In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist.
In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice.
In the book Black Empowerment, the author,Barbara Solomon, writes, “Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles” (p. 6).
Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client’s power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients’ awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.
Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients’ lives and apply the appropriate skills.
To prepare: Review the case study “Working With Individuals: The Case of Mary.”
By Day 3
Post an explanation of the relationship between racism and privilege. Furthermore, explain how the concepts of racism and privilege relate to “Working With Individuals: The Case of Mary.” Explain the impact of racism and privilege on social work practice. Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary. Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
By Day 5
Respond to at least two colleagues with a critique of their posts and alternative recommendations for how you as a social worker might respond to Mary and her beliefs. Be specific and provide examples from the case. Also, identify specific skills social workers might employ.
Required Readings
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.
Section 2 Intro Racism (pp. 65-73)
Chapter 9, Defining racism can we talk (pp. 74-77)
Chapter 13, Heteropatriarchy and the three pillars of white supremacy: Rethinking women of color organizing (pp. 96-102)
Chapter 15, Patrolling racial borders: discrimination against mixed race people (pp. 106-111)
National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=SWK1aR53FAk%3d&portalid=0
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 Individuals: The Case of Mary”
Dq2
Discussion: Strengths Across Development
Learning about psychological, biological, and social development across the lifespan is essential to competent, ethical practice. To prepare for the final project, in which you write up and analyze a biopsychosocial assessment, begin thinking about how you will apply concepts of human behavior and the social environment that you are learning in this course. This assignment supports that process by asking you to engage in self-reflection and consider how the material you have engaged with in the past 4 weeks applies to you. Using the Kultura Media tool, you will video record your response to the assignment questions.
By Day 3
Record a 4-5 minute video in which you discuss:
Identify an event that occurred in your childhood that influenced who you are today.
Please consider guidelines related to self-disclosure and do not discuss an event that is potentially still triggering or share intimate details.
Identify the developmental stage you were at when the event occurred and describe the important psychological, biological, and social factors that typically occur during this stage.
Explain how the social environment impacted your experience.
Explain your strengths during that time and whether these strengths have changed as you have developed.
Include a transcript and/or edit closed captioning on your video to ensure your presentation is accessible to colleagues of differing abilities.
By Day 6
Respond to at least one colleague’s post comparing/contrasting your social environment during the developmental stage identified in your colleague’s post. Explain how your social environment influenced your experiences during the same developmental stage.
Learning Resources
Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.
Chapter 6, “Biological Development in Adolescence” (pp. 282-319)
Melchert, T. P. (2015). Assessment. In Biopsychosocial practice: A science-based framework for behavioral health care (pp. 149-182). Washington, DC, US: American Psychological Association.
Reamer, F. (2013). Preventing ethics blindness in Social Work. Social Work Today. Retrieved from http://www.socialworktoday.com/news/eoe_021213.shtml
Caputo, R. (2009). Adolescent sexual debut: A multisystem perspective of ethnic and racial differences. Journal of Human Behavior in the Social Environment, 19(4), 330–358.
Day, C., Kearney, C., & Squires, F. (2016). Art, science and experience of peer support: Learning from the Empowering Parents, Empowering Communities programme. International Journal Of Birth & Parent Education, 4(2), 13–18.
Gratwick-Sarll, K., Bentley, C., Harrison, C., & Mond, J. (2016). Poor self-recognition of disordered eating among girls with bulimic-type eating disorders: Cause for concern?. Early Intervention in Psychiatry, 10(4), 316–323.
Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Logan Family
Required Media
Laureate Education (Producer). (2013). Logan family (Episode 3) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 2 minutes.
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