Based on the A-B-C Dimensions of Personal Identity, on one PowerPoint slide create a collage that exemplifies the three dimensions of your personal identity through photographs, graphics, and images of artifacts. Do not include any photographs of yourself.
Part 2: A-B-C Dimensions of Personal Identity
Discuss how your images exemplify the three dimensions of your personal identity in a 200-250 word rationale that defends your choices for each dimension consistent with Arredondo’s theories and definitions.
Part 3: Personal Identity: Effect on the Classroom
Write a 200-250 word summary that discusses personal identity and the implications for a diverse classroom. For example, based on your findings, how will your personal identity affect your classroom culture, religion, expectations, relationships, verbal and non-verbal communication, class materials, and assignments? Include both challenges and opportunities.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
As individuals grow older, they experience biological changes, but how they experience these changes varies considerably. Senescence, or the process of aging, “affects different people, and various parts of the body, at different rates” (Zastrow & Kirst-Ashman, 2016, p. 658).
What factors affect the aging process? Why do some individuals appear to age faster than others? In this Discussion you address these questions and consider how, you, as a social worker, might apply your understanding of the aging process to your work with older clients.
To prepare for this Discussion, read “Working With the Aging: The Case of Francine” in Social Work Case Studies: Foundation Year.
Post a Discussion in which you:
o Apply your understanding of the aging process to Francine’s case. How might Francine’s environment have influenced her aging process? How might you, as Francine’s social worker, apply your knowledge of the aging process to her case?
o Identify an additional strategy you might use to apply your knowledge of the aging process to social work practice with older clients in general. Explain why you would use the strategy.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references
References
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. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Working With the Aging: The Case of Francine
Francine is a 70-year-old, Irish Catholic female. She worked for 40 years as a librarian in an institution of higher education and retired at age 65. Francine has lived alone for the past year, after her partner, Joan, died of cancer. Joan and Francine had been together for 30 years, and while Francine personally identifies as a lesbian, she never came out to her family or to her colleagues. When speaking to all but her closest confidantes, Francine referred to Joan as her “best friend” or her “roommate.” Francine’s bereavement was therefore complicated because she did not feel she could discuss the true nature of her partnership with Joan. She felt that there was little recognition from her family, and even some of her close associates, of the impact and meaning of Joan’s death to Francine. There is a history of alcohol abuse in Francine’s family, and Francine abused alcohol from late adolescence into her mid-30s. However, Francine has been in recovery for several decades. Francine has no known sexual abuse history and no criminal history.
Francine sought counseling with me for several reasons, including an ongoing depressed mood, a lack of pleasure or enjoyment in her life, and loneliness and isolation since Joan’s death. She also reported that she had begun to drink again and that while her drinking was not yet at the level it had been earlier in her life, she was concerned that she could return to a dependence upon alcohol. Francine came to counseling with several considerable strengths, including a capacity to form intimate relationships, a successful work history, a history of having maintained her sobriety in the past for many years, as well as insight into the factors that had contributed to her current difficulties.
During our initial meetings, Francine stated that her goals were to feel less depressed, to reduce or stop drinking, and to feel less isolated. In order to ensure that no medical issues were contributing to her depression symptoms, I referred Francine to her primary care physician for an evaluation. Francine’s physician did not find any medical cause of her symptoms, diagnosing Francine with moderate clinical depression and recommending that Francine begin a course of antidepressant medication. Francine was reluctant to take medication and first wanted to try a course of counseling.
In order to help Francine meet her goal of reducing her depression symptoms, I employed a technique called behavioral activation (BA), which is drawn from principles of cognitive behavioral therapy and helps to reengage people in pleasant physical, social, and recreational activities. We began with a small initial goal of having Francine dedicate at least 5 minutes of each day to an activity she found pleasant or rewarding. Over the following weeks, we increased the time. Francine’s treatment progress was monitored through weekly completion of the Patient Health Questionnaire (PHQ-9) in order to determine whether or not her depressive symptoms were improving.
I helped Francine address her drinking by reconnecting her with effective coping strategies she had used in the past to achieve and maintain her sobriety. These included identifying triggers for the urge to drink and exploring her motivations for both continuing to drink and for stopping her use of alcohol. Francine began attending regular meetings of Alcoholics Anonymous™ (AA) and found several meetings that were specifically for older women and for lesbians. In addition, Francine spoke regularly with a sponsor who helped her to remain abstinent during particularly stressful moments during her reengagement in sobriety.
