Social Work Archives - blitz https://tufan.blitzarchive.com/category/social-work/ tufan Fri, 28 Feb 2025 14:43:49 +0000 en-US hourly 1 https://wordpress.org/?v=6.7.2 241003612 Understanding Diagnostic Summaries, Biopsychosocial Assessments, and Cultural Considerations in Diagnosis https://tufan.blitzarchive.com/2025/02/28/understanding-diagnostic-summaries-biopsychosocial-assessments-and-cultural-considerations-in-diagnosis/ https://tufan.blitzarchive.com/2025/02/28/understanding-diagnostic-summaries-biopsychosocial-assessments-and-cultural-considerations-in-diagnosis/#respond Fri, 28 Feb 2025 14:43:49 +0000 https://tufan.blitzarchive.com/?p=3603 Submit a 2- to 3-page paper that addresses the following: Explain how a diagnostic summary differs from a biopsychosocial assessment. What is the relationship between WHO, ICD, and the DSM 5-TR? Define culture, race, and ethnicity. Explain why it is important to consider culture when diagnosing. What is the Cultural Formulation Interview (CFI)? How can […]

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]]> Submit a 2- to 3-page paper that addresses the following:
Explain how a diagnostic summary differs from a biopsychosocial assessment.
What is the relationship between WHO, ICD, and the DSM 5-TR?
Define culture, race, and ethnicity.
Explain why it is important to consider culture when diagnosing.
What is the Cultural Formulation Interview (CFI)? How can it be used when interviewing clients?
Explain why it is important to consider cultural concepts of distress.You may draw upon professional or field experience for this response.

 

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

  1. Introduction: Begin by briefly introducing the importance of accurate mental health assessments and diagnosis. Define what diagnostic summaries and biopsychosocial assessments are and why understanding these distinctions is crucial for healthcare professionals. Establish the purpose of the paper, emphasizing the relationship between these tools and the cultural context of diagnosis.

  2. Diagnostic Summary vs. Biopsychosocial Assessment:

    • Diagnostic Summary: A diagnostic summary is a brief overview of a patient’s condition based on clinical observations and diagnostic criteria, often leading to a mental health diagnosis (using tools like the DSM-5 or ICD-10).
    • Biopsychosocial Assessment: This assessment takes a more holistic approach, exploring biological, psychological, and social factors that influence a patient’s condition. It provides a more detailed understanding of the individual beyond just the diagnosis.
    • Difference: Explain how the diagnostic summary focuses on symptom recognition and categorization, while the biopsychosocial assessment emphasizes the broader context of an individual’s life.

  3. Relationship Between WHO, ICD, and DSM-5-TR:

    • WHO (World Health Organization): The WHO is responsible for the international classification of diseases through the ICD (International Classification of Diseases).
    • ICD (International Classification of Diseases): The ICD is used worldwide to classify diseases and health-related conditions, providing a universal coding system for mental health and other health issues.
    • DSM-5-TR (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision): The DSM-5-TR is used primarily in the United States for diagnosing mental health disorders, focusing on symptoms and criteria specific to psychological conditions.
    • Relationship: Explain how the ICD and DSM-5-TR serve complementary roles, with the ICD offering a global classification system and the DSM-5-TR focusing more on diagnostic criteria used in clinical practice within the U.S.

  4. Defining Culture, Race, and Ethnicity:

    • Culture: Culture refers to the shared beliefs, practices, values, and norms that shape the behaviors and identity of a group.
    • Race: Race is a socially constructed category based on physical characteristics such as skin color, facial features, and hair texture.
    • Ethnicity: Ethnicity refers to a group’s shared cultural practices, language, traditions, and sometimes religion or national origin.
    • Clarifying Differences: Make sure to highlight how culture, race, and ethnicity are distinct but interconnected, influencing how individuals perceive themselves and are perceived by others.

  5. Importance of Considering Culture in Diagnosis:

    • Cultural considerations are crucial because mental health symptoms may manifest differently across various cultural backgrounds. Misunderstanding or ignoring cultural nuances can lead to inaccurate diagnoses or improper treatment.
    • For example, certain behaviors or expressions of distress may be interpreted differently depending on the individual’s cultural context.

  6. Cultural Formulation Interview (CFI):

    • What is CFI?: The CFI is a structured tool used by clinicians to gather culturally relevant information during the assessment and diagnostic process. It focuses on how cultural factors may affect a person’s mental health experience.
    • Using CFI in Interviews: When interviewing clients, the CFI helps ensure the clinician understands the cultural factors that may influence the client’s worldview, behaviors, and symptoms, allowing for a more accurate and holistic assessment.

  7. Cultural Concepts of Distress:

    • Explain why it is important to consider cultural concepts of distress, as certain cultural groups may express emotional or psychological pain differently. For example, some cultures may have unique terms or frameworks for understanding symptoms of anxiety or depression that may not align directly with Western diagnostic criteria.
    • Field Experience Example: If applicable, share an example from your experience or training where cultural concepts of distress played a role in assessing or understanding a patient’s mental health.

  8. Conclusion:

    • Summarize the main points of the paper: the differences between diagnostic summaries and biopsychosocial assessments, the relationship between the WHO, ICD, and DSM-5-TR, and the importance of considering cultural factors in the diagnostic process.
    • Reinforce the need for healthcare professionals to integrate cultural awareness into diagnosis and treatment to ensure more effective care and to prevent misdiagnosis.

  9. Formatting and Sources:

    • Ensure your paper is formatted according to APA style, with a title page, body, and references.
    • Use at least three credible sources in addition to course materials, making sure to cite them properly in APA format.

By following these steps, you can create a well-organized and insightful paper that explains the various aspects of mental health diagnosis and the critical role culture plays in it.

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]]> https://tufan.blitzarchive.com/2025/02/28/understanding-diagnostic-summaries-biopsychosocial-assessments-and-cultural-considerations-in-diagnosis/feed/ 0 3603 Exploring Grief Reactions, Safety Precautions, Duty to Warn, and Burnout Stages for Crisis Workers https://tufan.blitzarchive.com/2025/02/28/exploring-grief-reactions-safety-precautions-duty-to-warn-and-burnout-stages-for-crisis-workers/ https://tufan.blitzarchive.com/2025/02/28/exploring-grief-reactions-safety-precautions-duty-to-warn-and-burnout-stages-for-crisis-workers/#respond Fri, 28 Feb 2025 12:26:56 +0000 https://tufan.blitzarchive.com/?p=3608 After exploring this module’s Learn section, address the following: 1) Describe common grief reactions in one of the following crisis scenarios: death of a pet, job loss, or abrupt loss of a friend/dating relationship (e.g., “break-up” –not death). 2) What specific safety precautions are recommended for crisis workers, and for home visits in particular? 3) […]

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]]> After exploring this module’s Learn section, address the following:
1) Describe common grief reactions in one of the following crisis scenarios: death of a pet, job loss, or abrupt loss of a friend/dating relationship (e.g., “break-up” –not death).
2) What specific safety precautions are recommended for crisis workers, and for home visits in particular?
3) What does “Duty to Warn” mean? Does your state/location have a Duty to Warn law and, if so, who does it apply to and what does it require?
4) What are the stages of “burnout” and what are some effective prevention and/or intervention measures?

 

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Topics
Before answering the questions, make sure you fully understand each of the topics. Here’s a breakdown of what you’ll need to address:

  1. Grief Reactions: Select one crisis scenario (e.g., death of a pet, job loss, or abrupt loss of a friend/dating relationship) and describe the typical emotional and physical responses people might experience.
  2. Safety Precautions for Crisis Workers: Understand the necessary precautions to ensure safety during home visits, including physical safety and emotional well-being.
  3. Duty to Warn: Research what this legal term means, and determine if your state or location has such a law. Identify who it applies to and the responsibilities it imposes.
  4. Burnout Stages and Prevention: Know the stages of burnout and how to prevent or intervene before it becomes a serious issue.

