Discussion 1: Video Introduction By Day 3 Record and Upload a 2- to 3-minute video that includes the following: · Your name · Your geographic location · Thoughts about your expectations and anticipated challenges for this course · A description of an aspect of your culture that you consider a defining part of your identity · Your reasons for selecting the aspect of your culture in particular. Describe your identity as a cultural being To upload your media to this discussion thread, use theKaltura Media option from the mashup tool drop-down menu. Refer to the Kaltura Media Uploader area in the course navigation menu for more information about how to upload media to the course. Discussion 2 – Week 1 Discussion: Cultural Beings Who are you? At first glance, this may seem like a rather simple question. You may identify yourself, as we often do, at the micro level by citing easily identifiable characteristics such as gender, race, or family relationships. While these characteristics describe you, they are only a small part of who you are as a cultural being. The mezzo and macro levels define your multiple identities from a community and global context. Understanding your identity at the mezzo level provides a deeper understanding of the social construction of culture. Themezzo level defines your identity through the interpersonal exchanges in the workplace, your school, and in other everyday activities. Your perceived identity is incorporated into group standards and expectations. Navigating between the micro and mezzo levels can often affirm your own personally constructed identity or it can highlight contradictions between who you believe you are and how others define you. As you work through the Discussion, reflect on your identity from both the micro andmezzo levels. Are there any contradictions between the two levels? Consider how your identity as a cultural being may impact your work as a social worker. For this Discussion, you will explain how the social construction of race, ethnicity, gender, and other multicultural characteristics contribute to your essence as a cultural being. By Day 3 Post an analysis of what you posted for your video introduction and explain the root of what you described as your culture. Then explain how the social construction of race, ethnicity, gender, and other multicultural characteristics impact your identity as a cultural being. Explain how your own definition as a cultural being is or is not consistent with the norms, categories, and constructs prescribed to your culture by social institutions. Finally, explain how an understanding of the social construction of culture is applicable to the work you will do in social work practice. By Day 5 Respond to at least two colleagues by critiquing your colleagues' posts and providing an example of how social institutions define, challenge, or restrict cultural beings based on cultural bias, stereotypes, and prejudice. In addition, share an insight you learned from your colleagues' posts that deepened your understanding of his or her video introduction. Click on theReply button below to reveal the textbox for entering your message. Then click on theSubmit button to post your message. week 2 Discussion – Week 2 Discussion: Social Justice As a social worker, you will often work with clients that are perceived as “others.” This “otherness” often leads to marginalization and barriers or limitations promoted by society and social institutions. Marginalization is arguably the most dangerous form of oppression (Adams, 2013) because it eventually leads to social expulsion and material deprivation. Social work is a unique profession because it empowers those who are affected by the socially constructed barriers and biases that have perpetuated long-standing inequalities. As you begin your work with clients both as an intern and social worker, it is imperative to consider not only the individual (micro) concerns the client brings to the session but theenvironmental ormacro factors that may have either created or perpetuated the concern. You can empower your clients by helping them identify and define the oppression they experienced throughout their lifetime. Social work's commitment to social justice includes a hyperawareness of the social constructions that are used to limit some groups' autonomy and viability while supporting others. By Day 3 Post an analysis of the dimensions of oppression and marginalization that might impact your future clients. Be specific in identifying the types of clients with whom you might work. In your analysis, explain how the concepts of multiculturalism, power, and privilege are relevant to social work practice. By Day 5 Respond to at least two colleagues with suggestions on how they might approach the clients they identified whose race, ethnicity, gender, socioeconomic status, or class identity is different from their own. In your response, explain what essential skills your colleagues might incorporate to learn about a client's lived experience. Finally, explain why this understanding and practice is important to social work ethics and values. Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references. Click on theReply button below to reveal the textbox for entering your message. Then click on theSubmit button to post your message. week 3 Discussion – Week 3 Discussion: Gender Stereotypes, Sexism, and Sexual Violence Gender stereotypes influence and perpetuate what is known as patriarchy. Patriarchy is a concept that considers men the holders of power and authority resulting in domination of all sectors throughout society. Men have held the most powerful positions in the world and have guided our laws, policies, and culture. Patriarchy not only impacts society on a global scale through structural oppression but also our daily lives. It influences individual relationships and the daily interactions amongst husbands and wives, boyfriends and girlfriends, and colleagues. Feminist theory posits that men use violence in attempt to maintain this power and privilege. Domestic abuse and sexual assault are forms of violence that clearly exert power and control over a person. While abuse can be demonstrated by both men and women and survivors of abuse could be of either gender, statistics show that women are the overwhelming victims of abuse and violence. Patriarchy and the sexist and misogynistic viewpoints propagate views of women as subordinates who are meant to be kept in “their place.” Violence is a form of managing and maintaining a male's role in society. To prepare for this Discussion, review the Johnson case. Reflect on the gender and sexism stereotypes expressed and the essential skills for social work practice you have learned throughout the program. To prepare:View Johnson (Episode 2) and consider the gender and sexist stereotypes made around sexual assault by the professional in the episode. These stereotypes may revolve around gender, life circumstances, socioeconomic status, and education level. By Day 3 Post an explanation of gender and sexist stereotypes and assumptions around