Finally, in order to address Francine’s goal of feeling less lonely and isolated, we explored potential avenues to increase her social networks. In addition to spending time with her family, friends, and her AA sponsor, Francine began to visit the local lesbian, gay, bisexual, and transgender (LGBT), center for the first time in her life and attended a support group for women who had lost their partners. Francine also began spending time at her local senior center and went there at least three times a week for exercise classes, other recreational activities, and lunch. She also began to do volunteer work at her local library once a week.
Over several months of counseling, Francine stopped drinking; significantly increased her daily involvement in pleasant and rewarding activities, including social and recreational activities; and reported feeling less lonely, despite still missing her partner a great deal. Francine’s scores on the PHQ-9 gradually decreased over time, and after 16 weeks of counseling, Francine reported that she no longer felt she needed the session to move on with her life. In addition, Francine visited her primary care physician, who found upon evaluation that her depression had lifted considerably and that an antidepressant was no longer indicated. By the end of counseling, Francine’s focused work on identifying her depression symptoms and her triggers for drinking equipped her to better recognize when she might need support in the future and to whom she could reach out for help if she needed it.
Discussion 2: Mental Health Care
Mental health care is a primary concern to social workers, who are the main providers of care to populations with mental health diagnoses. The system that provides services to individuals with mental health issues is often criticized for being reactive and only responding when individuals are in crisis. Crisis response is not designed to provide on-going care and is frequently very expensive, especially if hospitalization is involved.
Critics suggest a comprehensive plan, which involves preventive services, as well as a continuum of care. However, there are few, if any, effective and efficient program models. Social work expertise and input are vital to implementing effective services. Targeting services to individuals with a diagnosis of mental illness is one strategy. Another approach includes providing an array of services that are also preventative in nature. How might these suggestions address potential policy gaps in caring for individuals such as the family members in the Parker Family case?
For this Discussion, review this week’s resources, including the Parker Family video. Then consider the specific challenges or gaps in caring for individuals with a chronic mental illness might present for the mental health system based on the Parker case. Finally, think about how environmental stressors, such as poverty, can aggravate mental illness and make treatment more challenging.
· Post an explanation of the specific challenges or gaps in the mental health care system for the care of individuals with chronic mental illnesses.
· Base your response on the Parker case.
· Then, describe how environmental stressors, such as poverty, can aggravate mental illness and make treatment more challenging.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
References
Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.
Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].
Parker Family Episode 5 Program Transcript
COUNSELOR: So you’ve been hospitalized, let’s see, four times altogether.
FEMALE CLIENT: Well actually, I should have only been in the hospital three times.
COUNSELOR: Why do you say that?
FEMALE SPEAKER: Well, on the third hospital visit they kicked me out before I was ready to leave. They said I was just in there to get away from my mom, but I told them they were wrong. My sister even backed me up on this. But they didn’t care. They just checked me out, and home sweet home I went. I was barely gone like a month and I was back in their monkey house. So technically, for me, hospital visits three and four are the same. I remember going back to that hospital seeing the same docs and nurses, and I just smiled and waved and said, see, I told you so. I mean, we picked up right where we left off.
COUNSELOR: What do you mean your sister backed you up?
FEMALE CLIENT: Jane, that’s my sister. Jane, she knew how crazy my mom is, so she took pictures of all that mess and all that junk my mom hoards, and she showed them to the social worker in the hospital.
COUNSELOR: What happened?
FEMALE CLIENT: You know what the social worker said? She said that there was nothing that she can do about it, that her job was to only make sure that patients have a place to go when they leave the hospital. Translation, when you’re out the door, good riddance and good luck. Some policy, huh?
Discussion 3: Emerging Issues in Mental Health Care
Like so many areas of practice in social work, mental health is dynamic and ever-evolving. Research continues to provide new information about how the brain functions, the role of genetics in mental health, and evidence to support new possibilities for treatment. Keeping up with these developments might seem impossible. However, being aware of and responsive to these developments and incorporating them into both your practice and social policy is essential to changing the lives of individuals and families who live with a mental health diagnosis and the impact it brings to their daily lives.
