead of Brady’s father developing a specific positive emotional bond with Brady he displayed numerous of signs of anxiety, anger, and rage. Therefore, the beh ...
Discussion 1 ClassismIncome and wages are measurable indicators.docx
Discussion 1: Classism
Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.
Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).
Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.
·
Post
an analysis of how classism has factored into your life.
·
Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.
References (use 2 or more)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Discussion 2: Power, Privilege, and Classism
Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classis.
Task 1 Discussion Main Post NeededFollow the instructions b.docx
Task 1: Discussion Main Post Needed
Follow the instructions below to participate in this discussion forum.
NOTE:
Do not post attachments!
Copy the discussion prompts below (highlight the text, right-click, and select Copy).
Create a new thread using your last name and module number (Example: Smith_Module1).
Paste the discussion prompts (Right-click in the message box area, and select Paste).
Answer the following: After posting your original response, read other postings and post.
Read Critical Incident at the end of chapter 18 and answer the following question.
In the contextual domain, what elements of the broader social setting and the specific school setting do you think are influencing the situation?
Critical Incident
Imagine that you are a school counselor in an urban center. A concerned teacher at your school has referred a 17-year-old female student to you because her behavior has become withdrawn and her grades have been consistently dropping over the past few months.
The referring teacher, who leads the school orchestra, had noticed that the student, a second generation immigrant from a Middle Eastern background, did not attend orchestra practice for 3 consecutive weeks and asked the other students if anyone knew the reason for her absence. In private, one of her friends disclosed that the young woman has been having family problems because her parents found out that some of her classmates were dating boys from another school and that as a group they had all been spending time together. Although the girl herself is not in a relationship, after finding out that she was unsupervised in the company of young men, her parents have stopped allowing her to go to extracurricular activities and outings with her friends. They also now drop her off at school and pick her up every day, and they will not let her answer phone calls from her friends.
This situation is obviously negatively affecting the student’s well-being as well as her school performance.
References
Arends-Toth, J., & van de Vijver, F. J. R. (2003). Multiculturalism and acculturation: Views of Dutch and Turkish-Dutch. European Journal of Social Psychology, 33(2), 249–266. doi:10.1002/ejsp.143
Arends-Toth, J., & van de Vijver, F. J. R. (2006). Assessment of psychological acculturation. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 142–162). Cambridge: Cambridge University Press.
Ataca, B., & Berry, J. W. (2002). Psychological, sociocultural, and marital adaptation of Turkish immigrant couples in Canada. International Journal of Psychology, 37(1), 13–26. doi:10.1080/0020759014300013
Task 2: Discussion Main Post Needed
Follow the instructions below to participate in this discussion forum.
NOTE:
Do not post attachments!
Copy the discussion prompts below (highlight the text, right-click, and select Copy).
Create a new thread using your last name and module number (Example: Smith_Module1).
Paste the discus.
The LGBQT i-Search: A Guided Tour
Students in High School explore gender issues and relate to one another through discussions on bullying and identity.
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Response 1Social and Emotional IntelligenceRespond to at l.docx
Response 1
Social and Emotional Intelligence
Respond
to at least two colleagues in one of the following ways:
o
Critique your colleague's analysis of the relationship between social and emotional intelligence and cultural factors. Provide support for your critique.
o
Critique your colleague's strategy for applying social and emotional intelligence to the case of Andres. Provide support for your critique.
o
Critique your colleague's suggestion for how to apply an
understanding of social and emotional intelligence to social work practice in general. Provide support for your critique.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: T
During the time (6 years ago) when Andres was exiting middle adulthood and enter late adulthood, he was transitioning from a period of stability to a period of instability (Plummer, Makris, & Brocksen, 2014). Major changes were ahead that would hit Andres hard. Maslow’s Hierarchy of Needs can be used to describe Andres past and present emotional and intellectual state. Prior to Andres diagnosis of a brain tumor and Parkinson’s disease, he achieved all of Maslow’s Hierarchy of Needs. Andres, physiological, safety, belongingness, self-esteem, and self-actualization needs were met. He was married, had children and grandchildren, had a great career, plenty of friends, and exercised daily. (Plummer et al, 2014). According to Maslow “When people fulfill the most elemental needs, they strive to meet those on the next level, and so forth, until the highest order of needs is reached (Zastrow & Kirst-Ashman, 2016, p. 505). Emotionally and intellectually Andres was in a good place. Now, at the age of 68, he has disabilities and has lost most of his independence. He tries to de independent, but has injured himself several times. Activities as basic as eating and bathing unassisted are forever changed. Andres has lost his independence and has become depressed as he realizes more and more that his life is forever altered. “He now uses a cane and walker to ambulate. His speech is slow and soft. He requires assistance to get dressed and eat at times due to severe tremors and the loss of dexterity in his hands”
(Plummer et al, 2014). His safety needs were not being met, especially due to his instability, disabilities, and other medical conditions. This has resulted in a lack of belongingness, low-self-esteem, and no self-actualization. But over time Andres started to accept who he has become. Even though Andres hated asking for help, he realized that asking for assistance could have prevented some of the falls and injuries (Plummer et al, 2014). Andres, accepted the help of the social worker, accepted some help from family, realized that he could not change what has happened to him, and even reclaimed some of the friendships he once had with colleagues.