Step 2: Answer the Questions

1) Describe common grief reactions in one of the following crisis scenarios: death of a pet, job loss, or abrupt loss of a friend/dating relationship (e.g., “break-up” – not death).

  • Grief Reactions to Job Loss:
    The loss of a job can trigger a variety of emotional reactions. Initially, individuals may experience shock or disbelief, followed by anger or resentment toward the employer or situation. Over time, feelings of guilt and inadequacy may develop, especially if the individual attributes the loss to personal shortcomings. Some people may experience depression, withdrawing from social activities or struggling with feelings of worthlessness. Others might face anxiety about the future, worrying about finances and job prospects. It’s also common to experience physical symptoms such as trouble sleeping, appetite changes, or fatigue.

2) What specific safety precautions are recommended for crisis workers, and for home visits in particular?

  • Safety Precautions for Crisis Workers:
    Crisis workers are often in vulnerable situations, especially when conducting home visits. Some key safety precautions include:
    • Initial assessment: Always conduct a background check on the client or family before the visit.
    • Meet in public places when possible: If safe, meet clients in neutral, public areas to reduce the risk of danger.
    • Notify someone of your whereabouts: Always let a colleague or supervisor know where you’re going and when you expect to return.
    • Stay aware of your surroundings: Remain alert to any signs of aggression or danger in the environment.
    • Carry a phone and a means of communication: Ensure that you have a working phone to call for help if needed.
    • Avoid confrontational situations: Keep calm, set clear boundaries, and try not to escalate tensions.
    • Have an emergency plan: Know the emergency exit routes, or if necessary, carry a personal alarm for added security.

3) What does “Duty to Warn” mean? Does your state/location have a Duty to Warn law and, if so, who does it apply to and what does it require?

  • Duty to Warn:
    The “Duty to Warn” refers to a legal obligation for certain professionals (e.g., mental health providers, social workers) to alert individuals or authorities if a client poses a serious risk of harm to themselves or others. This law is meant to prevent harm by ensuring that people at risk of harm are protected.
  • Duty to Warn in Your State/Location:
    Each state may have different regulations regarding the Duty to Warn. In some places, it applies to mental health professionals, law enforcement officers, and social workers. The law typically requires professionals to inform potential victims or law enforcement if a person threatens harm to someone or themselves. It’s crucial to check your local laws to understand specific requirements, including whether confidentiality can be broken for safety reasons and what procedures must be followed.

4) What are the stages of “burnout” and what are some effective prevention and/or intervention measures?

  • Stages of Burnout:
    Burnout typically develops in stages:

    1. Honeymoon phase: The individual is highly motivated and engaged, with energy and enthusiasm for their work.
    2. Stress phase: Stress begins to build, and physical or emotional exhaustion may develop. The individual may begin to feel overwhelmed or start noticing signs of anxiety or fatigue.
    3. Chronic stress phase: Persistent stress leads to emotional exhaustion, irritability, and reduced effectiveness in work performance.
    4. Burnout phase: At this stage, the person experiences complete emotional exhaustion, detachment from their work, and feelings of failure.
    5. Habitual burnout: Long-term burnout may lead to physical symptoms like insomnia, headaches, and chronic fatigue, and a person may decide to leave the profession due to burnout.

  • Prevention and Intervention Measures:

    • Self-care: Encouraging regular self-care activities like exercise, relaxation techniques, and hobbies can help manage stress.
    • Work-life balance: Setting clear boundaries between work and personal life reduces the risk of burnout.
    • Support systems: Access to counseling, peer support, or supervision can help address emotional challenges before they escalate.
    • Supervision and feedback: Regular supervision or feedback from colleagues or managers can help provide perspective and alleviate feelings of isolation.
    • Training and development: Continuing education and skill-building can help professionals feel competent and confident in their roles.

Step 3: Formatting and Submission
Ensure your answers are clearly formatted and follow any specific instructions provided by your instructor. Here is an example of how to organize the content:

  • Answer to Question 1
  • Answer to Question 2
  • Answer to Question 3
  • Answer to Question 4

By following this guide, you will ensure a thorough and thoughtful response to each question. If you need any further clarification or assistance, feel free to ask!

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]]> https://tufan.blitzarchive.com/2025/02/28/exploring-grief-reactions-safety-precautions-duty-to-warn-and-burnout-stages-for-crisis-workers/feed/ 0 3608 Social Work Roles in Crisis Management: Micro and Mezzo-Level Interventions https://tufan.blitzarchive.com/2025/01/28/social-work-roles-in-crisis-management-micro-and-mezzo-level-interventions/ https://tufan.blitzarchive.com/2025/01/28/social-work-roles-in-crisis-management-micro-and-mezzo-level-interventions/#respond Tue, 28 Jan 2025 02:36:13 +0000 https://tufan.blitzarchive.com/?p=3105 Overview Crises and disasters come in a variety of forms: physical, social, financial, and political. Disasters can be both natural and man-made. When the crisis or disaster impacts your community and you are a community agency director who is well connected with other social service agencies, you would be expected to use your agency services […]