For this Discussion, review this week’s resources. Search the Library and other reputable online sources for emerging issues in the mental health care arena. Think about the issues that are being addressed by social policy and those that are in need of policy advocacy and why that might be the case. Then, consider what social workers can do to ensure that clients/populations receive necessary mental health services. Also, think about the ethical responsibility related to mental health care social workers must uphold in host settings when they encounter conflicts in administration and home values. Finally, search your state government sites for the mental health commitment standards in your state and reflect on the mental health services covered under your state’s Medicaid program.
· Post an explanation of those emerging issues in the mental health care arena that the policymakers address and those that are in need of policy advocacy and why.
· Then, explain what strategies social workers might use to ensure that clients/populations receive necessary mental health services.
· Finally, explain the mental health commitment standards and mental health services in your state. In your explanation, refer to the services covered under your state’s Medicaid program.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
References
Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.
https://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.png00Studenthttps://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.pngStudent2020-05-25 08:14:482020-05-25 08:14:48The Aging Process
Zastrow and Kirst-Ashman (2016) stated, “We need theories to guide our thinking and our work so that we may undertake research-informed practice” (p. 127-128). At the same time, the authors asserted, “No theory will be perfectly applicable. Perhaps you will decide that only one or two concepts make any sense to you in terms of working with clients” (p. 128). Though you may be able to apply only a few concepts in a particular theory to your work with clients, as a social worker, you should be applying evidence-based research to your work. Empirically-based developmental theories may guide you as you assess clients and their presenting problems. You may also apply developmental theories to your treatment decisions.
For this Assignment, you discuss theories of life-span development by evaluating a theory that seems especially relevant to you and your role as a social worker. Select a theory of life-span development to address in this Discussion. This may be a theory described in the resources of this course, or you may select a theory based on personal research. Locate at least one scholarly resource (not included in the course resources) that addresses the theory you selected.
· Post a Discussion in which you analyze the theory of life-span development that you selected. · Summarize the theory; then, identify the strengths and weaknesses of this theory, especially as it relates to social work practice.
· Explain one way you might apply the theory to your social work practice.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
References
Dybicz, P. (2012). The hero(ine) on a journey: A postmodern conceptual framework for social work practice. Journal of Social Work Education, 48(2), 267–283.
Villadsen, K. (2008). ‘Polyphonic’ welfare: Luhmann’s systems theory applied to modern social work. International Journal of Social Welfare,17(1), 65–73.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Discussion 2: Discussion: Drug Policies and Ethics
The NASW Code of Ethics provides social workers with guidelines and standards for interacting with clients, colleagues, communities, and society, as a whole. These standards govern interactions and professional behavior of social work practitioners. The NASW has also developed specific standards, which are published in the NASW Standards for Social Work Practice With Clients With Substance Use Disorders. These standards emphasize the importance of the competence of social workers. The standards indicate that social workers should be knowledgeable of evidence-based interventions for substance disorders. The confidentiality standard becomes essential as social workers must be informed and comply with federal, state, and local laws about substance use, as well as third-party payee regulations.
For this Discussion, review this week’s resources, including the case Working with Clients with Dual Diagnosis: The Case of Joe,and consider how social policies affect Joe’s circumstances as described in the case study. Then, think about any gaps in service you found in Joe’s case. Finally, reflect on how you might address these gaps or make changes to the policies that affect Joe.
· Post an explanation of how drug policies affect Joe’s circumstances, as described in the case study. · Then, explain any gaps in service you found in Joe’s case as a result of the drug policies described in the case study.
· Finally, describe a strategy you might use to address these gaps or make changes to the policies that affect Joe.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
References
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 Clients with Dual Diagnosis: The Case of Joe” (pp. 77–78)
Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.
Humphreys, K., & McLellan, A. T. (2011). A policy-oriented review of strategies for improving the outcomes of services for substance use disorder patients. Addiction, 106(12), 2058–2066.
Working With Clients With Dual Diagnosis: The Case of Joe
Joe is a 34-year-old, Caucasian male who came to the County Division of Social Services to apply for General Assistance (GA) benefits. The GA program provides cash assistance, Medicaid coverage, and housing for homeless single adults. Joe is in need of Medicaid benefits in order to remain active in his treatment program. Joe is receiving treatment at the Mentally Ill Chemical Abuser (MICA) partial hospitalization program at the local community mental health center for clients who are dually diagnosed. Joe has a dependence on marijuana, although he has stopped using it for approximately six months, and has been diagnosed with major depressive disorder. He is being prescribed medication.