Positionality a scholarly reflection paper
The concept of positionality includes the ethnographer's given attributes such as race, nationality, and gender which are fixed or culturally ascribed.
Article - National FORUM Journals
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Learning OutcomesThis week students will1. Apply the concep.docx
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
Internalized Racism and Academic Success: Understanding the Role of Cultural ...
Internalized Racism and Academic Success: Understanding the Role of Cultural ...National Partnership for Educational Access
This interactive workshop will focus on students’ racial identity development and the relationship between their identity development and their academic lives. The workshop will begin with an activity geared toward understanding racial identity development, and race and racism in the U.S. more broadly. This will be followed by an overview of research findings from 27 Black (male and female) high school students, focusing on students’ internalization of culturally racist stereotypes about what it means to be Black.Revenue Cycle Workflow ScenariosInherent in the Revenue Cycle work.docx
Revenue Cycle Workflow Scenarios
Inherent in the Revenue Cycle workflows is the need to collaborate with other departments to ensure performance benchmarks are met and the ultimate goal of timely and accurate cash flow is attained. In this activity, you will identify which departments need to work together to resolve the situation presented in several scenarios.
To complete this assignment, do the following:
Download the scenarios below.
Beneath each scenario, identify the department(s) involved from the list below and explain each department's role in resolving the issue.
Patient Access/Admissions
HIMs
Coding
Patient Accounts/Billing
Chargemaster Management
Accounts Receivable
CDI
Utilization Management
Clinical Services (Providers, Radiology, Nursing, and other Ancillary Services)
Administration
.
Review and reflect on what you learned in the past 8 weeks. What .docx
Review and reflect on what you learned in the past 8 weeks. What is the most practical and easily applied lesson you learned?
(Easily was: Decision analysis)
What was the hardest to grasp? Why? What else do you need to know about Quantitative Analysis?
(Hardest one was: Waiting Lines)
.
Review a social media blog and examine it for fallaciousreasoning..docx
Review a social media blog and examine it for fallacious
reasoning. Identify at least two examples of fallacies that we have discussed in class within the selected blog. Record the fallacious quotes from the blog, and explain what type of fallacy you believe they are.
Include a citation for the source you use.
.
More Related Content
Similar to RESPONSE 1Respond to at least two colleagues with a criti.docx
Discussion 1 ClassismIncome and wages are measurable indicators.docx
Discussion 1: Classism
Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.
Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).
Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.
·
Post
an analysis of how classism has factored into your life.
·
Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.
References (use 2 or more)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Discussion 2: Power, Privilege, and Classism
Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classis.
Task 1 Discussion Main Post NeededFollow the instructions b.docx
Task 1: Discussion Main Post Needed
Follow the instructions below to participate in this discussion forum.
NOTE:
Do not post attachments!
Copy the discussion prompts below (highlight the text, right-click, and select Copy).
Create a new thread using your last name and module number (Example: Smith_Module1).
Paste the discussion prompts (Right-click in the message box area, and select Paste).
Answer the following: After posting your original response, read other postings and post.
Read Critical Incident at the end of chapter 18 and answer the following question.
In the contextual domain, what elements of the broader social setting and the specific school setting do you think are influencing the situation?
Critical Incident
Imagine that you are a school counselor in an urban center. A concerned teacher at your school has referred a 17-year-old female student to you because her behavior has become withdrawn and her grades have been consistently dropping over the past few months.