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]]> Overview
Crises and disasters come in a variety of forms: physical, social, financial, and political. Disasters can be both natural and man-made. When the crisis or disaster impacts your community and you are a community agency director who is well connected with other social service agencies, you would be expected to use your agency services and resources to aid in crisis management and recovery.
Preparation
Select a community crisis or disaster in your area. Focus on micro- and mezzo-level practice.
Research the literature to find 6–8 scholarly articles published within the last five to seven years to identify social work services that you might provide through your agency to the community and, as a leader, recommend best practices to address micro- and mezzo-level needs of community members and agency workers.
View Crafting Your Presentation: Tips for Creating Your PowerPoint to familiarize yourself with the seven rules of proper visual design.
Instructions
Create a 10–12 slide PowerPoint presentation for your agency employees and the community. Include the following:
Discuss the selected community disaster, including the socio-demographics of community members.
Articulate categories of need at micro- and mezzo-levels for clients, first responders, and agency workers for the selected crisis or disaster.
Analyze the social work roles needed for the selected crisis or disaster.
What skills need to be engaged for each of the social work roles?
Assess ethical and cultural issues to be addressed by social workers during and after the selected crisis or disaster.
Additional Requirements
Your assignment should also meet the following requirements:
Written communication:
Develop flow with organizational tactics that recognize the relationship between the main topic and subtopics.
Apply APA style and formatting to scholarly writing.
Organization: Make sure that your presentation is well-organized, using headings and subheadings to organize content for the reader.
Use the speaker’s notes section within the PowerPoint slides to provide all the information relevant to each slide, which you would otherwise present verbally.
Each slide must have no more than 4–5 bullets, and each bullet should summarize your point in approximately 4–6 words.
Use graphics throughout the presentation, but ensure they are appropriate for the content provided and provide value.
Resources: Use 6–8 resources published within the last five to seven years.
Use the Disaster Management Research for Social Work Library GuideLinks to an external site. for research resources and library tools.
APA formatting: Use Academic WriterLinks to an external site. for guidance in citing sources and formatting in proper APA style. See the Writing CenterLinks to an external site. for more APA resources specific to your degree level.
Length: 10–12 PPT slides with speaker’s notes, excluding the title slide and references slide.
Academic Integrity and Honesty: You must adhere to academic integrity and honesty policies and incorporate practices that support ethically sound work in your assignments. View Academic Integrity at Capella University: Some GuidelinesLinks to an external site..
Before you submit your assignment, carefully read the grading criteria in the Social Work Roles: Micro-Mezzo (Community Crisis) rubric to ensure you understand all of the requirements for success.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
Competency 1: Assess the impact of crises and disasters on client systems of all levels.
Discuss the selected community disaster, including the socio-demographics of community members.
Articulate categories of need at micro and mezzo levels for clients, first responders, and agency workers for the selected crisis or disaster.
Competency 2: Analyze various social work roles needed to manage a natural or a man-made crisis.
Analyze the social work roles needed for the selected crisis or disaster.
Competency 3: Address cultural competence when intervening during disasters and crises.
Assess ethical and cultural issues to be addressed by social workers during and after the selected crisis or disaster.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of the social work profession.
Develop flow with organizational tactics that recognize the relationship between the main topic and subtopics.
Apply APA style and formatting to scholarly writing.
Week 4 Assignment: Social Work Roles: Micro-Mezzo (Community Crisis)
Week 4 Assignment: Social Work Roles: Micro-Mezzo (Community Crisis)
Criteria Ratings Pts
Discuss the selected community disaster, including the socio-demographics of community members.
30 to >25.5 pts
DISTINGUISHED
Discusses the selected community disaster, including the socio-demographics of community members, and provides additional scholarly literature to support.
25.5 to >21 pts
PROFICIENT
Discusses the selected community disaster, including the socio-demographics of community members.
21 to >0 pts
BASIC
Discusses the selected community disaster, but does not include the socio-demographics of community members.
0 pts
NON_PERFORMANCE
Does not discuss the selected community disaster, including the socio-demographics of community members.
/ 30 pts
Articulate categories of need at micro and mezzo levels for clients, first responders, and agency workers for the selected crisis or disaster.
30 to >25.5 pts
DISTINGUISHED
Articulates categories of need at micro and mezzo levels for clients, first responders, and agency workers for the selected crisis or disaster and provides additional scholarly literature to support.
25.5 to >21 pts
PROFICIENT
Articulates categories of need at micro and mezzo levels for clients, first responders, and agency workers for the selected crisis or disaster.
21 to >0 pts
BASIC
Identifies, but does not articulate categories of need at micro and mezzo levels for clients, first responders, and agency workers for the selected crisis or disaster.
0 pts
NON_PERFORMANCE
Does not identify categories of need at micro and mezzo levels for clients, first responders, and agency workers for the selected crisis or disaster.
/ 30 pts
Analyze the social work roles needed for the selected crisis or disaster.
30 to >25.5 pts
DISTINGUISHED
Analyzes the social work roles needed for the selected crisis or disaster and provides strong scholarly literature to support analysis.
25.5 to >21 pts
PROFICIENT
Analyzes the social work roles needed for the selected crisis or disaster.
21 to >0 pts
BASIC
Describes, but does not analyze the social work roles needed for the selected crisis or disaster.
0 pts
NON_PERFORMANCE
Does not describe the social work roles needed for the selected crisis or disaster.
/ 30 pts
Assess ethical and cultural issues to be addressed by social workers during and after the selected crisis or disaster.
30 to >25.5 pts
DISTINGUISHED
Assesses ethical and cultural issues that must be addressed by social workers to be addressed by social workers during and after the selected crisis or disaster and provides strong examples and scholarly literature to support assessment.
25.5 to >21 pts
PROFICIENT
Assesses ethical and cultural issues to be addressed by social workers during and after the selected crisis or disaster.
21 to >0 pts
BASIC
Provides an incomplete or inaccurate assessment of ethical and cultural issues to be addressed by social workers during and after the selected crisis or disaster.
0 pts
NON_PERFORMANCE
Does not assess ethical and cultural issues to be addressed by social workers during and after the selected crisis or disaster.
/ 30 pts
Develop flow with organizational tactics that recognize the relationship between the main topic and subtopics.
15 to >12.75 pts
DISTINGUISHED
Develops flow in text through paragraphing, transitional words, and key phrases, with an evident main idea in each paragraph.
12.75 to >10.5 pts
PROFICIENT
Develops flow with organizational tactics that recognize the relationship between the main topic and subtopics.
10.5 to >0 pts
BASIC
Ideas are interspersed or disconnected with unclear paragraph breaks.
0 pts
NON_PERFORMANCE
Organizes ideas inappropriately for the assignment.
/ 15 pts
Apply APA style and formatting to scholarly writing.
15 to >12.75 pts
DISTINGUISHED
Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions.
12.75 to >10.5 pts
PROFICIENT
Applies APA style and formatting to scholarly writing.
10.5 to >0 pts
BASIC
Applies APA style and formatting to scholarly writing incorrectly and (or) inconsistently, detracting noticeably from good scholarship.
0 pts
NON_PERFORMANCE
Does not apply APA style and formatting to scholarly writing.
/ 15 pts

 

 

Here’s a step-by-step guide to help you tackle this assignment and create a structured PowerPoint presentation:

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

1. Title Slide

  • Include the presentation title, your name, agency, and date.
  • Use a professional font and design.

2. Slide 1: Introduction to the Disaster

  • Content: Briefly describe the selected community crisis or disaster (e.g., a natural disaster like a flood or a man-made crisis like an industrial explosion).
  • Speaker Notes: Add socio-demographic details, such as population size, age distribution, economic background, and cultural diversity of the affected community.

3. Slide 2: Community Impact

  • Content: Highlight the physical, social, and economic impacts on the community.
  • Use 4–5 bullet points, focusing on measurable or visible effects (e.g., property loss, injuries, social displacement).
  • Speaker Notes: Expand with examples, referencing recent literature.

4. Slide 3: Micro-Level Needs

  • Content: Identify needs for individuals (e.g., clients and first responders).
  • Examples: Mental health counseling, medical care, housing support.
  • Speaker Notes: Explain why these needs are critical during the crisis.

5. Slide 4: Mezzo-Level Needs

  • Content: Address group or organizational needs (e.g., agency collaboration, resource allocation).
  • Examples: Coordinating shelters, community support programs.
  • Speaker Notes: Discuss how social service agencies can work together.

6. Slide 5: Social Work Roles

  • Content: List key roles for social workers (e.g., case managers, advocates, crisis responders).
  • Speaker Notes: Break down the skills needed for each role, like active listening or trauma-informed care.

7. Slide 6: Skills for Social Work Roles

  • Content: Elaborate on the specific skills needed for effective intervention.
  • Examples: Cultural competence, effective communication, ethical decision-making.
  • Speaker Notes: Provide examples of how these skills can be applied during a crisis.

8. Slide 7: Ethical Issues

  • Content: Summarize ethical concerns (e.g., confidentiality, informed consent).
  • Speaker Notes: Include examples from the disaster context, such as ensuring equitable resource distribution.

9. Slide 8: Cultural Issues

  • Content: Discuss cultural sensitivity and diversity considerations.
  • Examples: Language barriers, respecting cultural practices in aid delivery.
  • Speaker Notes: Explain how cultural competence fosters trust and effective service delivery.

10. Slide 9: Best Practices for Micro and Mezzo Practice

  • Content: Recommend evidence-based practices, such as trauma-focused therapy and community resilience building.
  • Speaker Notes: Reference 2–3 scholarly articles supporting these practices.

11. Slide 10: Conclusion

  • Content: Recap the disaster, its impacts, and the social work response framework.
  • Speaker Notes: Emphasize the importance of social work in crisis management.

12. References Slide

  • Content: List your 6–8 scholarly sources in APA format.
  • Speaker Notes: No additional content; the slide serves as a formal reference list.

Tips for Creating Your PowerPoint

  1. Use professional, consistent slide designs with readable fonts (e.g., Arial, Calibri).
  2. Keep text minimal: 4–5 bullets per slide.
  3. Use high-quality graphics (charts, images) that add value and align with the content.
  4. Ensure your speaker notes contain detailed explanations to guide the presentation.