Joe reports that he is unable to work due to mental illness, and without an income or health insurance, he is unable to obtain his medication. Joe reports that while he was enrolled as a student at the state university, he would sell marijuana to other college students. Eventually, he was arrested and convicted of possession with intent to distribute a controlled dangerous substance (CDS) and served 3 years in prison. Joe has had no further arrests; however, he has not been able to secure permanent housing or employment since his release.
Joe reports that this event has ruined his life. His lack of employment results from an inability to pass most background checks. If he discloses that he was arrested, Joe reports that he is never called for interviews. But when he once failed to disclose the information to the prospective employer, Joe was terminated for lying on his application. Joe believes that he has little hope for future employment.
Joe has few natural supports in his life. He reports that following the incarceration, his family distanced itself from him and his girlfriend at the time broke up with him. He reports that his only supports are his local Narcotics Anonymous (NA) sponsor and his mental health counselor. Joe reports that his housing situation has been unstable and sporadic for the past 10 years.
Joe’s mental health counselor from the MICA program has contacted me to advocate for Joe’s approval for benefits. I explained that under the current state regulations, Joe is ineligible for benefits due to his CDS distribution conviction. The only program options that I can offer him are food stamps and access to a homeless shelter outside of the county. The counselor explained that relocation would cause a disruption to Joe’s mental health treatment and would cause him to lose contact with his local NA sponsor.
In response to the counselor’s concerns, I suggested that Joe contact the local faith-based organization for assistance. Although they do not house single males, they have an extensive network of volunteers, mentors, and donors who may financially support people in need. I referred Joe to a program that offers bonding to people seeking employment who have been previously incarcerated. Finally, I suggested that the counselor research Joe’s ability to remain in treatment at the hospital despite his lack of Medicaid coverage. The counselor agreed to assist Joe with these suggestions.
"Not answered?"
https://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.png00Studenthttps://acehomeworktutors.com/wp-content/uploads/2019/12/ace-1.pngStudent2020-05-25 08:13:482020-05-25 08:13:48Theories of Life-Span Development
Respond to at least two colleagues by explaining how that colleague might rule out one of the confounding variables that they identified.
Colleague 1: Debby
Being able to look at the different designs and choosing the right design for the information necessary to give an accurate accounting is imperative. Looking at the variables and outcomes wanting to be measured is also an important part of choosing a statistical design. The outcome of the design should be able to tell whether the goals of the client have been met (Dudley, 2014). In the study Social Work Research: Chi Square (Plummer, Makris, & Brocksen, 2014b), the outcome of the client was the outcome data measured.
The intervention provided by the organization was to rehabilitate recently paroled prison inmates and get these clients ready for full-time employment (Plummer, et. al., 2014b). The design was to use a quasi-experimental research design and the program started with thirty recently paroled clients, the intervention group (Plummer, et. al., 2014b). There was also another thirty recently paroled individuals that were waiting to enter the rehabilitation program, the comparison group (Plummer, et. al., 2014b). The parole officers of each individual within both the intervention group as well as the comparison group were provided surveys regarding the employment and demographics of the individual (Plummer, et. al., 2014b). The independent variable (rehabilitation program group) and the dependent variable (employment outcome), were measured using the Pearson chi-square and compared to the comparison group.
This study found the difference in the two groups were highly significant with a p value of .003 which is beyond the usual alpha-level of .05 which is used by researchers to determine the significance of the design used (Plummer, et. al., 2014b). This type of findings would give the organization reason to believe that the rehabilitation program could be effective when working with these clients in being able to obtain full-time employment (Plummer, et. al, 2014b).
Internal Validity
The validity of the rehabilitation program may be compromised by the two groups selected for the study. For example, there was no random selection when choosing the groups. Also, gaining employment may or may not prove that these individuals can maintain employment and for how long. This type of study would need a random selection of the groups as well as follow-up for a specific amount of time in order to follow how these groups were able to maintain the full-time employment. The individuals that did not find employment and the individuals that found part-time employment would also need to be followed to measure whether full-time employment was achieved after a period of time. This type of study gives a basic measurement but in order to truly get a valid conclusion regarding the rehabilitation program and the ability to gain and maintain full-time employment, there would need to be further evaluation.