sexual assault made by a professional you observe in the case study episode. Explain how these stereotypes perpetuate violence against women. Apply social work skills for social change advocacy to address sexism. Explain how social workers can respond to the stereotypes and assumptions you have identified in the Johnson case and how you might advocate for social change related to sexism while working with families, clients, and groups and collaborating with other professionals. Be specific about the skills you would apply and the actions you would take. By Day 5 Respond to at least two colleagues by providing additional or alternative ways to respond to the stereotypes and assumptions identified by your colleagues in the Johnson case. Provide additional or alternative ways social workers can address these assumptions and advocate for social change related to sexism while collaborating with other professionals to address the needs of clients. Click on theReply button below to reveal the textbox for entering your message. Then click on theSubmit button to post your message. week 4 Discussion 1 – Week 4 Discussion 1: Classism Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry. Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011). Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a “right” way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life. By Day 3 Post an analysis of how classism has factored into your life. Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients. By Day 5 Respond to at least two colleagues' posts by explaining how your own past experience with classism is similar to or different from your colleagues'. Also explain how issues might reveal themselves in your future social work practice in a manner similar to or different from that which your colleagues anticipate. Click on theReply button below to reveal the textbox for entering your message. Then click on theSubmit button to post your message. Discussion 2 – Week 4 Discussion 2: Power, Privilege, and Classism Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classism is represented in the Hernandez family. By Day 5 Post · An explanation of how classism is demonstrated in the Hernandez video. · Identify specific barriers to social services that the Hernandez family experiences because of their class status (e.g., working poor). · Explain how the intersection of class (e.g., working poor), ethnicity (e.g., Hispanic), and migration history (e.g., move from Puerto Rico to mainland) may further impact the Hernandez’s experience. · Identity 2-3 strengths in the Hernandez family. · Provide recommendations for how social workers might address issues of classism present in the Hernandez case. · Explain how recommendations would address class issues. By Day 7 Respond to at least two colleagues by critiquing their analysis and providing alternative recommendations for how social workers might advocate for change and address classist policies in their agencies and society at large. Click on theReply button below to reveal the textbox for entering your message. Then click on theSubmit button to post your message. week 5 Discussion – Week 5 Discussion: Racism and Privilege In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice. In the bookBlack Empowerment, the author,Barbara Solomon, writes, “Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles” (p. 6). Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client's power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients' awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities. Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients' lives and apply the appropriate skills. To prepare: Review the case study “Working With Individuals: The Case of Mary.” By Day 3 Post an explanation of the relationship between racism and privilege. Furthermore, explain how the concepts of racism and privilege relate to “Working With Individuals: The Case of Mary.” Explain the impact of racism and privilege on social work practice. Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary. Be specific and provide examples from the case. Also, identify specific skills social workers might employ. By Day 5 Respond to at least two colleagues with a critique of their posts and alternative recommendations for how you as a social worker might respond to Mary and her beliefs. Be specific and provide examples from the case. Also, identify specific skills social workers might employ. Click on theReply button below to reveal the textbox for entering your message. Then click on theSubmit button to post your message Week 5 assignment Week 6 Discussion – Week 6 Discussion: Group Dynamics–Intragroup, Dominant Group, and Marginalization Members of dominant ethnic and racial groups may assume that other groups' struggles are not their own or assume that those of a given race speak with one voice and react in the same way to their oppression. In reality, people can cope with racial inequalities in a variety of ways, creating complex relationships both between the dominant and oppressed group and among members of the dominant and oppressed groups. As a social worker, you must understand the many ways in which racial privilege can impact your clients. You must also understand the ways in which racial privilege has impacted your life and the ways you react to the realities of racism. You will likely need to help clients address racial divides and combat racial inequality to empower them. To prepare: Review “Working With Immigrants and Refugees: The Case of Aaron.” By Day 3 Post an explanation of how dominant groups can play a role in marginalizing other groups based on racial and ethnic characteristics. Discuss the potential negative impact of a dominant culture on immigrants and refugees, such as Aaron. How might racism and prejudice impact his assimilation? Furthermore, explain how you would respond to Aaron when he discusses his family's rejection of his desire to maintain his cultural roots. In your explanation, identify specific skills you would employ as a multiculturally sensitive social worker. By Day 5 Respond to at least two colleagues with a critique of their analysis. Explain multicultural considerations your colleagues would need to keep in mind in their social work practice. Specifically, explain how marginalized racial and ethnic groups identified in your colleagues' posts might perpetuate a marginalized group status. Explain how a marginalized group may identify and adopt the norms of a dominant group. Finally, explain the implications for social work practice. Week 7 Discussion: Personal and Professional Social Work Values Heterosexism is defined as “the discrimination or prejudice by heterosexuals against homosexuals” (merriam-webster.com) and is predicated on the belief that being heterosexual is the norm and the only accepted type of relationship. Everyday heterosexism is exemplified in our media, our policies, and daily practices. By making these assumptions, social workers can be in part culpable for the oppression and marginalization experienced by the LGBTQ community. As a profession, social work embraces diversity and strives to ensure equal rights for all. The National Association of Social Workers (NASW) is committed to supporting the needs of these groups and, in turn, they created the National Committee on Gay, Lesbian, Bisexual and Transgender Issues. During this week's discussion you will be asked to consider how one's own personal views on sexual orientation may clash with the profession's stance. By Day 3 Post a scenario of how a social worker's personal, ethical, and moral values in relation to the LGBTQ community might conflict with those of their clients. Explain the distinction between personal ethics and values and professional ethics and values evident in the social work profession in addressing this community. Be specific and explain how this distinction relates to the scenario you posted. Also explain how prejudice and bias might create barriers to fulfilling your professional responsibility to the LGBTQ community. By Day 5 Respond to at least two colleagues with recommendations of what skills social workers might employ to separate and/or reconcile personal values with professional responsibilities in the scenario presented. Discuss how the barriers to services identified by your colleagues can be overcome by a professional social worker working with LGBTQ clients. Discussion – Week 8 Discussion: Religion and Privilege For citizens in some countries, religious oppression is common and long standing. While freedom of religion is guaranteed in the U.S., religious intolerance still exists. According to the Equal Opportunity Employment commission, the number of lawsuits filed for religious discrimination doubled between 2000–2010 (Pledger, 2011). Social workers must be alert for the complex ways that religious privilege functions. By creating an awareness of the privilege given to some while marginalizing others, social workers can understand how this bias impacts their clients. By Day 3 Post an explanation of the connections between privilege and religion. Describe a situation in which members of a religion experience privilege. Describe a situation in which members of a religion experience religious oppression. By Day 5 Respond to at least two colleagues by selecting one of their examples to review further. Research and report on a situation in which that group experienced treatment on the other end of the spectrum of oppression or privilege, either in the present day or during an earlier historical period. Click on theReply button below to reveal the textbox for entering your message. Then click on theSubmit button to post your message. week 9 Discussion 1: Ability, Disability, and Erasure Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability. For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today's society how people with disabilities are still “hidden.” Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person's space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a “good life” and how is that decision made? To prepare: Read the case “Working With Individuals With Disabilities: Valerie.” By Day 3 Post an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients' other identity characteristics. Use specific examples from the case study in your explanation. By Day 5 Respond to at least two colleagues by refuting or supporting either your colleagues' analysis of the marginalization and oppression of individuals with disabilities or supporting or refuting their analysis of the role of the social worker in working with clients with disabilities. Week 9 Discussion 2: Ability and Disability in the Parker Case To prepare: View this week's media, Parker (Episode 30). Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability? Society is inconsistent in its treatment and protection of the rights of individuals with disabilities, creating a situation that contributes to marginalization that can complicate other forms of marginalization and oppression. Consider that being labeled with a disability can be simultaneously something to be fought against because of the stigma it entails and fought for because of the access that it grants to social services that meet basic medical needs, aid economic survival, and improve access to education that society can otherwise deny. By Day 5 Post an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie's mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie's place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals. By Day 7 Respond to at least two colleagues by supporting or refuting your colleagues' analysis of disability as a social construct or your colleagues' analysis of the intersectionalities in the Parker case and how they marginalize and impact Stephanie. week 10 Discussion: Impact of Ageism and Adultism Adultism refers to the oppression of young people by adults. The popular saying “children should be seen and not heard” is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. By Day 3 Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. By Day 5 Respond to at least two colleagues with a comparison of how adultism and ageism affects the Logan and Parker families. In your comparison, draw specifically on your colleagues' analysis with any further details that support or critique your colleagues' posts. Also, be sure to provide specific examples related to both the Logan and Parker families. week 11 Discussion: Developing Alliances in Social Work Practice Have you ever heard the term or saying “straight but not narrow”? This is an example of a statement of being an ally—recognizing one's unique position of privilege yet standing with others who are oppressed. By taking this course, you have started the process of becoming an ally. Evan and Washington (2013) identify the steps toward being an ally, which include being supportive of those who are unlike you, learning about other cultures, becoming aware of the oppression and marginalization, and becoming aware of one's own privilege. Getting involved in issues is part of that process. You will consider how to become an ally this week. To prepare: Review “Working With Survivors of Human Trafficking: The Case of Veronica.” Think about how one might become an ally to victims of human trafficking . Then go to a website that addresses human trafficking either internationally or domestically. By Day 3 Post a brief description of the website you visited. Explain how you might support Veronica and other human trafficking victims incorporating the information you have found. Explain how you can begin to increase your awareness of this issue and teach others about human trafficking victims. Describe opportunities to get involved and become an ally to those who have been trafficked. Identify steps you can take to begin to support this group. By Day 5 Respond to at least two colleagues who visited a different site and note similarities and differences between what you had learned and what your colleagues had shared about steps for becoming an ally to that group. Explain the impact of what your colleagues shared in their post.