Resources

  • Follow APA formatting guidelines using tools like Academic Writer.
  • Use databases like PubMed, Google Scholar, and your university’s library to find recent peer-reviewed articles.

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]]> https://tufan.blitzarchive.com/2025/01/28/social-work-roles-in-crisis-management-micro-and-mezzo-level-interventions/feed/ 0 3105 Social Work Practice Insights: Key Issues, Diversity, and Future Recommendations https://tufan.blitzarchive.com/2025/01/25/social-work-practice-insights-key-issues-diversity-and-future-recommendations/ https://tufan.blitzarchive.com/2025/01/25/social-work-practice-insights-key-issues-diversity-and-future-recommendations/#respond Sat, 25 Jan 2025 15:04:36 +0000 https://tufan.blitzarchive.com/?p=2799 The purpose of this assignment is to expose you to different areas of social work practice. You will be asked to listen to one podcast of a social work researcher or practitioner talking about his/her area of interest and some of the key issues and research findings in that particular area. Under the Module Podcasts […]

The post Social Work Practice Insights: Key Issues, Diversity, and Future Recommendations appeared first on blitz.

]]> The purpose of this assignment is to expose you to different areas of social work practice. You will be asked to listen to one podcast of a social work researcher or practitioner talking about his/her area of interest and some of the key issues and research findings in that particular area. Under the Module Podcasts you will choose a podcast (the podcasts can last up to 45 minutes) to listen to and then discuss the following questions in a 2-3 page paper::
1.Discuss the key issues that the presenter is addressing with the problem/population (2 points)
What are the diversity and/or social justice issues relevant to the population/problem being discussed? (1.5 points)
2.What recommendations are being made for future work in the area being discussed? (1.5 points)
3.Discuss how the podcast relates to information covered in the textbook or lecture notes? You are required to reference content from the text or lecture notes which will reinforce your learning of the content. (1.5 points)
4.Quality of writing (grammar/spelling) and APA 7th (1 point)

 

To help you write the 2-3 page paper on the podcast assignment, here’s a structured guideline to follow, addressing each of the required points:

1. Key Issues Addressed by the Presenter (2 points)

  • Introduction to the Topic: Begin by briefly introducing the presenter and the area of social work practice discussed in the podcast. Mention the population or problem being addressed (e.g., child welfare, homelessness, mental health, substance abuse, etc.).
  • Key Issues: Identify the key issues raised by the presenter. These might include challenges faced by the population, systemic barriers, or gaps in current practice. For example, if the podcast focuses on mental health, key issues could include stigma, access to care, or the lack of resources for underserved communities.
    • Example: “The presenter highlighted significant issues faced by individuals with mental health disorders, particularly the difficulty in accessing mental health care, the lack of integration between mental and physical health care, and the stigma that still exists around mental illness.”

2. Diversity and/or Social Justice Issues Relevant to the Population/Problem (1.5 points)

  • Diversity Issues: Discuss how the issues the presenter addresses relate to diversity. This could include cultural, ethnic, gender, or socioeconomic factors that affect the population.
  • Social Justice Issues: Examine the social justice implications, such as unequal access to resources, systemic oppression, or marginalization. For example, if the podcast focuses on homelessness, you might explore how race, income inequality, and gender impact the homeless population differently.
    • Example: “The podcast stressed how people of color are disproportionately affected by homelessness due to systemic racism in housing policies and employment opportunities, which aligns with key social justice concerns about equal access to resources and opportunities.”

3. Recommendations for Future Work (1.5 points)

  • Future Recommendations: Summarize the presenter’s suggestions for addressing the issues discussed. These might involve policy changes, new interventions, further research, or calls to action for social workers in the field.
  • Implementation: Discuss how these recommendations could be implemented in practice or research. If the podcast suggests more research, explain what areas need further investigation. If the podcast offers solutions for practice, describe how these might be applied in social work settings.
    • Example: “The presenter recommended increasing funding for community-based mental health programs and implementing policies that integrate mental health services with primary care settings to ensure holistic support for individuals.”

4. Connection to Textbook/Lecture Notes (1.5 points)

  • Link to Course Content: Relate the podcast content to the concepts you have learned in your textbook or lectures. This demonstrates your ability to connect theory with real-world practice.
  • Relevant Theory or Concepts: Reference specific theories, models, or concepts covered in the course that are relevant to the podcast. You can discuss how the presenter’s points align with or challenge what you’ve learned.
    • Example: “The discussion of stigma around mental illness in the podcast aligns with the concept of social stigma discussed in Chapter 5 of our textbook, where it is noted that stigma can lead to social isolation and reduced opportunities for individuals seeking care.”
  • Citing Course Material: Make sure to cite relevant textbook content or lecture notes in APA format to support your reflections.

5. Quality of Writing and APA Formatting (1 point)

  • Writing Quality: Ensure your paper is well-organized, clearly written, and free of grammatical or spelling errors. Use formal academic language and a professional tone throughout the paper.
  • APA 7th Edition: Format your paper according to APA 7th edition guidelines. This includes a title page, in-text citations, and a reference page. Be sure to cite the podcast correctly in APA format, as well as any course materials used.
    • Example of Podcast Citation in APA:
      • Presenter’s Last Name, First Initial. (Year). Title of podcast episode. Title of Podcast. URL
      • Example: Smith, J. (2025). Mental health in underserved communities. Social Work Insights. https://www.socialworkpodcast.com

Conclusion: Wrap up by summarizing the key points discussed in your paper. Reflect on how this assignment has deepened your understanding of social work practice and its connection to real-world challenges.

By following this outline, you’ll address all required points in a structured and organized way, ensuring that your paper is comprehensive and clear. Be sure to reference the textbook and any other course materials to reinforce your understanding and demonstrate academic rigor.

The post Social Work Practice Insights: Key Issues, Diversity, and Future Recommendations appeared first on blitz.

]]> https://tufan.blitzarchive.com/2025/01/25/social-work-practice-insights-key-issues-diversity-and-future-recommendations/feed/ 0 2799 The purpose of this assignment is to use a framework for engaging diverse population groups in a change episode. https://tufan.blitzarchive.com/2025/01/25/the-purpose-of-this-assignment-is-to-use-a-framework-for-engaging-diverse-population-groups-in-a-change-episode/ https://tufan.blitzarchive.com/2025/01/25/the-purpose-of-this-assignment-is-to-use-a-framework-for-engaging-diverse-population-groups-in-a-change-episode/#respond Sat, 25 Jan 2025 15:00:56 +0000 https://tufan.blitzarchive.com/?p=2795 Overview The purpose of this assignment is to use a framework for engaging diverse population groups in a change episode. To complete this assignment, you will engage in a series of tasks designed to support you to “recognize the importance of hearing from persons whose lives will be affected by whatever policies, plans, programs, and […]