References
Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.). Chicago, IL:
Lyceum Books.
Plummer, S.-B., Makris, S., & Brocksen, S. (Eds.). (2014b). Social work case studies:
Concentration year. Baltimore, MD: Laureate International Universities Publishing. (Vital
Source e-reader).
Colleague 2: Tammy
In the case study “Social Work Research: Chi Square”, Molly, an administrator with a regional organization asked a team of researchers to conduct an outcome evaluation of a new vocational rehabilitation program for recently paroled prison inmates (Plummer, Makris, & Brocksen, 2014). The findings of the chi square showed that the vocational rehabilitation intervention program is effective in increasing the employment status of participants. These conclusions come from two groups, which are the first 30 participants (intervention group) and the waiting list 30 participants (comparison group). The vocational rehabilitation intervention program is effective due to 18 or 60.0% that are a part of the intervention group, have full-time employment. The Chi Square also shows that out of the comparison group, 6 or 20.7% have full-time employment, but 16 or 55.2% do not have employment, and are not participating in the program. However, if the non-employment levels from the comparison group were affected (in the program), then the study shows that there is a greater chance for full-time employment for participants.
The factors limiting the internal validity of this study is that the researcher of this study observed the comparison group and the 30 (wait list) participants were not affected by this study. Internal validity is only relevant in studies that try to establish a causal relationship and is not relevant in most observational or descriptive studies (Trochim, 2006). The intervention group was affected due to, they are already participating in the program and benefiting from the program. This group was also observed. Factors that limits the ability to draw conclusions regarding cause and effect relationships are that the test only describes the relationship between two variables, which are employment levels and treatment condition. The study does not discuss anything prior to when the paroles where prison inmates. Employment level outcome effectiveness for recently paroled prison inmates are being studied. It doesn’t tell what was done for the program for the participants to gain full-time employment, which shows construct validity (Trochim, 2006).
References
Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing.
Respondtoat least twocolleagues in the following ways:
· Address a colleague’s post that differs from yours with regard toat least onecultural lens and expand upon the colleague’s interpretation of Paula’s needs.
· Explain whether you might use your colleague’s strategy for addressing multiple perspectives when treating clients, and explain why.
Colleague 1: Sandra
As a social worker, might interpret the needs of Paula Cortez, the client, through the two cultural lenses you selected.
Paula has many different needs and so as a social worker, I need to take a holistic approach in treating her. Paula is HIV positive, hepatitis C, she has multiple foot ulcers that need attention from medical providers, she is pregnant, she uses drugs, and she is also suicidal. Taking all of this into consideration from cultural lenses like socioeconomic and mental health Paula has a quite a disadvantage. First, Paula is lacking in financial support she is not working and therefore she is unable to provide all her needs. She is unable to relocate even though she is living in fear of her baby’s father. She has easy access to the drugs and is constantly putting herself and her unborn child in danger. She also is estranged from her parents who could be her natural support as well as financial support.
I believe the Hispanic communities also have less access to healthcare and therefore she could be limited in choosing the best health care needs for, example, she will need an impatient. facility to treat her the comorbid problem she is facing once she is released from the psychiatric facility. However, some facilities will not take her without insurance and if she is receiving Medicaid she will need prior approval and meeting other criteria. With health insurance, she could have more choices and access to faster services.
In working with the Latinos communities I understand there is a stigma associated with mental health and so she might be living in isolation afraid of what others might think. Paula is not being in compliance with her medication which is putting her more at risk for potentially harming herself and her unborn child. There are many barriers in mental health which include the usual public-health precedence agenda and its effect on funding. The difficulty of and struggle to the devolution of mental health services; challenges to implementation of mental health care in primary-care settings; the low numbers and few types of workers who are trained and supervised in mental health care; and the frequent shortage of public-health standpoints in mental health leadership.
Then, explain how, in general, you would incorporate multiple perspectives of a variety of stakeholders and/or human services professionals as you treat clients.
Paula’s team involves HIV doctor, psychiatrist, social worker, and OB nurse engaging all of these stakeholders with different perspectives we can enhance communication and promote the inclusion of underserved and under-deserved individuals. Each of these individuals has different perspectives but all are working for common goals to enhance the well-being of Paula. The Physician explained to Paula the importance of taking her medication and educating her about the treatment for the ulcers. The OB nurse is dealing with the pregnancies, the psychiatric speaks about her mental health and the importance of taking her medications. The social worker can incorporate all these perspectives into Paula’s treatment and give her a better quality of life.
Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.
Northouse, P., G., (2013). Leadership. Theory and Practice (6th ED.). Los Angeles. Sage Publications.
Saraceno, B., van Ommeren, M., Batniji, R., Cohen, A., Gureje, O., Mahoney, J., & Underhill, C. (2007). Barriers to the improvement of mental health services in low-income and middle-income countries. The Lancet, 370(9593), 1164-1174.
Colleague 2: Randi
Each professional working with Paula was able to express their own concerns in regard to services that Paula required. Cultural awareness plays a major role in Paula’s case based on her current needs. “Beginning in the 1970s, concerted attention was given to helping agency staff members become more culturally aware” (Chun-Chung & Austin, 2008, p.40). According to the information provided, the two cultural lenses that can be used to interpret Paula’s needs are through socioeconomic and mental health factors. At this time, Paula is pregnant and the professionals working with her are unsure if she will have a successful delivery due to many of her complications. It is important to address the multiple perspectives of a variety of stakeholders while assisting Paula. One source states that “prior responses to addressing issues of social inequalities and injustices have been inadequate due to the preoccupation with individual change, lack of power analysis, and stereotypical practice” Chun-Chung & Austin, 2008, p.42).
One of the concerns is Paula’s socioeconomic factors. Paula is long divorced, and according to the psychiatrist, “she has absolutely no support at all, outside of the treatment team, and would have no familial assistance to take care of this child” (Laureate Education, 2014a).The psychiatrist’s concerns are validated since Paula also has physical restraints that may cause her to need additional assistance during and after her pregnancy. For advice, the psychiatrist has suggested terminating the pregnancy. Also, the social worker feels that carrying through with the pregnancy may not be the best idea, but she believes that Paula should make that decision on her own. However, the OB/GYN seems very empowering in her approach. The nurse states that “While Paula clearly started to decompensate and exhibited some very risky behaviors recently, I think we should try and understand the stress she has been under. While it is not my place to tell the patient what she should do about a pregnancy, I don’t see that we would have to recommend termination” (Laureate Education, 2014a). The nurse seems to understand what being part of a multicultural human service organization (MHSO) entails. According to Leadership: Theory and Practice “a MHSO is committed to an empowerment perspective that appreciates, celebrates, and values client strengths, resources, needs, and cultural backgrounds” (Chun-Chung & Austin, 2008, p.43).
As the social worker, I would work on ways to provide economical support to Paula. The social worker in the case study mentions that “Our goal now is to help Paula make it safely through this pregnancy and work on a plan to help her care for this baby once it is born” (Laureate Education, 2014a). Although it is not mentioned in the references, being familiar with Paula’s case, I know that Paula is an artist and she loves to paint. To provide her with socioeconomic support, I would research local art groups that Paula can attend in her community. This way Paula can do something that she loves while possibly forming healthy relationships. As well, I would try and connect Paula to a local religious organization (preferably Spanish-speaking). Religious organizations have been known to help provide resources and emotional support to people in their communities. There, Paula may be able to receive free assistance when her baby is born.
Stakeholders may also have multiple perspectives concerning Paula’s mental health. Paula takes multiple medications for her depression and bipolar disease but has recently reported that she has stopped taking them. Paula has also recently been admitted for suicidal ideations. Paula’s psychiatrist recommends that for the safety of the baby, Paula be involuntarily hospitalized because she “cannot be trusted to take her medications”. The OB/GYN is concerned for the safety of the baby, yet, she continues to display a positive outlook by encouraging Paula to make her own decisions. As well, the social worker has taken the strength perspective concerning the recommendation of the psychiatrist. The social worker states “I don’t agree that she should be kept on the psychiatric unit for the next seven or eight months. Allowing Paula to play an active role in preparing for the baby is an important task, and she will need to be out in the community and in her home taking care of things. We have to show that we believe in her and her willingness to manage this situation to the best of her ability. We need to affirm her strengths and support her weaknesses” ” (Laureate Education, 2014a.