The referring teacher, who leads the school orchestra, had noticed that the student, a second generation immigrant from a Middle Eastern background, did not attend orchestra practice for 3 consecutive weeks and asked the other students if anyone knew the reason for her absence. In private, one of her friends disclosed that the young woman has been having family problems because her parents found out that some of her classmates were dating boys from another school and that as a group they had all been spending time together. Although the girl herself is not in a relationship, after finding out that she was unsupervised in the company of young men, her parents have stopped allowing her to go to extracurricular activities and outings with her friends. They also now drop her off at school and pick her up every day, and they will not let her answer phone calls from her friends.
This situation is obviously negatively affecting the student’s well-being as well as her school performance.
References
Arends-Toth, J., & van de Vijver, F. J. R. (2003). Multiculturalism and acculturation: Views of Dutch and Turkish-Dutch. European Journal of Social Psychology, 33(2), 249–266. doi:10.1002/ejsp.143
Arends-Toth, J., & van de Vijver, F. J. R. (2006). Assessment of psychological acculturation. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 142–162). Cambridge: Cambridge University Press.
Ataca, B., & Berry, J. W. (2002). Psychological, sociocultural, and marital adaptation of Turkish immigrant couples in Canada. International Journal of Psychology, 37(1), 13–26. doi:10.1080/0020759014300013
Task 2: Discussion Main Post Needed
Follow the instructions below to participate in this discussion forum.
NOTE:
Do not post attachments!
Copy the discussion prompts below (highlight the text, right-click, and select Copy).
Create a new thread using your last name and module number (Example: Smith_Module1).
Paste the discus.
The LGBQT i-Search: A Guided Tour
Students in High School explore gender issues and relate to one another through discussions on bullying and identity.
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Response 1Social and Emotional IntelligenceRespond to at l.docx
Response 1
Social and Emotional Intelligence
Respond
to at least two colleagues in one of the following ways:
o
Critique your colleague's analysis of the relationship between social and emotional intelligence and cultural factors. Provide support for your critique.
o
Critique your colleague's strategy for applying social and emotional intelligence to the case of Andres. Provide support for your critique.
o
Critique your colleague's suggestion for how to apply an
understanding of social and emotional intelligence to social work practice in general. Provide support for your critique.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: T
During the time (6 years ago) when Andres was exiting middle adulthood and enter late adulthood, he was transitioning from a period of stability to a period of instability (Plummer, Makris, & Brocksen, 2014). Major changes were ahead that would hit Andres hard. Maslow’s Hierarchy of Needs can be used to describe Andres past and present emotional and intellectual state. Prior to Andres diagnosis of a brain tumor and Parkinson’s disease, he achieved all of Maslow’s Hierarchy of Needs. Andres, physiological, safety, belongingness, self-esteem, and self-actualization needs were met. He was married, had children and grandchildren, had a great career, plenty of friends, and exercised daily. (Plummer et al, 2014). According to Maslow “When people fulfill the most elemental needs, they strive to meet those on the next level, and so forth, until the highest order of needs is reached (Zastrow & Kirst-Ashman, 2016, p. 505). Emotionally and intellectually Andres was in a good place. Now, at the age of 68, he has disabilities and has lost most of his independence. He tries to de independent, but has injured himself several times. Activities as basic as eating and bathing unassisted are forever changed. Andres has lost his independence and has become depressed as he realizes more and more that his life is forever altered. “He now uses a cane and walker to ambulate. His speech is slow and soft. He requires assistance to get dressed and eat at times due to severe tremors and the loss of dexterity in his hands”
(Plummer et al, 2014). His safety needs were not being met, especially due to his instability, disabilities, and other medical conditions. This has resulted in a lack of belongingness, low-self-esteem, and no self-actualization. But over time Andres started to accept who he has become. Even though Andres hated asking for help, he realized that asking for assistance could have prevented some of the falls and injuries (Plummer et al, 2014). Andres, accepted the help of the social worker, accepted some help from family, realized that he could not change what has happened to him, and even reclaimed some of the friendships he once had with colleagues.
Positionality a scholarly reflection paper
The concept of positionality includes the ethnographer's given attributes such as race, nationality, and gender which are fixed or culturally ascribed.
Article - National FORUM Journals
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Learning OutcomesThis week students will1. Apply the concep.docx
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
Internalized Racism and Academic Success: Understanding the Role of Cultural ...
Internalized Racism and Academic Success: Understanding the Role of Cultural ...National Partnership for Educational Access
This interactive workshop will focus on students’ racial identity development and the relationship between their identity development and their academic lives. The workshop will begin with an activity geared toward understanding racial identity development, and race and racism in the U.S. more broadly. This will be followed by an overview of research findings from 27 Black (male and female) high school students, focusing on students’ internalization of culturally racist stereotypes about what it means to be Black.Similar to RESPONSE 1Respond to at least two colleagues with a criti.docx (19)
Discussion 1 ClassismIncome and wages are measurable indicators.docx
Discussion 1 ClassismIncome and wages are measurable indicators.docx
Task 1 Discussion Main Post NeededFollow the instructions b.docx
Task 1 Discussion Main Post NeededFollow the instructions b.docx
Parent adolescent relationship in chinese american families
Parent adolescent relationship in chinese american families
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Hines, mack t dehumanization of black children nfeasj v32 n4 2015
Response 1Social and Emotional IntelligenceRespond to at l.docx
Response 1Social and Emotional IntelligenceRespond to at l.docx
Learning OutcomesThis week students will1. Apply the concep.docx
Learning OutcomesThis week students will1. Apply the concep.docx
Internalized Racism and Academic Success: Understanding the Role of Cultural ...
Internalized Racism and Academic Success: Understanding the Role of Cultural ...
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Download the scenarios below.
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I own a 75 gallon, saltwater fish tank. In that tank we have fish, crabs, shrimp, snails and corals. In order to keep these creatures alive and growing, its important to have the correct lighting, temperature and food source.
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Dear Eliie2121,
Apparently you have a challenge with your composition skills. You have good ideas but you are having trouble expressing them. I would suggest that you go to the Writing Center and get some assistance. I am not an English instructor but there are so many errors in your writing that it is my feeling that you need this writing assistance. Even in this email to me there are numerous errors of grammar. I am going to write your question over correctly so that you can see the errors. Please look carefully at the punctuation I have added and the changes. So, in answer to your initial question here, you need to write better and be aware of what you are writing (as I pointed out in my post response to you).
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Dr. Todd
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above and 25 words or more please.
Instructor Todd
I have a correction to make on your post. It is in regard to this sentence: The main participants in the meeting are the parents, children, and the school. Children are not present at these meetings unless it is the child with the disability. The school is not present at these meetings either. By the use of this word, you are probably not referring to the physical school or buil.
Response Paper Craft an analytical paper based on the reading. .docx
Response Paper
Craft an analytical paper
based on the reading.
Focus on what you found to be the strongest elements that help you answer the questions below.
In her introduction, Donna Guy explains that Emilio and Gabriela Coni worked to relieve the “unresolved dilemmas” of the rapidly growing and industrializing immigrant city of Buenos Aires.
What were some of the dilemmas and challenges of this difficult urban context for working people? How did it affect women and children in particular? In general terms, what were some of the Conis’ plans to aid Argentine women and children?
Papers should be 1 1⁄2 to 2 pages in length, double-spaced, with 1-inch margins, and typed in 11pt. or 12pt. font. Papers may not exceed 2 pages. The strongest essays will begin with a specific argument related to the topic and develop themes and specific, concrete examples that support and illustrate that thesis.
Papers with quoted material and lacking footnotes will receive a ZERO.
Footnotes should be
formatted according to Chicago Style
.
.
Response to this discussion post with at least 200 words. Needs refe.docx
Response to this discussion post with at least 200 words. Needs refernece to back up response
The United States maintains a complex network of law enforcement agencies at the local, state and federal levels. These agencies have varying degrees of specialty and work closely with one another and the courts. Functions performed by the levels of police agencies in the United States run a gamut, from preventing the importation of illegal drugs to ensuring the safety of students at universities. The role of a police agency depends upon its location and jurisdiction. many as 23,000 local and state police agencies exist in the United States as of 2011, depending upon the method of counting them. Types of police agencies under state jurisdiction include local township or city police forces, state police, countrywide sheriff's offices, state highway patrols and constables. The structure and levels of state police agencies differs in each state. Hawaii, for instance, maintains no state police force per Se, but rather a Department of Public Safety. In most states, sheriffs serve as elected officials and act as political liaisons between state governments and police agencies. Various agencies perform specialized police functions at state level. Fish and game wardens, for instance, enforce hunting, fishing, boating laws. According to O'Connor, 35 U.S. states invest independent agencies such as the Department of Criminal Investigations, Department of Motor Vehicles and Alcohol Beverage Control with special, limited powers of law enforcement and investigation. These agencies enforce laws within their jurisdiction, often with the cooperation of other police agencies. Other special divisions of police agencies include K-9 units, which work with police dogs, HAZMAT units, which handle hazardous materials and SWAT, or special tactical units.
References
Lemieux, F. (Ed.). (2013).
International Police Cooperation: Emerging issues, theory and practice
. Routledge.
Manning, P. K. (2014). Role and function of the police. In
Encyclopedia of Criminology and Criminal Justice
(pp. 4510-4529). Springer New York.
.
Response 1 Systems Perspective and Social ChangeRead a sele.docx
Response 1:
Systems Perspective and Social Change
Read
a selection of your colleagues' posts.
Respond
to at least two colleagues in one of the following ways:
Critique your colleague's suggestion about how to apply a systems perspective to Lester Johnson's case.
Identify one way that a concept in your colleague's post might contribute towards advocacy and social change.
Discuss how you might apply the empowerment and strengths approach to one of the concepts your colleague has presented.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1: Julia
When working with clients, there are many factors at play that not only formed the client in their early years, but also influence them now. The factors that influence them now can include: family, living situation, job situation, friends, religious community, etc. These factors can all influence how a social worker can assist in intervening in a client’s life. Each of these factors can also be included in different systems that influence the client (Zastrow and Kirst-Ashman, 2016).
Let us take, for example, the case of Lester. Lester was an independent member in his community, church community, and was able to handle his life all by himself. However, after an automobile accident, Lester has done a 180 and can no longer clothe or clean himself (Plummer, Makris, and Brocksen, 2014). This is where systems perspective comes in: what systems in Lester’s life can the social worker use to assist Lester? From the case study, we know that Lester is close with his family, but his sister-in-law has really stepped up to the plate in helping with Lester’s care. Because of Lester’s connections with his religious community, they may be relied on for resources. Lester’s children have not been involved really at all, so they should not be counted on as a system on which Lester can rely (Plummer, Makris, and Brocksen, 2014). Lester will have to have new systems created for him, as he cannot create them for himself anymore.
As a social worker, it is crucial to know the systems on which a client can rely. System Theory is a good theory because of its ability to be used with any client. Knowing what resources are available to a client, as well as their interactions with those resources, is key in creating a treatment plan for the client.
Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Working with People with Disabilities: The Case of Lester. Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Colleague 2: Lisa
Hello Everyone,
Multiple systems interact to impact individuals on many levels. In Lester.
Response 1 The Aging ProcessRespond to at least two colleag.docx
Response 1:
The Aging Process
Respond
to at least two colleague's post in one of the following ways:
o
From a strength's perspective, critique your colleague's approach to addressing Francine's case. Provide support for your critique.
o
Critique your colleague's strategy for applying knowledge of the aging process to work with older clients. Discuss how cultural, ethnic, and societal influences might affect the application of this strategy.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Colleague 1:BM
As individuals enter the stage of late adulthood, their previous experiences, lifestyle and relationships help determine what, indeed, this stage will entail (Zastrow and Kirst-Ashman, 2016). In this week’s case study, 70- year-old Francine sought counseling for symptoms of depression, directly related to the loss of her partner of thirty years, Joan (Plummer, Makris and Brocksen, 2014). Since Francine’s family and loved ones were unaware of the extent of the the relationship between Francine and Joan, Francine did not have the necessary support as she navigated her way through her grieving process. She started drinking alcohol more often, after several years of sobriety (Plummer, et. al., 2014).
It can be assumed that Francine’s relationship with Joan, spanning thirty years, has certainly influenced her aging process. In long-term relationships, such as this one, individuals identify as being half of a partnership, as opposed to their individual beings (Zastrow and Kirst-Ashman, 2016). These defining relationships allow for individuals to feel supported and share experiences throughout their daily lives. This relationship is at the crux of Francine’s being, and although her partner has passed, its value can be utilized to help Francine cope with the loss and navigate through the remainder of her life. Additionally, Francine’s extensive experience within the workforce will also positively contribute to her aging process. Throughout these years, Francine’s interaction with people, both professionally and socially, have helped to promote a healthy inner being. While she may not be feeling sociable after Joan’s passing, referencing her forty year career will be a helpful tool for her clinician.