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]]> Overview
The purpose of this assignment is to use a framework for engaging diverse population groups in a change episode. To complete this assignment, you will engage in a series of tasks designed to support you to “recognize the importance of hearing from persons whose lives will be affected by whatever policies, plans, programs, and practices will be developed” (Netting et al., 2023, p. 83).
All reference material must be from peer-reviewed scholarly journals, professional journals or texts, edited books, official government documents, or reliable agency and organizational reports and documents.
Note: You may use the course text as a resource, however, it will not count toward the eight required resources listed in the assignment instructions.
Other textbooks are not allowed as reference material for this assignment. Additionally, newspapers, Internet sites such as Wikipedia, and other non-peer-reviewed reference materials are not acceptable as references for this assignment. Using these materials as references may result in failure of the assignment.
Assignment Instructions
Create a 5–8 page paper that utilizes a framework for engaging a specific population group related to a macro-level social, economic, cultural, or environmental condition. Use the Capella library and other credible sources. Perform a search for relevant, peer-reviewed articles that have been published in the past five years. You must use a minimum of eight peer-reviewed references in your analysis.
Complete each of the tasks associated with the framework for engaging diverse populations in a change episode.
Task 1: Start Where the Population Is
Assess positionality of self and population by responding to the following:
Identify the macro-level social, economic, cultural, or environmental condition and the focal population affected by it.
Describe experiences you have had with members of this population group.
Identify self-identities, attitudes, and biases you bring to this situation.
Describe the strengths, vulnerabilities, and power imbalances faced by this population group.
Demonstrate cultural humility by seeking the populations’ perspectives by responding to the following:
Identify at least three key informants from the population of interest.
Discuss how you will include diverse voices and perspectives in clearly stating the issues faced by the population.
Task 2: Assess Impacts of Difference, Discrimination, and Oppression
Assess discrimination and oppression for the focal population by responding to the following:
Identify some of the stereotypes or generalizations that confront this population group.
Describe how this population group has been discriminated against or oppressed.
Describe ideologies or value structures and institutional policies or practices that have, or have had, an impact on the population group.
Discuss whether members of the population group feel marginalized and, if so, why. Be sure to include how you know.
Assess implications of intersectionality for the focal population by responding to the following:
Discuss the dimensions of intersectionality within this population.
Describe the issues of power, privilege, discrimination, and oppression identified by members of this population.
Explain what frameworks are useful in understanding population dynamics.
Task 3: Search Professional Knowledge Base
Apply concepts and issues related to growth and development of the focal population by responding to the following:
Provide references for at least eight academic and professional resources that support understanding of the focal population.
Create an annotation for each reference that identifies:
The theoretical frameworks used.
Factors or characteristics presented that support greater understanding of the focal population, including human growth and development considerations.
Assess impact of social relationships and structures by responding to the following:
Describe structural and environmental forces affecting this population group.
Describe theoretical frameworks that will help in understanding the interactions between members of the population and the larger social environment.
Task 4: Develop Strategies for Authentic Engagement
Synthesize best practice strategies and skills into a holistic plan to effectively prepare for action with individuals, families, groups, organizations, and communities by responding to the following:
Identify those who have been (or will be) involved in identifying the need for change.
Discuss at least two principles you will use to guide meaningful participation in the process.
Describe at least two methods you might use to engage diverse population groups.
Identify at least four specific allies, advocates, and/or accomplices of the population group.
Note: Remember to be as detailed as possible in developing each section of your assignment. Be sure to include relevant academic and professional resources to support your narrative.
Additional Requirements
Your paper should meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style. See the Evidence and APALinks to an external site. section of the Writing Center for guidance.
References: A minimum of eight professional and academic resources. All literature cited should be current, with publication dates within the past five years.
Length of paper: 5-6 typed, double-spaced pages.
Reference
Netting, F. E., Kettner, P. M., McMurtry, S. L., & Thomas, M. L. (2023). Social work macro practice (7th ed.). Pearson.
Learning Outcome 3.2 Use a framework for engaging population groups in a change episode.
For change to be initiated, there must be an individual or a small group that recognizes the need for change and is prepared to take action. Within this core group, early decisions are made about collaboration and sharing of responsibility. Skills are needed in the areas of interviewing representatives of affected populations, researching the professional knowledge base, collecting qualitative and quantitative data, and making an informed analysis based on findings. Remember that it is likely that the case to be made in favor of change will ultimately be taken to a decision-making body and possibly to a funding source. People who make decisions and allocate funds have a right to expect that those who come before them are knowledgeable and informed and have done their homework.
Doing one’s homework in this instance means taking a disciplined, methodical approach to understanding the population, arena, condition, and political context of the proposed change. Referring to Figure 3.1 as a guide to our study of these domains, we first approach them as separate circles. This means that a social worker might look first to the population and attempt to understand everything they can about this domain within the limited time frame available. For example, one study of engaging persons with mental illness in community change concluded that communities and organizations must reframe the concept of inclusion. Instead of not having enough time or being too tired to accommodate people, professionals must fully recognize the importance of hearing from persons whose lives will be affected by whatever policies, plans, programs, and practices will be developed (Bromage, et al., 2019).
To begin assessing the population, we propose that the change agent engage in a series of tasks, as depicted in Figure 3.2. Remember that these tasks do not have to be done in a particular order. They are guidelines, not rules.Figure 3.2 Full Alternative Text
Task 1: Start Where the Population Is
A mantra of social work practice is to start where the client is. This is as much the case in macro-practice activities as it is in work with individuals and families. Engaging a population and assessing the conditions they face require attention to a range of perspectives. Conditions can be understood in a number of ways, including (1) experiencing the situation firsthand, (2) working closely with people who have experienced this condition, or (3) exploring the professional knowledge base about the condition. In considering these approaches, it is important to distinguish between the understanding and insight gained by personal experience as contrasted with other methods of learning. For this reason, it is important to communicate directly with persons who know about the condition firsthand, and to remember that early encounters in which one is humble and open will help pave the way for mutual trust and engagement.
Task 1 includes two sets of activities—developing cultural humility and listening to different perspectives from population members.
Develop Cultural Humility
Most, if not all, episodes of macro-level change will involve populations that differ on some dimension from the social work change agent. For this reason, we emphasize listening to members of the focal population and gathering a wide variety of theoretical perspectives and empirical evidence to develop an effective planned change intervention. But before social workers engage in these learning activities, they must attend to interpersonal attitudes regarding diversity and difference. In other words, they must be able to assess their positionality.
Questions to be explored for this activity include the following:
What experiences has the social worker had with members of this population group?
What self-identities and attitudes does the social worker bring to this situation?
What are the strengths, vulnerabilities, and power imbalances faced by this population group?
Ideally, in each macro-level change effort would be a change agent available who reflects the race, culture, ethnic group, gender, age group, and life experiences of the focal population. This ideal should always be pursued but at times is not possible. Social workers find themselves the focal point or conduit for concerns representing many diverse perspectives, and it is expected that they will find ways to give visibility and voice to each perspective. And it is important to note that even if a social worker shares lived experience or group membership with the population, within-group experiences can vary extensively.
Central to joining with a focal population is understanding the concept of power. Power is the ability to exert one’s influence, and this ability can come in different forms such as the power of person (one’s charismatic personality) or the power that comes from being associated with a formal organization. In Chapter 4 we will elaborate on the types of power that may be available to the change agent when we discuss power and politics in communities. At this point, however, it is critical that you recognize when there are power imbalances and dynamics at play in interactions with population members. Recognize, for example, that you have power by virtue of being a professional who has social work expertise. You may not feel powerful and you may be painfully aware of what you don’t know, but the persons with whom you work may see you as representing a powerfully dominant educational system or an organization that has the authority to determine whether they are eligible for services. The persons with whom you work may feel powerless in the face of legal, political, economic, social, and other forces by which they have been challenged. Never underestimate the power imbalances that are institutionalized into communities and organizations (Walter et al., 2017), and always be mindful of the power you may represent to others, particularly by the power associated with race and ethnicity.
If a social worker is a 23-year-old White or Latina woman working with an older African American or Asian American person, she must recognize that her experiences are not the same as those of persons with whom she is working, and power differences between groups may influence and affect the situation. As mentioned previously, the White or Latina social worker should also not assume that her experiences are the same as those of someone who shares her ethnicity. Similarly, a social worker engaged in intercountry adoption work must recognize that there are diverse, culturally embedded perspectives on the acceptability of adoption and the definition of what constitutes a family (Roby, Rotabi, & Bunkers, 2013). Effective cross-cultural social work in these situations requires that the social worker be able to hear the voices of persons with different perspectives, to recognize embedded power dynamics, and to partner with others as they guide one another toward understanding and change.
To become effective in cross-cultural situations, social workers have been encouraged to respect diversity and difference by developing cultural competence, a concept that emerged in the 1980s. Cultural competence includes becoming aware of one’s own cultural values and biases; learning about the behaviors and beliefs of other cultural groups; seeing diversity as normative, difference as a resource, and culture as fluid. Cultural competence then is both a process and a product that includes self-awareness and respect for diversity as well as effective practice behaviors across all levels of care (Danso, 2018).
Cross, Bazron, Dennis, and Isaacs (1989) identified six points on a continuum moving toward competency: (1) cultural destructiveness, (2) cultural incapacity, (3) cultural blindness, (4) cultural precompetence, (5) cultural competence, and (6) cultural proficiency. Whereas destructiveness and incapacity are harmful because the practitioner does not even recognize the significance of culture, being culturally blind means assuming everyone should assimilate to the dominant culture even if it means giving up their identities. The authors suggested a process of growth that includes practitioner and agency awareness, knowledge, and skills, with cultural proficiency being the worker holding culture in high esteem and having increased knowledge enhanced by research.
The assumptions of cultural competence have been questioned in interdisciplinary scholarship, particularly the assumption that competence can ever truly be attained (e.g., Hook, Owen, Davis, Worthington, & Utsey, 2013). Johnson and Munch (2009) identified four paradoxes in current understandings of cultural competence. First, despite professional emphasis on learning from clients, models of cultural competence often espouse knowing about clients and assume specialized knowledge can be acquired about different client groups. Second, although ethical standards emphasize the dignity and worth of individuals, descriiptions of difference are by definition stereotypical and may overlook the uniqueness of each individual. Third, the ethical value of self-determination may be undermined by a focus on the group. Finally, the authors questioned whether competence can ever be achieved, given the lack of clarity about the definition and the numerous unique combinations that comprise individual identities.
In contrast to cultural competence, medical educators Tervalon and Murray-Garcia (1998) proposed cultural humility as the goal for cross-cultural practice. Unlike competence, humility does not suggest that one can master everything about a culture. Instead, it suggests an ongoing process that includes a continual commitment to learning and self-reflection, to altering the power imbalances in the interactions between helping professionals and service consumers, and to developing collaborative and equitable relationships with community members (Campos-Moreira, Cummings, Grumbach, Williams, & Hooks, 2020). Barsky (2019) reflected on the courage it takes to admit one’s own biases and to engage others in constructive, respectful verbal and nonverbal communication. Foronda (2020) proposed a theory of cultural humility in which lifelong learning and flexibility are emphasized. Compared to cultural ambivalence and cultural destruction in which one focuses on one’s own needs and perceptions, enacting cultural humility means placing others equal to oneself. Tervalon and Murray-Garcia (1998) and other critics of cultural competence recognize the importance of increasing knowledge and skills, but also recognize the limits and potential dangers of these behaviors if they are not accompanied by ongoing self-evaluative processes and relationship building.
Table 3.1 provides an overview of a number of cross-cultural practice concepts identified in the professional literature. These terms have emerged in an attempt toFigure 3.2 Full Alternative Text
Task 1: Start Where the Population Is
A mantra of social work practice is to start where the client is. This is as much the case in macro-practice activities as it is in work with individuals and families. Engaging a population and assessing the conditions they face require attention to a range of perspectives. Conditions can be understood in a number of ways, including (1) experiencing the situation firsthand, (2) working closely with people who have experienced this condition, or (3) exploring the professional knowledge base about the condition. In considering these approaches, it is important to distinguish between the understanding and insight gained by personal experience as contrasted with other methods of learning. For this reason, it is important to communicate directly with persons who know about the condition firsthand, and to remember that early encounters in which one is humble and open will help pave the way for mutual trust and engagement.
Task 1 includes two sets of activities—developing cultural humility and listening to different perspectives from population members.
Develop Cultural Humility
Most, if not all, episodes of macro-level change will involve populations that differ on some dimension from the social work change agent. For this reason, we emphasize listening to members of the focal population and gathering a wide variety of theoretical perspectives and empirical evidence to develop an effective planned change intervention. But before social workers engage in these learning activities, they must attend to interpersonal attitudes regarding diversity and difference. In other words, they must be able to assess their positionality.
Questions to be explored for this activity include the following:
What experiences has the social worker had with members of this population group?
What self-identities and attitudes does the social worker bring to this situation?
What are the strengths, vulnerabilities, and power imbalances faced by this population group?
Ideally, in each macro-level change effort would be a change agent available who reflects the race, culture, ethnic group, gender, age group, and life experiences of the focal population. This ideal should always be pursued but at times is not possible. Social workers find themselves the focal point or conduit for concerns representing many diverse perspectives, and it is expected that they will find ways to give visibility and voice to each perspective. And it is important to note that even if a social worker shares lived experience or group membership with the population, within-group experiences can vary extensively.
Central to joining with a focal population is understanding the concept of power. Power is the ability to exert one’s influence, and this ability can come in different forms such as the power of person (one’s charismatic personality) or the power that comes from being associated with a formal organization. In Chapter 4 we will elaborate on the types of power that may be available to the change agent when we discuss power and politics in communities. At this point, however, it is critical that you recognize when there are power imbalances and dynamics at play in interactions with population members. Recognize, for example, that you have power by virtue of being a professional who has social work expertise. You may not feel powerful and you may be painfully aware of what you don’t know, but the persons with whom you work may see you as representing a powerfully dominant educational system or an organization that has the authority to determine whether they are eligible for services. The persons with whom you work may feel powerless in the face of legal, political, economic, social, and other forces by which they have been challenged. Never underestimate the power imbalances that are institutionalized into communities and organizations (Walter et al., 2017), and always be mindful of the power you may represent to others, particularly by the power associated with race and ethnicity.
If a social worker is a 23-year-old White or Latina woman working with an older African American or Asian American person, she must recognize that her experiences are not the same as those of persons with whom she is working, and power differences between groups may influence and affect the situation. As mentioned previously, the White or Latina social worker should also not assume that her experiences are the same as those of someone who shares her ethnicity. Similarly, a social worker engaged in intercountry adoption work must recognize that there are diverse, culturally embedded perspectives on the acceptability of adoption and the definition of what constitutes a family (Roby, Rotabi, & Bunkers, 2013). Effective cross-cultural social work in these situations requires that the social worker be able to hear the voices of persons with different perspectives, to recognize embedded power dynamics, and to partner with others as they guide one another toward understanding and change.
To become effective in cross-cultural situations, social workers have been encouraged to respect diversity and difference by developing cultural competence, a concept that emerged in the 1980s. Cultural competence includes becoming aware of one’s own cultural values and biases; learning about the behaviors and beliefs of other cultural groups; seeing diversity as normative, difference as a resource, and culture as fluid. Cultural competence then is both a process and a product that includes self-awareness and respect for diversity as well as effective practice behaviors across all levels of care (Danso, 2018).
Cross, Bazron, Dennis, and Isaacs (1989) identified six points on a continuum moving toward competency: (1) cultural destructiveness, (2) cultural incapacity, (3) cultural blindness, (4) cultural precompetence, (5) cultural competence, and (6) cultural proficiency. Whereas destructiveness and incapacity are harmful because the practitioner does not even recognize the significance of culture, being culturally blind means assuming everyone should assimilate to the dominant culture even if it means giving up their identities. The authors suggested a process of growth that includes practitioner and agency awareness, knowledge, and skills, with cultural proficiency being the worker holding culture in high esteem and having increased knowledge enhanced by research.
The assumptions of cultural competence have been questioned in interdisciplinary scholarship, particularly the assumption that competence can ever truly be attained (e.g., Hook, Owen, Davis, Worthington, & Utsey, 2013). Johnson and Munch (2009) identified four paradoxes in current understandings of cultural competence. First, despite professional emphasis on learning from clients, models of cultural competence often espouse knowing about clients and assume specialized knowledge can be acquired about different client groups. Second, although ethical standards emphasize the dignity and worth of individuals, descriiptions of difference are by definition stereotypical and may overlook the uniqueness of each individual. Third, the ethical value of self-determination may be undermined by a focus on the group. Finally, the authors questioned whether competence can ever be achieved, given the lack of clarity about the definition and the numerous unique combinations that comprise individual identities.
In contrast to cultural competence, medical educators Tervalon and Murray-Garcia (1998) proposed cultural humility as the goal for cross-cultural practice. Unlike competence, humility does not suggest that one can master everything about a culture. Instead, it suggests an ongoing process that includes a continual commitment to learning and self-reflection, to altering the power imbalances in the interactions between helping professionals and service consumers, and to developing collaborative and equitable relationships with community members (Campos-Moreira, Cummings, Grumbach, Williams, & Hooks, 2020). Barsky (2019) reflected on the courage it takes to admit one’s own biases and to engage others in constructive, respectful verbal and nonverbal communication. Foronda (2020) proposed a theory of cultural humility in which lifelong learning and flexibility are emphasized. Compared to cultural ambivalence and cultural destruction in which one focuses on one’s own needs and perceptions, enacting cultural humility means placing others equal to oneself. Tervalon and Murray-Garcia (1998) and other critics of cultural competence recognize the importance of increasing knowledge and skills, but also recognize the limits and potential dangers of these behaviors if they are not accompanied by ongoing self-evaluative processes and relationship building.
Table 3.1 provides an overview of a number of cross-cultural practice concepts identified in the professional literature. These terms have emerged in an attempt toFigure 3.2 Full Alternative Text
Task 1: Start Where the Population Is
A mantra of social work practice is to start where the client is. This is as much the case in macro-practice activities as it is in work with individuals and families. Engaging a population and assessing the conditions they face require attention to a range of perspectives. Conditions can be understood in a number of ways, including (1) experiencing the situation firsthand, (2) working closely with people who have experienced this condition, or (3) exploring the professional knowledge base about the condition. In considering these approaches, it is important to distinguish between the understanding and insight gained by personal experience as contrasted with other methods of learning. For this reason, it is important to communicate directly with persons who know about the condition firsthand, and to remember that early encounters in which one is humble and open will help pave the way for mutual trust and engagement.
Task 1 includes two sets of activities—developing cultural humility and listening to different perspectives from population members.
Develop Cultural Humility
Most, if not all, episodes of macro-level change will involve populations that differ on some dimension from the social work change agent. For this reason, we emphasize listening to members of the focal population and gathering a wide variety of theoretical perspectives and empirical evidence to develop an effective planned change intervention. But before social workers engage in these learning activities, they must attend to interpersonal attitudes regarding diversity and difference. In other words, they must be able to assess their positionality.
Questions to be explored for this activity include the following:
What experiences has the social worker had with members of this population group?
What self-identities and attitudes does the social worker bring to this situation?
What are the strengths, vulnerabilities, and power imbalances faced by this population group?
Ideally, in each macro-level change effort would be a change agent available who reflects the race, culture, ethnic group, gender, age group, and life experiences of the focal population. This ideal should always be pursued but at times is not possible. Social workers find themselves the focal point or conduit for concerns representing many diverse perspectives, and it is expected that they will find ways to give visibility and voice to each perspective. And it is important to note that even if a social worker shares lived experience or group membership with the population, within-group experiences can vary extensively.
Central to joining with a focal population is understanding the concept of power. Power is the ability to exert one’s influence, and this ability can come in different forms such as the power of person (one’s charismatic personality) or the power that comes from being associated with a formal organization. In Chapter 4 we will elaborate on the types of power that may be available to the change agent when we discuss power and politics in communities. At this point, however, it is critical that you recognize when there are power imbalances and dynamics at play in interactions with population members. Recognize, for example, that you have power by virtue of being a professional who has social work expertise. You may not feel powerful and you may be painfully aware of what you don’t know, but the persons with whom you work may see you as representing a powerfully dominant educational system or an organization that has the authority to determine whether they are eligible for services. The persons with whom you work may feel powerless in the face of legal, political, economic, social, and other forces by which they have been challenged. Never underestimate the power imbalances that are institutionalized into communities and organizations (Walter et al., 2017), and always be mindful of the power you may represent to others, particularly by the power associated with race and ethnicity.
If a social worker is a 23-year-old White or Latina woman working with an older African American or Asian American person, she must recognize that her experiences are not the same as those of persons with whom she is working, and power differences between groups may influence and affect the situation. As mentioned previously, the White or Latina social worker should also not assume that her experiences are the same as those of someone who shares her ethnicity. Similarly, a social worker engaged in intercountry adoption work must recognize that there are diverse, culturally embedded perspectives on the acceptability of adoption and the definition of what constitutes a family (Roby, Rotabi, & Bunkers, 2013). Effective cross-cultural social work in these situations requires that the social worker be able to hear the voices of persons with different perspectives, to recognize embedded power dynamics, and to partner with others as they guide one another toward understanding and change.
To become effective in cross-cultural situations, social workers have been encouraged to respect diversity and difference by developing cultural competence, a concept that emerged in the 1980s. Cultural competence includes becoming aware of one’s own cultural values and biases; learning about the behaviors and beliefs of other cultural groups; seeing diversity as normative, difference as a resource, and culture as fluid. Cultural competence then is both a process and a product that includes self-awareness and respect for diversity as well as effective practice behaviors across all levels of care (Danso, 2018).
Cross, Bazron, Dennis, and Isaacs (1989) identified six points on a continuum moving toward competency: (1) cultural destructiveness, (2) cultural incapacity, (3) cultural blindness, (4) cultural precompetence, (5) cultural competence, and (6) cultural proficiency. Whereas destructiveness and incapacity are harmful because the practitioner does not even recognize the significance of culture, being culturally blind means assuming everyone should assimilate to the dominant culture even if it means giving up their identities. The authors suggested a process of growth that includes practitioner and agency awareness, knowledge, and skills, with cultural proficiency being the worker holding culture in high esteem and having increased knowledge enhanced by research.
The assumptions of cultural competence have been questioned in interdisciplinary scholarship, particularly the assumption that competence can ever truly be attained (e.g., Hook, Owen, Davis, Worthington, & Utsey, 2013). Johnson and Munch (2009) identified four paradoxes in current understandings of cultural competence. First, despite professional emphasis on learning from clients, models of cultural competence often espouse knowing about clients and assume specialized knowledge can be acquired about different client groups. Second, although ethical standards emphasize the dignity and worth of individuals, descriiptions of difference are by definition stereotypical and may overlook the uniqueness of each individual. Third, the ethical value of self-determination may be undermined by a focus on the group. Finally, the authors questioned whether competence can ever be achieved, given the lack of clarity about the definition and the numerous unique combinations that comprise individual identities.
In contrast to cultural competence, medical educators Tervalon and Murray-Garcia (1998) proposed cultural humility as the goal for cross-cultural practice. Unlike competence, humility does not suggest that one can master everything about a culture. Instead, it suggests an ongoing process that includes a continual commitment to learning and self-reflection, to altering the power imbalances in the interactions between helping professionals and service consumers, and to developing collaborative and equitable relationships with community members (Campos-Moreira, Cummings, Grumbach, Williams, & Hooks, 2020). Barsky (2019) reflected on the courage it takes to admit one’s own biases and to engage others in constructive, respectful verbal and nonverbal communication. Foronda (2020) proposed a theory of cultural humility in which lifelong learning and flexibility are emphasized. Compared to cultural ambivalence and cultural destruction in which one focuses on one’s own needs and perceptions, enacting cultural humility means placing others equal to oneself. Tervalon and Murray-Garcia (1998) and other critics of cultural competence recognize the importance of increasing knowledge and skills, but also recognize the limits and potential dangers of these behaviors if they are not accompanied by ongoing self-evaluative processes and relationship building.
Table 3.1 provides an overview of a number of cross-cultural practice concepts identified in the professional literature. These terms have emerged in an attempt toencourage cross-cultural practice, and there is some overlap in how they are described. They are listed in an ascending order from simply recognizing the relevance of culture to becoming culturally humble as an ultimate goal.Based on concepts identified by Cross, Bazron, Dennis, and Isaacs (1989), Danso (2018), and Foronda (2020).
For social workers who practice directly with individuals and families, each encounter with a client provides an opportunity to exercise cultural humility. For social workers who practice with organizations and communities, these opportunities to use the lens of cultural humility are also readily available (Rosen, McCall, & Goodkind, 2017). Using Tervalon and Murray-Garcia’s (1998) components of cultural humility, Table 3.2 provides critical questions to consider when faced with opportunities to develop and exercise cultural humility.
Required Books
Netting, F. E., Kettner, P. M., McMurtry, S. L., & Thomas, M. L. (2023). Social work macro practice (7th ed.). Pearson.