As a social worker, it would be important to work on Paul’s compliance with taking her medication. By allowing Paula to play an active role in preparing for the baby, Paula may be more cooperative during the process. For stakeholders, one source states that “they need to develop communication competencies that will enable them to articulate and implement their vision in a diverse workplace (Northouse, 2013, p.384). Taking this approach with Paula’s history of mental health mean allowing her to make her own decisions throughout this journey.
References
Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications (pp. 383–421). Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_27/MS_SOCW/SOCW_6070_WC/readings/USW1_SOCW_6070_WK04_Ch_15_Northouse2013.pdf
Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64. Retrieved from
Laureate Education (Producer). (2014a). Cortez case study [Multimedia]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/6060/CH/mm/case_study/index.html
RESPONSE 3:
Respond by to at least two colleagues who identified strategies and/or challenges that differ from the ones you posted, and respond in at least one of the following ways:
State whether you think the strategies your colleague identified would be effective in advocating for social change through cultural competence, and explain why.
Identify a strategy social work administrators might use to address one of the challenges your colleague identified, and explain why this strategy might be effective.
Colleague 1: Mashunda
Social Work Strategies used to Advocate for Social Change
Social workers need to develop communication competencies that will enable them to articulate and implement their vision in a diverse workplace (Northouse, ) and community to ensure that needed changes are understood by others that may be of different cultures. One of the strategies that could be used when advocating for social change is charismatic/value based behaviors. The social worker using this strategy would be a “visionary, inspirational, self-sacrificing, trustworthy, decisive, and performance oriented” (Northouse,). Another strategy that could be used to assist with advocacy in social work is Humane Oriented which demonstrates behaviors of “modesty and sensitivity to other people” (Northouse, ). Using these two strategies the social worker will be articulate, open-minded, capable of changing how others think or view change, be person-centered, and understanding of social change.
Challenges Administrators my Face in Developing Cultural Competency
Change within an agency/organization will most likely bring about challenges. One challenge could be making sure that the organization/agency is culturally competent (Chun-Chung Chow, 2008) to address the needs of the different groups/individuals that they will encounter. Another challenge that the administration will have to focus on is how the change will impact the organization/agency (Chun-Chung Chow, 2008) and the phases of change.
Reference
Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.
Northhouse, P. G. (2013). Introduction To Leadership Concepts and Practice. Sixth Edition. Los Angeles: Sage Publication
Colleague 2: Daneilia
Strategies Social Workers May Use to Advocate for Social Change
Social workers becoming advocates for social change through cultural competence have many options to do so. Advocating for something usually takes knowledge in what one is advocating. Thus, gaining an education is an essential component in the process of advocating. Adler and Bartholomew (as cited in Northouse, 2013) discuss the competencies in cross-cultural awareness, and one of those competencies is comprehending cultural environments as well as the business and political parts. The need for understanding these areas is a portion of understanding how everything acts and interacts with one another. Therefore, making advocacy for social change less challenging as the knowledge supports the social change.
Nevertheless, another strategy for social workers to use to become advocates for social change through cultural competency is to engross oneself into diversity. The strategy may consist of surrounding oneself with culturally diverse people. Whether working alongside diverse individuals or immersing into the community or various agencies/organizations, contributes to the knowledge and experience of diversity and numerous cultures. Chun-Chung Chow and Austin (2008) elaborates on leaders to revolve themselves around diversity and therefore to have the ability to project that diversity through work. The action of being involved with diversity and many cultures is the foundation of incorporating those experiences into advocacy for those different facets.
Two Challenges Administrators Face with Cultural Competency
Administrators may face challenges in developing cultural competency within their organizations. One of the challenges administrators face in the integration of cultural competency within the organization is the potential damage to the agency’s core culture (Chun-Chung Chow & Austin, 2008). The culture of the agency forced to change to reflect diversity and culture of those the agency serves can create resistance and a bit of havoc because of disruption to the norm of the agency, with new and upcoming changes.
Another challenge may consist of hindering the organization’s staff from acting less efficiently than before (Chun-Chung Chow & Austin, 2008). The staff may lose motivation or feel less incorporated in the organization because of current development to foster a new culture and gain the necessary competency. Frustration may ensue because of a misunderstanding of the direction the organization is trying to go. However, taking precautionary actions to avoid these circumstances, it is best to include the staff on potential changes. Therefore, taking better preparation before things are finalized.
References
Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.
Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications
