HRSJ SJ + HR Final Exam Review

Micro Practice

3rd: Sometimes referred to as tertiary intervention, and area of practice requiring professional involvement with clinical populations, whose symptoms often reflect shortcomings of previous levels of intervention.

The labeling perspective

the labeling perspective developed in the 1950's and focused on those who had the power to label certain acts or people as deviant, or normal/abnormal, good/bad, and so on (Mullaly, 2010, p. 5).

Declaration

A declaration is a formal and solemn instrument enunciating general principles and broad obligations. It is not a binding instrument and does not impose specific obligations to Member States

Meta-Micro Level

1st: An area of practice requiring interventions often divorced from professionalism per se, that take place, by and large, in a person's everyday interactions with the world, broadly defined.

Mezzo Practice

2nd: Sometimes referred to as secondary intervention, an area of practice requiring professional involvement with at-risk populations and reflecting a failure of whole-population approaches.

Quarternary Level

4th: The fourth level of the Advance Generalist Public Health Model. Research and evaluation level is quarternary intervention and *intersects with other four levels: the meta micro, mezzo, macro and metamacro.*

QUES 1. What are the guiding principles for the social work profession? Where do we find these principles? Identify at least two professional codes of ethics, and their contribution to defining social work practice and roles.

ANSWER: Principles: SSDWHIC... HRSJ intervening where ppl interact with environments understanding systemic change that needs to take place empowering the individual Find in code of ethics (?) Service →Ethical Principle: to help people in need and to address social problems. Social Justice→ Ethical Principle: Social workers challenge social injustice. Dignity and Worth of the Person→Ethical Principles:to respect the inherent dignity and worth of the person. Importance of Human Relationships→ Ethical Principle: to recognize the central importance of human relationships. Integrity→Ethical Principle: to behave in a trustworthy manner. Competence Ethical Principles→ -to practice within their areas of competence and develop & enhance their professional expertise. - to increase their professional knowledge & skills and to apply them in practice. - to contribute to the knowledge base of the profession. OR Self-determination Cultural Competency Person in Environment Strengths perspective Primacy of the client-social worker relationship Social justice Importance of social work research The NASW Standards for Social Work Practice in Health Care Settings reflect the following guiding principles of the social work profession: Self-determination: Social workers respect and promote the right of clients to selfdetermination and assist clients in their efforts to identify and clarify their goals. Cultural competency and affirmation of the dignity and worth of all people: Social workers treat each person in a caring and respectful fashion. With skills in cultural awareness and cultural competence, social workers affirm the worth and dignity of people of all cultures. Person-in-environment framework: Social workers understand that each individual experiences a mutually influential relationship with her or his physical and social environment and cannot be understood outside of that context. This ecological perspective recognizes that systemic injustice and oppression underlie many challenges faced by clients. 15 Strengths perspective: Rather than focus on pathology, social workers elicit, support, and build on the resilience and potential for growth and development inherent in each individual. Primacy of the client-social worker relationship: The therapeutic relationship between the social worker and the client is integral to helping the client achieve her or his goals. Social justice: At all levels, from local to global, social workers promote and advocate for social, economic, political, and cultural values and institutions that are compatible with the realization of social justice. Importance of social work research: Social workers promote the value of research as a means of improving the well-being of individuals, families, and society; strengthening the current workforce; and maintaining the social work profession's role in health care settings. ~~~ Codes of ethics: Cultural competence (understanding diverse cultures, sensitivity and empathy for differences) & Self-determination (An ethical principle in social work that recognizes the rights and needs of clients to be free to make their own choices and decisions.) empowers client through education on system and understanding of self-worth or Client empowerment

International Covenants on Human Rights

Adopted in 1966, the International Covenants on Human Rights developed out of the Universal Declaration on Human Rights. The two Covenants are: 1) the International Covenant on Civil and Political Rights, and 2) the International Covenant on Economic, Social and Cultural Rights.

Regional Instruments in the Field of Human Rights

Africa Charter of the Organization of African Unity: The Charter of the Organization of African Unity (OAU), drafted in 1963, reaffirms the attachment of the African States to the principles of the Charter of the United Nations and the Universal Declaration of Human Rights. The Charter also deals with the commitment of African States to eradicate colonialism and the creation of the economic conditions necessary for the advancement of African people (UN, 1994, p. 22). African Charter on Human and People's Rights: Drafted in 1981, the African Charter on Human and People's Rights deals with rights and duties, human and people's rights, safeguard measures, and the creation of the African Commission on Human and People's rights (UN, 1994, p. 22). African Commission on Human and People's Rights: The African Commission on Human and People's Rights promotes and sets standards regarding rights. The Commission receives communications from other groups dealing with human rights issues (UN, 1994, p. 22). The Americas Charter of the Organization of American States-American Declaration of the Rights and Duties of Man: Adopted in 1951, the Charter of the Organization of American States (OAS) proclaims the fundamental rights of the individual without distinction as to race, nationality, creed or sex (UN, 1994, p. 22). American Convention on Human Rights: The American Convention on Human Rights guarantees broad categories of civil and political rights, such as the right to judicial personality and the right to life, to humane treatment, to a fair trial, to property, and to freedom of association, among others (UN, 1994, p. 22). Supervisory Organs Inter-American Commission on Human Rights: The Inter-American Commission on Human Rights takes action on individual petitions and other communications regarding rights violations within the Americas that are not addressed at the State level (UN, 1994, p. 22). Inter-American Court of Human Rights: The Inter-American Court of Human Rights adjudicates cases involving charges that a State party has violated the American Convention on Human Rights. It also renders advisory opinions concerning the Convention and certain human rights treaties (UN, 1994, p. 22). Europe European Convention on Human Rights: The European Convention on Human Rights, originally adopted in 1950, guarantees rights such as the right to life, the right not to be subjected to torture, the freedom from slavery, the right to property, and the right to education, prohibits the deprivation of liberty for failure to comply with contractual obligations and guarantees the right to liberty of movement, requires the abolition of the death penalty and requires that aliens must be accorded various due procedural safeguards (UN, 1994, p. 23). European Social Charter: Prepared in 1961, the European Social Charter garentees civil and political rights by establishing a regional European system for the protection of economic and social rights. The Charter establishes a reporting system to monitor whether States are complying with their obligations (UN, 1994, p. 23). Conference on Security and Cooperation in Europe: The Conference on Security and Cooperation in Europe grouped all sovereign States of Eastern and Western Europe together with the United States and Canada. It is not binding of Governments but calls on States to recognize rights and fundamental freedoms (UN, 1994, p. 24). European Court of Human Rights: The European Court of Human Rights accepts petitions from States and the European Commission on Human Rights, not individuals, and has become the constitutional court for civil liberties in Western Europe (UN, 1994, p. 24).

Wronka's (2008) Advanced General Practice Model Meta-Macro Level

An area of practice requiring intervention on a global scale and possibly beyond, undercutting fundamental assumptions, such as the nation-state as a means of affiliation or a national currency as a means of exchange

Oppression, myths related to

Bishop (1994) describes several myths related to oppression that are used to control subordinate groups:

Blaming the Victim

Blaming the victim refers to the myth that people are to blame for their own oppression (Mullaly, 2010, p. 42).

Conventions

Conventions are international agreements containing provisions to promote or protect specific human rights or fundamental freedoms. A convention enters into force only after having been ratified by a number of States and is legally binding upon those States which ratify the particular convention.

Change perspectives

Change perspectives view society as a continually contested struggle among groups with opposing views and interests. The change perspective rejects the idea of consensus and shared values (Mullaly, 2010, p. 8). According to the change perspective, social problems are related to social structures, processes, and practices that favor certain groups while oppressing others. Theories closely aligned with the change perspective include feminism, Marxism, political economy, anti-racism, the structural approach, post colonialism, and anti-oppression (Mullaly, 2010, p. 14). Rather than looking at the individual, family and subculture levels for causes of social problems (as with the order perspective), the change perspective looks at social institutions as causes of social problems (Mullaly, 2010, p. 15).

Collective Rights

Collective rights are the third generation of human rights found in the 28th Article of the Universal Declaration of Human Rights. Collective rights refer to equitable production and distribution of the world's resources and include peace, development, and a clean environment. TLDR: 3rd gen HR; equitable environmental rights.

When we talk about the right to a safe environment - what generation of rights/type of rights is this right a part of?

Collective.

Critical social theory

Critical social theory looks at social structures, institutions, policies, practices, and processes, and how these treat all persons in society. This theory seeks to move away from an exploitative, unequal, and oppressive society to an egalitarian society (Mullaly, 2010, p. 16-17).

Critical social work theory

Critical social work theory is a part of critical social theory. Critical social work theory is critical of existing systems and oppressive social arrangements, and seeks an egalitarian and just society free of dominant-subordinate relations (Mullaly, 2010, p. 19).

Critical theory

Critical theory originated in the 1930's but became popular in the 1970's and attributes social problems to social structures that favor certain groups in society (e.g., white, male) and oppress other groups (e.g., non-whites, females) (Mullaly, 2010, p.5). Ex: 14th ammendment

If human rights are universal, how do we address cultural issues? Where do we draw the line between cultural practice and violation of human rights?

Cultural competence and humility... need to be sensitive to cultural and religious differences and learn about these boundaries from national reps. Cannot undermine their practices from a position of superiority.

Cultural Relativism

Cultural relativism refers to a view that all cultures are equal and universal values become secondary when examining culture norms. No outside value is superior to that of the local culture. For example, when America fails to provide health care to citizens, the local culture and legal system accepts that result although the Universal Declaration and other United States documents state others. (TLDR: all cultures are equal; opposite of ethnocentrism which views one culture as superior.)

Other Human Rights Instruments

Declaration on the Right to Development: The Declaration on the Right to Development, adopted in 1986, proclaims that development is an inalienable right, entitling persons to participate in, contribute to and enjoy economic, social, cultural and political development in which all human rights and fundamental freedoms can be fully realized (UN, 1994, p. 23). Declaration on the Elimination of All Forms of Religious Intolerance: The Declaration on the Elimination of All Forms of Religious Intolerance, adopted in 1981, states that everyone shall have the right to freedom of thought, conscience and religion and that no one shall be subject to discrimination on the grounds of religion or other belief (UN, 1994, p. 23). Declaration on the Protection of Women and Children in Emergency and Armed Conflict: Adopted in 1974, the Declaration on the Protection of Women and Children in Emergency and Armed Conflict prohibits attacks and bombings especially on women and children and states that those States involved in armed conflict spare women and children (UN, 1994, p. 23). Declaration on the Rights of Mentally Retarded Persons: Adopted in 1971, the Declaration on the Rights of Mentally Retarded Persons acknowledges the necessity of assisting persons with mental retardation to develop their abilities in various fields of activity, and of promo

IFSW Code of Ethics

Developed in 2004 by the International Federation of Social Workers (IFSW) and the International Association of Schools of Social Work (IASSW). It contains principles, such as human rights and social justice and accountability that guide the profession internationally. It contains a preface, social work definition, international conventions, principles (i.e., human rights and human dignity and social justice), and professional conduct. Tl;dr Human rights social justice Accountability / professional conduct

NASW Code of Ethics

Developed in the United States, the NASW Code of Ethics (1999) is a set of standards for the professional conduct of social workers. All NASW members are expected to affirm their commitment to abide by the code of ethics. The NASW Code of Ethics (1999) has evolved from a 1 page to a 25 page document that delineates the values, rules, and principles of ethical conduct for all professional social workers. Tl;dr standards for professional conduct for SW

Discourse

Discourse includes how language and ideas are framed. A discourse is a framework of thought, meaning, and action (Thompson, 1998), which does not reflect knowledge, reality, or truth, but creates and maintains them (Mullaly, 2010, p. 28). Discourses are not politically neutral but are related to power, and a dominant discourse belongs to and represents the interests of the dominant group in society (Mullaly, 2010, p. 115-116).

How does language contribute to oppression?

Labeling theories -- notions of good and bad, racial classification, etc

Define the domains of well-being and think of an example of how each domain relates to human rights:

EEMPPSS Economic Educational Mental Physical Political Social Spiritual

What are the 5 perspectives under the social/distributive justice paradigm, and how does each of them shape social work conceptual framework and practice?

EEPNR Equity Equality Power Need Responsibility Equity: Members' outcomes should be based upon their inputs. Therefore, an individual who has invested a large amount of input (e.g. time, money, energy) should receive more from the group than someone who has contributed very little. Members of large groups prefer to base allocations of rewards and costs on equity. Equality: Regardless of their inputs, all group members should be given an equal share of the rewards/costs. Equality supports that someone who contributes 20% of the group's resources should receive as much as someone who contributes 60%. Power: Those with more authority, status, or control over the group should receive more than those in lower level positions. Need: Those in greatest needs should be provided with resources needed to meet those needs. These individuals should be given *more resources* than those who already possess them, regardless of their input. Responsibility: Group members who have the most should *share their resources* with those who have less.

Oppression, forms of: Five forms of oppression described by Iris Young (1990).

EMPCV Exploitation Marginalization Powerlessness Cultural imperialism Violence Exploitation: Exploitation refers to a dominant group being able to gain status, power, and assets from labor of subordinate groups. Women, the working class, poor people, and non-white people are all exploited under oppressive social conditions and institutionalized processes (Mullaly, 2010, p. 55-56). Marginalization: Marginalization occurs when a person or group is excluded from the labor force, thus not allowing them to meaningfully participate in society, potentially leading to material deprivation. Groups most often marginalized are people of color, old and young persons, single mothers and their children, the physically and mentally disabled, unskilled workers and Aboriginal people (Mullaly, 2010, p. 56-57). Powerlessness: Powerlessness is related to a person or group being denied the opportunity develop their full capacity, a lack of decision-making power in a work environment, and disrespectful treatment due to low status. Mainly non-professionals experience powerlessness, but professional women and people of color can also experience powerlessness (Mullaly, 2010, p. 57-58). Cultural imperialism: With cultural imperialism, the dominant group, through a process of ethnocentrism, defines its experiences and cultural attributes as the norm. Persons and groups outside of the dominant group become labeled as other and deviant, and their experiences and points of view are invisible (Mullaly, 2010, p. 59-60). Violence: Violence is experienced by almost all members of subordinate groups and includes physical attacks, harassment, ridicule, intimidation, and the constant fear that one will experience violence due to membership in a subordinate group (Mullaly, 2010, p.60).

Language

Language has been traditionally defined as a reflection of reality. In postmodernism, language only exists in historical, cultural and socially constructed contexts and reflects views of the dominant group (Mullaly, 2010, p. 28).

Ethics

Ethics: Ethics generally refer to a standard of conduct or moral duty. The word ethics originates from the Greek language in which it means character (Merriam-Webster, 2007). Similarly, ethics refers to moral principles and people's perceptions about right and wrong (Congress, 1999). Tldr; standard of conduct

Distributive Justice

Focuses on elimination of institutionalized domination and oppression. Morally proper distribution ( or redistribution) of benefits and burdens among all members of society. Benefits can be material or immaterial, such as rights and power. Five types of distributive norm are defined by Forsyth: Equity: Members' outcomes should be based upon their inputs. Therefore, an individual who has invested a large amount of input (e.g. time, money, energy) should receive more from the group than someone who has contributed very little. Members of large groups prefer to base allocations of rewards and costs on equity. Equality: Regardless of their inputs, all group members should be given an equal share of the rewards/costs. Equality supports that someone who contributes 20% of the group's resources should receive as much as someone who contributes 60%. Power: Those with more authority, status, or control over the group should receive more than those in lower level positions. Need: Those in greatest needs should be provided with resources needed to meet those needs. These individuals should be given more resources than those who already possess them, regardless of their input. Responsibility: Group members who have the most should share their resources with those who have less. Crit - distributive justice does not alter the systems and social processes that perpetuate inequality on a structural level. - Iris Marion Young

Council on Social Work Education

Founded in 1952, the Council on Social Work Education (CSWE) is a nonprofit national association representing more than 3,000 individual members, as well as graduate and undergraduate programs of professional social work education. It specific aim is to strengthen social work education by preparing competent social workers. It is the sole accrediting agency for social work education in this country. Tl;dr Sole accrediting SW agency in US Prepares / educates SW for field 1952 3,000 members

What are the core principles defining and framing human rights?

Fundamental freedoms that cannot be taken away and protect the dignity and worth of each person... What are the Basic Principles of the Human Rights Framework? The human rights framework protects civil, political, economic, social and cultural rights. But no matter what kind of right is at issue, there are basic principles that are always part of human rights standards and implementation. These principles include: Universality: Human rights must be afforded to everyone, without exception. The entire premise of the framework is that people are entitled to these rights simply by virtue of being human. Indivisibility: Human rights are indivisible and interdependent, which means that in order to guarantee civil and political rights, a government must also ensure economic, social and cultural rights (and visa versa). The indivisibility principle recognizes that if a government violates rights such as health, it necessarily affects people's ability to exercise other rights such as the right to life. Participation: People have a right to participate in how decisions are made regarding protection of their rights. This includes but is not limited to having input on government decisions about rights. To ensure human rights, governments must engage and support the participation of civil society on these issues. Accountability: Governments must create mechanisms of accountability for the enforcement of rights. It is not enough that rights are recognized in domestic law or in policy rhetoric, there must actually be effective measures put in place so that the government can be held accountable if those rights standards are not met. Transparency: Transparency means that governments must be open about all information and decision-making processes related to rights. People must be able to know and understand how major decisions affecting rights are made and how public institutions, such as hospitals and schools, which are needed to protect rights, are managed and run. Non-Discrimination: Human rights must be guaranteed without discrimination of any kind. This includes not only purposeful discrimination, but also protection from policies and practices which may have a discriminatory effect.

Five Contexts of Social Work Practice

GPSCS Geographical: All practice is located within some set of boundaries: agency, nation, State, region. Political: Every country has a political system. This sets the context for practice, whether the system is liberal or repressive, socialist, social democratic or capitalist. Socio-economic: An adequate livelihood, work, health and facilities, education, and if possible, access to social security and social services are basic human aspirations. **The social cohesion of any group or nation depends, to a large extent, on an equitable sharing of available resources.** Cultural: The practices, beliefs, aspirations and culture of individuals, families, groups, communities and nations have to be respected, though without prejudice to the evolution of certain practices and beliefs. Unless this is done, discriminatory acts that are destructive for society will occur. Spiritual: No society in which social work is practiced is value-free. It is central to social work/human practice that attention is paid to the *spirit, the values, the philosophies, the ethics, and the hopes and ideals* of those with whom social workers work and, at the same time, to social workers' own values. TLDR: G P S C S

United Nations Bodies Concerned with Human Rights

General Assembly and Subsidiary Bodies: One of the main functions of the General Assembly is to initiate studies and make recommendations regarding the promotion and implementation of human rights (UN, 1994, p. 19-20). Economic and Social Council and Subsidiary Bodies: The Economic and Social Council makes recommendations regarding human rights and fundamental freedoms (UN, 1994, p. 20), and includes the Commission on Human Rights: Commission on Human Rights: Established in 1946, the Commission on Human Rights studies, makes recommendations regarding, and drafts international instruments relating to human rights and can address specific situations in countries that require urgent attention, such as a situation of genocide (UN, 1994, p. 20). The Sub-Commission on Prevention and Discrimination and Protection of Minorities: The Sub-Commission on Prevention and Discrimination and Protection of Minorities was created in 1947 to undertake studies and make recommendations concerning the prevention of discrimination of any kind relating to human rights and fundamental freedoms and the protection of racial, religious, and linguistic minorities (UN, 1994, p. 20). Commission on the Status of Women: The Commission on the Status of Women, established in 1946, deals with issues related to women's rights in political, economic, civil, social, educational fields and makes recommendations and proposals for action on urgent problems in the field of women's rights, with the objective of implementing the principle that women and men shall have equal rights (UN, 1994, p. 20-21). Centre for Human Rights: The Center for Human Rights provides secretariat services to the United Nations bodies dealing with human rights. Main functions include assisting the General Assembly, the Economic and Social Council, the Commission on Human Rights and other organs of the United Nations in promotion and protection of human rights. The Centre carries out research on human rights at the request of other bodies, follows up and [prepares reports on the implementation of human rights, and administers the program of advisory services and technical assistance in the field of human rights (UN, 1994, p. 21).

Integration of theoretical frameworks for social work practice A. Review Questions: Maggie, a single woman with two children is unable to receive benefits for day care because she makes too much money at her current position. However, without child care, she is unable to work, thus making her rely on cash assistance to care for her children.

How does Maggie's positionality affect the way in which she sees/defines the problem s she is faced with? Identify the various systems with which Maggie interacts, and the power dynamics that characterize her interaction with these systems. As Maggie's social worker - at a public welfare agency, how will your positionality affect the way in which you define the issues she is dealing with, as well as the way you will frame your work with her? Identify the various systems you will interact with/are a part of, and the power dynamics involved. How will these power dynamics shape your work with Maggie? At what levels is Maggie's wellbeing affected by the current issues? How would your approach change, if you apply a social justice and respectively, a human rights framework to working with Maggie? How would social work roles change if adopting a human rights framework? Explain.

Implementation Mechanisms

Human Rights Committee: Established in 1977, the Human Rights Committee monitors the implementation of the International Covenant on Civil and Political Rights. The committee may consider communications and complaints of violations of rights violations among States who have signed the Covenant (UN, 1994, p. 21). Committee on Economic, Social and Cultural Rights: The Committee on Economic, Social and Cultural Rights monitors the implementation of the International Covenant on Economic, Social and Cultural Rights. The committee considers reports from States parties to the Covenant on measures adopted and progress made in achieving observance of the rights in the Covenant (UN, 1994, p. 21). Committee on the Elimination of Racial Discrimination: The Committee on the Elimination of Racial Discrimination monitors the implementation of the International Convention on the Elimination of All Forms of Racial Discrimination. The committee examines reports submitted by States parties on measures taken and success achieved in relation to the provisions of the Convention. The committee can also form ad hoc groups to consider individual situations and/or disputes (UN, 1994, p. 21). Committee on the Elimination of Discrimination Against Women: The Committee on the Elimination of Discrimination Against Women oversees the implementation of the convention on the Elimination of All Forms of Discrimination against Women. The committee meets regularly to examine reports and any other information submitted by the States parties. Committee against Torture: The Committee Against Torture considers reports submitted by States parties to the Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment on measures taken to honor their undertakings under the Convention. This body can make on-the-spot inquires if it receives information regarding the use of torture. (UN, 1994, p. 21). Committee on the Rights of the Child: The Committee on the Rights of the Child generates a permanent dialogue involving all parties concerned with the promotion of children's rights. The committee identifies dangers to the well-being of the world's children, looks for practical answers to specific problems, mobilizes the human and financial resources to solve these problems, and raises the level of public awareness and concern for the protection and promotion of the rights of the child (UN, 1994, p. 22).

Human Rights

Human rights are those rights that are inherent in our nature and without which we cannot live as human beings. Human rights and fundamental freedoms allow us to fully develop as use or human qualities, our intelligence, our talents and our conscience and to satisfy our spiritual and other needs. They are based on mankind's increasing demand for a life in which the inherent dignity and worth of each human being will receive respect and protection TDLR: inherent rights and fundamental freedoms, that respect and protect the dignity and worth of all people.

QUES 3. Identify three differences between the IFSW Code of Ethics and the NASW Code of Ethics. How do you think these differences are shaping the social work profession?

IFSW is about liberation, social change, more emphasis on joint principles of human rights and social justice. NASW was just 14 statements versus the 27 pages of IFSW IFSW involves the world, versus just US IFSW involves issues of gloabilization and interactions btwn nations (i.e. immigration, trade, foreign policy effects) IFSW has a statement of Ethical Principles, including HR and SJ as two broad principles

Ideology

Ideology is any consistent set of social, economic, and political assumptions, beliefs, values, and ideals (Mullaly,2007; 2010).

Postmodern Perspective

In contrast to the modernist perspective, the postmodern perspective does not view reality as objective, but instead posits that reality only exists in the individual perspective. One person's version of reality (or truth, or beauty, etc) is not considered superior to another person's version (Mullaly, 2010, p. 22).

Well-Being (Domains)

In the broadest sense, optimal functioning incorporates multiple domains that include the cognitive/psychological, emotional, behavioral, social/cultural, spiritual, economic, and civil and political domains. These domains are outlined below. Economic well-being: refers to that attainment of "living wages," including having sufficient resources to meet basic needs such as food, clothing, shelter, and health, as well as the means to participate in the civic life of the community (McAdoo, 2002). Educational well-being: refers to access to free and compulsory elementary education and to readily available forms of secondary and higher education. • Mental well-being: is defined as an ideal internal state whereby individuals recognize their abilities, are able to cope with normal stresses of life, work productively and fruitfully, and make a contribution to their community (World Health Organization, 1999). It also includes behavioral well-being, which refers to the practice and actions that are productive and adaptive to oneself and others. Physical well-being: refers to an ideal state characterized by anatomical, physiological, and psychological integrity; ability to perform personally valued family, work, and community roles; ability to deal with physical, biological, psychological, and social stress; a feeling of well-being; and freedom from the risk of disease and untimely death (Stokes, Noren, & Shindell, 1982). • Political and legal well-being: refers to an ideal state in which individuals to can experience fairness, equality, dignity, choice and self-determination. It ensures the sanctity and safety of all human life, enhances the right to essential freedoms, and secures protection from discrimination based on age, gender , religion , race , and sexual orientation . Political well-being is an ideal state in which all individuals have a right to participate in the political process in a fair and just manner. Social and cultural well-being: refers to the ideal state in which all individuals experience social coherence, social integration (quality of one's relationship to society, culture, and community), social acceptance, are valued for social contribution and enjoy social actualization. • Spiritual well-being: refers to the ideal state in which all individuals can seek the willingness to seek meaning and purpose in human existence, to question everything and to appreciate the intangibles which cannot be explained or understood readily (Young & Fuller, 1996). Tl;dr well-being involves freedom, coping, and equality...