The case study mapped out the positive aspects in Francine’s life beautifully. Despite the depression she is currently experiencing, employing a Strength Based Perspective, focusing on her resiliency, would be an appropriate and effective method to help Francine achieve her most positive outcomes (Zastrow and Kirst-Ashman, 2016). Francine has shown a tremendous capacity throughout her life in identifying and removing the triggers causing harmful behaviors; this awareness resulted in many years of sobriety (Plummer, et. al., 2014). Furthermore, Francine, despite her current depressive state, ha.
Response Paper Craft an analytical paper based on the reading..docx
Response Paper
Craft an analytical paper
based on the reading.
Focus on what you found to be the strongest elements that help you answer the questions below
.
Explain Erick Langer’s statement from his introduction that Mandeponay “combined the skills of a caudillo and of a traditional chieftain” (93). What does he mean by this? Do you think this combination of skills helped the Chiriguano maintain their autonomy and cultural distinction or did Mandeponay’s decisions lead to their cultural destruction?
Papers should be 1 1⁄2 to 2 pages
in length, double-spaced, with 1-inch margins, and typed in 11pt. or 12pt. font. Papers may not exceed 2 pages.
The strongest essays will begin with a specific argument related to the topic and develop themes and specific, concrete examples that support and illustrate that thesis.
Papers with quoted material and lacking footnotes will receive a ZERO.
Footnotes should be formatted according to
Chicago Style
.
.
Response 1 Week 2 BlogRespond to the blog post of three colle.docx
Response 1: Week 2 Blog
Respond
to the blog post of three colleagues in one or more of the following ways:
·
Make a suggestion to your colleague's post.
·
Expand on your colleague's posting.
Be sure to support your blog posts with specific references to this week's resources and provide full APA citations for your references.
Colleague 1: Carolyn
An explanation of potential challenges in adhering to confidentiality in your field education experience
My field education experience is called “brighter future”. It is an agency that most of the employee are related. And so part of their confidently is made sure that they do not share information.
A description of agency policies or mandates about confirms to evidentiality
Today at my field placement, we discuss the important of confidentiality. According to my agency policies, we have to make sure that everything we do is kept confidential. For example, I was observing and learning how to input documents into the computer. I found out that, everyone in the agency is required to keep every file, everything they do about that client has to be protected.
The files that inputted in the computer were also kept manually and under the table so that no one would know about their client’s names.
Discussing any client outside the office was a no-no. They were also required not to address any problem faced by the clients until they have any a consent letter from the client.
An explanation of potential challenges in communicating with clients within your agency
The challenges that I see with confidentiality within this agency is how they interact with each other. Some of the confidential information is shared throughout the agency and take lightly as a joke. I think it’s about time for all employee to come together and be supportive of this little fella who wanted a bike but lack of financial report
Reference:
Saxon, C., Jacinto, G. A., & Dziegielewski, S. F. (2006). Self-determination and confidentiality: The ambiguous nature of decision-making in social work practice. Journal of Human Behavior in the Social Environment, 13(4), 55–72.
Colleague 2: Melissa
With the place that I am working at Paso Del Norte Children’s Development Center, I am working in a variety of places that require different safety plans. The number one rule is to always sit by the door and have the client sit in front of u while the door is behind you. This is in order to prevent any type of danger that may occur. The bright side about working with clients that are in our organization is that these clients are willing to meet with us. It is important to keep note that these clients are in need of help and come to us in order to get help with behavioral, students with special needs, or other specific behavior’s that kids need help with. There are also a number of speech therapists that work within the building and help the kids overcome their fears or behavior patterns when dealing with this issue.
If the soc.
RESPONDwrite one responses to the two colleagues in one of the.docx
RESPOND
write one
responses to the two
colleagues in one of the following ways:
Provide an alternative suggestion of how program evaluation can be used.
Provide support or an alternative perspective on the elements of program evaluation.
·
RE: Discussion - Week 1 1st person
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As a State Correctional employee, we often use evaluations to analyze in-service training, policy reviews, programs and services, etc. It may seem as if we are over evaluating; however, this helps to ensure our services are effective.