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]]> https://tufan.blitzarchive.com/2025/01/25/the-purpose-of-this-assignment-is-to-use-a-framework-for-engaging-diverse-population-groups-in-a-change-episode/feed/ 0 2795 Comprehensive Diagnosis of Movie Character: Exploring Trauma, Addiction, and Dual Diagnosis https://tufan.blitzarchive.com/2025/01/22/comprehensive-diagnosis-of-movie-character-exploring-trauma-addiction-and-dual-diagnosis/ https://tufan.blitzarchive.com/2025/01/22/comprehensive-diagnosis-of-movie-character-exploring-trauma-addiction-and-dual-diagnosis/#respond Wed, 22 Jan 2025 10:45:58 +0000 https://tufan.blitzarchive.com/?p=2197 Step one: Choose a movie to watch for your Diagnosis Assignment. See list below for suggestions or if there is a movie you would like to use that is not on the list, please have the instructor approve it. Watch it through once without taking notes. The second time, take notes on the main character […]

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]]> Step one: Choose a movie to watch for your Diagnosis Assignment. See list below for suggestions or if there is a movie you would like to use that is not on the list, please have the instructor approve it. Watch it through once without taking notes. The second time, take notes on the main character identifying behaviors and symptoms that meet DSM V – TR criteria for addiction and any other diagnosis.
Step two: The first run through the movie, write down your best guess about what the main character’s diagnosis is from their behavior. Don’t read any books or look up any information. What does your intuition tell you about what is happening?
Step three: The second run through of the movie do the following (Make sure to fully answer each question with specifics not generalizations):
Describe any traumatic circumstances revealed which may impact trauma-informed care for the main character.
Identify the various intersections of diversity of the client for the treatment plan. Visit https://haenfler.sites.grinnell.edu/subcultural-theory-and-theorists/intersectionality/ to understand intersectionality.
Identify history of use identified by the character’s life; Emotional, Intellectual, Physical, Sexual, Spiritual, Relationships, Employment, Family. (See Chart)
Review potential transference and countertransference issues, you as a social worker, may have with this case (Definition here https://www.psychologytoday.com/us/blog/sacramento-street-psychiatry/201003/overview-countertransference)
Describe the symptoms of dual diagnosis and give examples from the movie in the following areas of the main character’s life; Emotional, Intellectual, Physical, Sexual, Spiritual, Relationships, Employment, Family. (See Chart)
https://www.addictionpolicy.org/post/dsm-5-facts-and-figures
For your final document, write out answers to Step three, then use the charts below for specifics. Submit your final document for grading in the discussion board in Blackboard, by Thursday at midnight. Students will provide feedback to their classmates.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment The goal of this assignment is to assess a movie’s main character from a diagnostic perspective. You will identify behaviors and symptoms of addiction and other diagnoses according to the DSM-V-TR. The movie will also be analyzed through the lens of trauma-informed care, intersectionality, and the potential challenges of transference and countertransference. You will provide a comprehensive diagnostic analysis, including a treatment plan that takes into account the character’s life circumstances and intersections of diversity.