Explain the concept of indivisibility as a core characteristic of human rights.

Indivisibility refers to the necessity that governments and individuals recognize human rights and not selectively promote some rights than others.

Indivisibilty

Indivisibility refers to the necessity that governments and individuals recognize human rights and not selectively promote some rights than others. (TLDR: gov must recognize ALL human rights, not just some)

Instruments Providing Particular Protection

International Convention on the Elimination of All Forms of Racial Discrimination: The International Convention on the Elimination of All Forms of Racial Discrimination was adopted in 1965 and ensures the equality of and non-discrimination against all people. Parties to the Convention must seek to prohibit racial discrimination in all it's forms and guarantee the rights of everyone, without distinction to race, color, or national or ethnic origin, and to equality before the law (UN, 1994, p. 15-16). Convention on the Elimination of All Forms of Discrimination Against Women: The Convention on the Elimination of All Forms of Discrimination Against Women was adopted in 1979 and requires signatories to end all forms of discrimination against women, take actions to realize equality between men and women, establish legal protections for women, take legal action to eliminate discrimination against women, and to abolish laws that discriminate against or harm women (UN< 1994, p. 16). Convention Against Torture and Other Cruel Inhuman or Degrading Treatment or Punishment: The Convention Against Torture and Other Cruel Inhuman or Degrading Treatment or Punishment was adopted in 1984 and provides that the State parties will outlaw torture in their national legislation and no order from a superior or exceptional circumstance may be invoked as a justification for torture or other cruel, inhuman or degrading treatment or punishment (UN, 1994, p. 16). Convention on the Rights of the Child: The Convention on the Rights of the Child was adopted in 1989 and calls on States which ratify it to create conditions in which children may take an active and creative part in the social and political life of their countries. It deals with the conditions needed to create the freedom a child needs to develop his or her intellectual, moral and spiritual capacities and protects children from all forms of exploitation (UN, 1994, p. 16-17). International Convention on the Protection of the Rights of all Migrant Workers and Members of Their Families: The International Convention on the Protection of the Rights of all Migrant Workers and Members of Their Families was adopted in 1990 and exists to extend protections to migrant workers and their families who are not usually citizens of the country in which they live and work (UN, 1994, p. 17). TLDR: Race, Women, Cruelty, Children, Migrants

IFSW

International Federation of Social Workers: The International Federation of Social Workers was born out of the International Permanent Secretariat of Social Workers, which was founded in Paris, France in 1928 and was active until World War II began. In 1950 during the International Conference of Social Work in Paris, the International Federation of Social Workers was created to be an international organization of professional social workers. The original agreement was that the IFSW would become an official organization when seven national organizations agreed to become members. After six years and seven members later, the Federation was founded in 1956 during the International Conference on Social Welfare held in Munich, Germany. Tl;dr Org of professional SW Seven national orgs 1956

Specialized Agencies

International Labour Organization: Established in 1919, the International Labour Organization is concerned with economic and social rights, such as the right to work, the right to the enjoyment of just and favorable conditions of work, the right to form trade unions and join the trade union of one's choice, the right to social security and the right to an adequate standard of living (UN, 1994, p. 17). United Nations Educational, Scientific, and Cultural Organization: The United Nations Educational, Scientific, and Cultural Organization (UNESCO) deals with issues of culture, cultural development, cultural cooperation, and international cooperation, seeks to make education and literacy universal, and assists countries with developing mechanisms of communication (United Nations, 1994, p. 18). World Health Organization: The World Health Organization (WHO) is a specialized agency, which deals with matters related to the right to health as set forth in the Universal Declaration of Human Rights. The WHO has extensive public health programs throughout the world (United Nations, 1994, p. 18). TLDR: ILO, UNESCO, WHO

QUES 4. What two historic movements shaped the development of the social work profession in the United States, and how?

Jane Addams' Settlement Mvt (Bridge gap through personal example -- immerse themselves in community // Jane Adams believed in not othering the poor, but that this is happening to all of us It's not "They," Us vs them, Rich vs poor -- this doesn't speak to whole issue, bc we're all under the "Big Squeeze" // to establish settlement houses in poor urban areas for volunteer middle-class social workers to alleviate the poverty of their low-income neighbors. Focused on the causes of poverty through research, reform, and residence, early social workers in the movement provided the poor with educational, legal, and health services// - rather than engaging in the resolution of immediate individual requirements, the emphasis was placed on political action working through the community and the group to improve their social conditions and thereby alleviate poverty. ) Elizabethan Poor Laws? (deserving poor vs undeserving) Mary Richmond's Charities Organization Movement? (social casework) Richmond who systematically developed the content and methodology of diagnosis in the period around 1910. Her first principle was that care had to focus on the person within her or his situation. Building on extensive research, she developed what she labelled 'social diagnosis'. Her famous circle diagram visualised the correspondence of client and environment. Richmond identified six sources of power that are available to clients and their social workers: sources within the household, in the person of the client, in the neighbourhood and wider social network, in civil agencies, in private and public agencies. This is a precursor of the system theory that was so popular in 1970's social work. Through her approach to research, Richmond gave social work clients a voice for the first time.