Westat (2010) says the two reasons program evaluation exists, as written for the National Science Foundation, is to “improve a project” and “document what has been achieved” (p. 3).
The most consistent with my interest is program improvement. For instance, we had four different in-service courses with the same course information. An evaluation was passed out to the students at the end of the course to provide their opinion of the course. The comments prompted the instructors to redesign four courses into one. Evaluations are essential tool in Corrections because it allows us to
document our achievements, which will result in data to support our reentry programs.
References:
Westat, J. F. (Ed.). (2010). The 2010 user-friendly handbook for project evaluation. Retrieved
from https://www.westat.com/sites/westat.com/files/2010UFHB.pdf
Bottom of Form
2-person
initial post WK1D1
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[removed]
Total views: 54 (Your views: 3)
In my work with community corrections, I have not conducted any type of program evaluation; however, I understand program evaluation is designed to answer some key questions about a program’s effectiveness to the stakeholders (community, participants and staff). The overarching idea behind program evaluation is to ascertain if those who should benefit from the program are actually benefiting and if those performing the services to the community are skilled at providing the services. Another important aspect of program evaluation is to determine whether the allocated resources for the services are sufficient for addressing the needs of the population (The Program Manager’s Guide to Evaluation, 2010).
In looking at this week’s resources, Langbein (2012) identifies some distinct differences between program and project (p.3). A program is described as “ongoing services or activities” (Langbein, 2012, p. 3) while projects are intended to be one-time activities that has long-lasting sustainable impact on communities (p. 3). Thus, program evaluations should help determine the extent of a program’s success or lack thereof (what works and what does not work) as well as provide insight on navigating areas where unexpected circumstances occur (Westat, 2010). In short, program evaluations provide managers and administrators the data needed to prove or disprove the value of a program which ultimately impac.
Response should be a half page each, APA format please and provide.docx
Response should be a half page each, APA format please and provide reference
(1)
Describe what life span considerations you might use in applying the nursing process to infants, school-age children, younger adults, and older adults in relation to immunizations and wellness.
(2)
As a formal nursing intervention, anticipatory guidance prepares a client for that which the nurse knows could most likely occur during that person's developmental or situational stage. Discuss the anticipatory guidance possibilities you would most likely entertain when assessing an adolescent, both developmentally and situationally.
.
Response Needed to assignment question, connect the bridge ofHoffm.docx
Response Needed to assignment question, connect the bridge ofHoffman and Motherwell to a personal experience.
A primary theme in this week's material is the idea of connecting cultures and being a culture broker. Artists like Hoffman and Motherwell were crucial to the development of Abstract Expressioniams.
I wanted to pool our personal experiences of cultural brokerage--some of you have many experiences of this kind. What times in your life have you acted to bridge cultural divides? Is it part of your job? Your personal interests? Your family?
.
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RESPONSE 1Respond to at least two colleagues with a criti.docx
- 1. RESPONSE 1: 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. Collegue 1: Dominance within and amongst social groups is perpetuated when it is not challenged (Adams, Blumenfeld, Castaneda, Hackman, Peters and Zuniga, 2013). This was evident in the case of 24 year old, Aaron, an immigrant from Guyana who sought guidance due to symptoms of depression and anxiety (Plummer, Makris and Brocksen, 2014). Further exploration into his background, revealed a strained relationship with his parents, particularly after the untimely death of his younger brother (Plummer, et. al., 2014). At the foundation of this strained relationship was a different in cultural values held by Aaron and his parents. Aaron, having immigrated to the United States seven years after his parent’s immigration, attempted to maintain the traditional values of his homeland, while his parents often ridiculed him for holding these connections tightly (Plummer, et. al., 2014).
- 2. Since the case study indicated that his parents often “made fun of him,” it is clear how dominant groups may, too, alienate Aaron (Plummer, et. al., 2014). Despite living in the United States for several years at the time of his initial evaluation, Aaron continued to speak with an accent. This is one, of perhaps many, characteristics that continues to inadvertently place Aaron within the margins of society; upon first meeting, dominant groups can immediately recognize Aaron is not “one of them” (Adams, et. al., 2013). Prejudicial views can prohibit Aaron, or other immigrants, from transitioning into mainstream society, without always being deemed “different,” or marginalized (Adams, et. al., 2013). In order to be an effective resource for Aaron, the social worker must be culturally competent, understanding his culture in Guyana as well as his unique challenges to assimilate into the United States. When Aaron discusses the rejection of his parents, he is need of a professional to validate his feelings, while working toward developing his own sense of self-identity (Adams, et. al., 2013). Aaron requires direction to achieve his own personal set of goals. These dichotomous goals include maintaining his traditions and restoring a relationship with his parents (Plummer, et. al. 2014). Reference Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice . (3rd ed.). New York, NY: Routledge Press. Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year . Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader].