Step 2: Organize the Steps for the Assignment

  1. Choose Your Movie: Select a movie from the provided list or propose one for approval by your instructor. Watch the movie once without taking notes for a general understanding of the main character and their behaviors.
  2. First Run-Through:
    • While watching the movie, try to identify your initial diagnostic intuition. Based on the character’s behaviors and symptoms, note what you think their diagnosis might be.
    • Write down what you think might be happening without referencing any external sources.
  3. Second Run-Through:
    • Take notes on specific behaviors and symptoms that meet the DSM-V-TR criteria for addiction or other mental health diagnoses. Analyze these with a clinical lens.
    • Address the following:
      • Traumatic Circumstances: Identify any traumatic experiences that could impact the main character’s treatment plan from a trauma-informed care perspective.
      • Diversity Intersections: Use the concept of intersectionality (available at the provided link) to identify the character’s diverse factors that might affect the treatment plan (e.g., race, class, gender, sexuality, etc.).
      • History of Use: Note the history of emotional, intellectual, physical, sexual, spiritual, relationship, employment, and family factors in the character’s life. This history will give you a clear view of their struggles and provide important details for diagnosis.
      • Transference and Countertransference: Reflect on how your own personal responses to the character might create potential transference or countertransference issues as a social worker.
      • Dual Diagnosis: Provide examples of dual diagnoses (co-occurring mental health disorders and substance use disorder) in the character’s emotional, intellectual, physical, sexual, spiritual, relationship, employment, and family life.

Step 3: Write Your Analysis

  1. Trauma-Informed Care: Provide a detailed explanation of the character’s traumatic experiences and how these impact your approach as a social worker.
  2. Diversity in Treatment Plan: Reflect on the character’s diverse factors (from the intersectionality perspective) that will inform your treatment approach.
  3. Life History: Break down the history of use in the character’s life as it relates to emotional, intellectual, physical, sexual, spiritual, relationship, employment, and family contexts.
  4. Transference and Countertransference: Reflect on how you might experience transference and countertransference with the case. Think about how your emotions or reactions as a social worker could influence your work.
  5. Dual Diagnosis: Give examples of emotional, intellectual, physical, sexual, spiritual, relationship, employment, and family life symptoms that point to dual diagnoses.

Step 4: Final Document

Once you have completed your analysis, organize your findings into a clear, structured document:

  1. Introduction: Briefly introduce the movie and the main character, summarizing your initial diagnosis from the first run-through.
  2. Trauma-Informed Care: Identify and describe any traumatic experiences relevant to treatment.
  3. Intersectionality and Diversity: Discuss how intersectionality affects the treatment plan.
  4. Life History of Use: Provide specific examples related to the character’s life history.
  5. Transference and Countertransference: Reflect on these issues in your role as a social worker.
  6. Dual Diagnosis Symptoms: Provide specific examples from each category of the character’s life.

Step 5: Review and Submit

  • Proofread your document to ensure clarity and flow. Ensure all sections are answered thoroughly.
  • Cite references or course materials as needed. Be sure to follow the format provided by your instructor for submission in Blackboard.

 

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