- 3. Collegue 2: In many cases some groups gain privileges over others on the basis of their racial or ethnic differences perceived. Racial or ethnic differences can take place for many reasons but the primary reason is often economic, social or political power (Chang & Dodd, n. d.). The negative impact of dominant culture on immigrants and refugees includes not being accepted as a full member of society. Some Americans are still opposed to a large scale of immigration due to ignorance and prejudice. Aaron experienced this with his parents, he was rejected and not accepted. Aaron felt if he was to be accepted his parents should have brought him and his brother both to the United States. Aaron’s family already criticizes him for the use of his cultural traditions, so racism and prejudice will impact his assimilation greatly. Immigrants who become racialized and are treated as disadvantaged racial or ethnic minorities, may find their pathways to economic mobility and assimilation block because of racial/ethnic discrimination (Brown & Bean, 2006). As a social worker, when Aaron discusses his family’s rejection, I would suggest to Aaron to talk to his parents and ask them why they are being so negative towards him and try to understand their reasoning. I would suggest that his parents attend counseling as well and help them realize that one of the reasons that Aaron still accepts his culture’s traditions and customs could be because he didn’t leave his country until he was 15.
- 4. References Brown, S. K., & Bean, F., D. (2006). Assimilation Models, Old and New: Explaining a Long-Term Process. Retrieved from http://www.migrationpolicy.org Chang, H., & Dodd, T. (n. d.). International perspectives on race and ethnicity: An annotated bibliography. Retrieved from http://www.edchange.org Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year . Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader] RESPONSE 2: Respond to a colleague’ s post by explaining why you agree or disagree with your colleague’s use of a particular theoretical approach and/or practical skill in working with Dalia. Collegue 3:
- 5. Dalia is a 14-year-old girl dealing with behavioral issues. Her behavioral issues include argumentative behavior, fights with peers, poor concentration in class, highly sexualized behavior and she later admitted to drinking occasionally with friends (Plummer, Makris, & Brocksen, 2014). She has a fake ID, and used it to get a tattoo without permission from her parents (Plummer, Makris, & Brocksen, 2014). Dalia’s parents both work a lot, and each blame the other for her behavioral issues (Plummer, Makris, & Brocksen, 2014). Dalia expressed that she has a decent relationship with her older brother, who lives in a different state, and a not so cool relationship with her sister who is in college (Plummer, Makris, & Brocksen, 2014). Her sister was a very good student, and Dalia feels that she is constantly compared to her (Plummer, Makris, & Brocksen, 2014). I identified Dalia’s self-harming behavior as drinking at a young age, having a fake ID, and having highly sexualized behavior. Each of these things can lead Dalia to many harmful events and situations in her life. According to Erickson’s Psychosocial Theory, at the age of 14, Dalia is in Stage 5 which states that she is in a transitional period in her live and trying to find who she is (Zastrow & Kirst-Ashman, 2016). She is examining her role in life, and trying to create her identity. Dalia is having a hard time because her parents aren’t around, and she notices that the family dynamic has changed since her brother and sister left home (Plummer, Makris, & Brocksen, 2014). She also feels that she is being compared to her sister at school (Plummer, Makris, & Brocksen, 2014). Zastrow and Kirst-Ashman (2016) also talk about the “looking-glass self” which suggests that people associate who they are with how people relate to them. These two theories suggest that Dalia’s interactions with her family and her teachers may have caused her behavior. As she is developing and trying to find her identity, she is having issues because the way she views herself and the input she gets from
- 6. the people around her don’t match. So she is exploring and experimenting to try to figure out the kind of person that she wants to be. References Plummer, S.-B., Makris, S., & Brocksen, S. M. (2014). Working With Children and Adolescents: The Case of Dalia. In Social Work Case Studies: Foundation Year. Laureate Education, Inc. Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding Human Behavior and Social Environment, 10th edition. Boston: Cengage Learning.