Philosophical Values

Life: The profession of social work should resist violations of human rights but also affirm the positive aspects of life that make up human fulfillment. Freedom and liberty: This principle means that a human being has the right of freedom of choice in how to conduct his or her own life. Equality and non-discrimination: Equality is the cornerstone of human rights and social justice. Discrimination cannot coexist with equality. Justice: Forms of justice include legal, judicial, social, economic and other aspects which constitute the basis of a society upholding the dignity of its members and ensuring security and integrity of persons. Solidarity: Solidarity means understanding and empathizing with someone's pain and suffering and taking a stand with those suffering. Social responsibility: Social responsibility refers to actions taken on behalf of sufferers and victims. Evolution, peace, and non-violence: Peace is not just the absence of conflict but refers also to harmony within the self, with others, and with the environment. Peaceful evolution refers to society moving (evolving) beyond conflict as a means to problem-solve. Relations between human kind and nature: This principle refers to respecting and ending degradation of other species and the environment. TLDR: L F E J S S E R

Oppresion

Marginalized based on identity Systemic inequality - financial etc - a method of oppression Structural racism A group of ppl belittling another group Power vs those who are disempowered Constraints / limits / Pushing down and disenfranchising - taking away someone's voice / deprived of / denied / restrain Oppression can exist in a system rather than interpersonally Personal exp - internal, subjective -- cannot tell someone else they're not being oppressed A systemic social phenomenon based on the perceived and real differences among social groups that involve ideological domination, institutional control, and the promulgation of the oppressor's ideology, logic system and culture to the oppressed group. The result is the exploitation of one social group by another for the benefit of the oppressor group. Oppression is the social act of placing severe restrictions on an individual, group, or institution (Barker, 2003, p. 306). Oppression is a dynamic, multi-dimensional, and relational concept and occurs as interactions between people at the interpersonal level and the cultural and institutional levels (Mullaly, 2010, p. 39). Oppression occurs when a person is blocked from opportunities to self-development, is excluded from full participation in society, does not have certain rights that the dominant group takes for granted, or is assigned a second-class citizenship, not because of individual talent, merit, or failure, but because of his or her membership in a particular group or category of people (Mullaly, 2010, p. 40).

Separation, competition, and hierarchy

Myths related to separation, competition, and hierarchy are related to ideas that human nature makes people competitive and it is natural for one group or person to be ahead or above others (Mullaly, 2010, p. 42).

NASW

National Association of Social Workers: The American National Association of Social Workers (NASW) is the largest professional social work organization in the world (145,000 members). NASW provides training and resources for the professional growth and development of its members, to create and maintain professional standards, and influence social policies. "The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty" Tl;dr Largest professional social work org in world Resources for growth and impact social policies

What are the three generations of human rights?

Negative Positive Collective

The right to fair legal representation in court - what generation of rights is this right a part of?

Negative - equal protection under law

Negative Rights

Negative rights refer to the first generation of human rights and refer to civil and political rights as set forth in articles 2 to 21 of the Universal Declaration of Human Rights. These are rights devised to ensure freedom from any curtailment of individual liberty TLDR: 1st gen or HR; civil and political rights

Define and explain the contribution of each of the following mechanisms to anti-oppressive social work strategies:

Normalization Dispense any notion that an oppressed individual's experience is unique to that one person / group or negative...leads to individuals blaming themselves rather than society at large. Social workers use normalization to ensure it is known that a problem experienced by an oppressed person is not unique to that person, but rather an outcome of oppression that may be experienced by many members of a subordinate group (Mullaly, 2010, p. 238). Constientization (Freire) oppressed people coming together and engaging in dialogue to re and self-define their identities. This dialogue and consciousness raising is Constientization. Awareness, education, and convo is empowering and the path to liberation... A term used by Paulo Freire to describe people coming together to engage in dialogue in order to self-define their identity (Mullaly, 2010, p. 230-231). Empowerment: When oppressed people reduce their alienation and sense of powerlessness and gain greater control over all aspects of their lives and social environment When target group members refuse to accept the dominant ideology and their subordinate status and take actions to redistribute social power more equitably, e.g.: * Working-class and poor mothers organize to fight cuts to welfare benefits and demand better child care programs * Students with disabilities sue a school to gain access to all buildings and programs Empowerment is a process through which oppressed people reduce their alienation and sense of powerlessness and gain greater control over all aspects of their lives and their social environment (Mullaly, 2010, p. 237). Empowerment is the process of helping individuals, families, groups, and communities increase their personal, interpersonal, socioeconomic, and political strength and develop influence toward improving their circumstances (Barker, 2003, p. 142). Adaptation refers to counseling and treatment of oppressed persons to help them adjust to, cope with, and fit into the 'realities' of unjust and oppressive societies Reframing consciousness raising activity in which personal issues are reframed in political or social terms--reveals historical process of issues and structural/systemic roots. In anti-oppressive social work practice, redefining or reframing is used as a consciousness-raising activity to redefine or reframe personal problems in political terms. The purpose is to show the political or historical context of one's personal troubles (Mullaly, 2010, p. 239).

Well-Being (General)

Refers to optimal experience and functioning. 'Internal' well-being connotes the subjective experience of pleasant feelings or balance between positive and negative affect (Lent, 2004) In the broadest sense, the internal or subjective notion of pleasure or happiness in that it involves a diverse set of goals and values through which people achieve psychological growth, make meaning ,and seek purpose in their lives.

United Nations Bodies

Office of the United Nations High Commissioner for Refugees: The Office of the United Nations High Commissioner for Refugees was established in 1949 to provide international protection to refugees including non-discrimination, equal treatment, and religious freedom. The Office deals with juridical issues, employment rights issues, housing, public education, public relief, labor legislation and social security. The office deals also with questions of asylum, assimilation, and naturalization (UN, 1994, p. 18-19). United Nations Children's Fund: First established in 1946, the United Nations Children's Fund (UNICEF) addresses children's needs in developing countries. This body seeks to extend provisions of the Convention on the Rights of the Child to all children. United Nations Environment Program: Created in 1972, United Nations Environment Program monitors the environment and encourages sound environmental practices. This body works with governments, scientific organizations and non-governmental organizations on issues such as desertification control, genetic resources and water conservation (UN, 1994, p. 19).

Order perspectives

Order perspectives view society as orderly, stable, and unified by shared culture, values, and a consensus on its form and institutions. Order theorists look at three levels of society regarding social problems: 1) the individual level, 2) the family level, and 3) the subculture level (Mullaly, 2010, p.8-9). Reasons & Purdue (1981) describe the major theories currently used in social work practice as: 1) psychoanalytic, 2) family therapies, general systems theory, and 3) the ecological approach-originate from the order perspective (Mullaly, 2010, p. 13).

According to Mullaly, on what three levels does oppression operate on? Summarize the distinguishing features of each of these levels.

PCS Personal Cultural Structural like micro mezzo macro PCS model of analysis: Thompson (1997) describes a PCS model of analysis in which Personal, Cultural, and Structural levels of oppression remain in dynamic interaction with each other; oppression must be understood as involving all three of these levels (Mullaly, 2010, p. 61). Personal This is normally concerned with an individual's views, particularly in the case of a prejudice against a certain group of people. For example, this could relate to a young person who makes racist comments. It is purely related to individual actions and you are likely to come into contact with this in practice. The 'P' is located in the middle of the diagram, because that individual has his beliefs and ideas supported through two other levels... Cultural This analysis relates to the 'shared values' or 'commonalties'. For example, shared beliefs about what is right and wrong, good or bad, or normal, and can form a consensus that further a belief in superiority and the notion that everyone should conform to it. Normalization, Ethnocentrism. Structural This analysis demonstrates how oppression is 'sewn into the fabric' of society through institutions that support both cultural norms and personal beliefs. Some institutions such as sections of the media, religion and the government can cement the beliefs.

Explain the concept of *positionality* and how it applies to social work practice?

Positionality is where one fits in society. It refers to one's social location and worldview which influences how one responds to power differentials in various contexts. This construct is important for social work, as one's positionality impacts how one approaches work with clients, community engagement, and policy-making. Does one's identities work to give them power or to oppress them? Obviously this is not an either/or question. In order to help avoid inadvertently reproducing certain forms of oppression in social justice work, it is important for the activists (and scholars and EVERYONE who claims to seek a more equal, less oppressive future) to examine their own identities and understand how their identities give them privilege in society or not. In urban informatics, positionality is relevant in the ways in which information systems create and sustain particular networks of positions, spatially and socially. TLDR: Web of oppression placement and privilege

What article in the Universal Declaration of Human Rights directly refers to social, economic and cultural rights/wellbeing?

Positive rights Article 25? (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

Positive Rights

Positive rights are the second generation of human rights found in articles 22 to 27 of the Universal Declaration of Human Rights. These are the economic, social and cultural rights. TLDR: 2nd gen HR; economic, social and cultural rights.

What other human rights are directly connected to the right to employment and fair pay? How?

Positive rights, Articles 23, 25 ...

Power

Power is defined as the possession of resources that enables an individual to do something independently or to exercise influence and control over others (Barker, 2003, p. 333).

Ethical issues in formal organizations (as specified in the NASW Code of Ethics) include:

Relationships between workers and clients. Relationships between administrators/supervisors and workers. Relationships among colleagues. Ethical issues in conducting research. Confidentiality (client records). Informed Consent Client self-determination. Responsibility to intervene when colleagues are unethical or incompetent. Payment for services/conflicts of interest.

The NASW Code of Ethics Identifies important principles including;

Relationships between workers and clients. Relationships between administrators/supervisors and workers. Relationships among colleagues. Ethical issues in conducting research. Confidentiality (client records). Client self-determination. Responsibility of individual social workers to advocate for improvements in policies, services, and resources for clients. Responsibilities of social workers to engage in and promote culturally competent service delivery. Responsibility to intervene when colleagues are unethical or incompetent. Payment for services/conflicts of interest. Advocacy (helping clients get the resources they need)

Resistance

Resistance is an act of countervailing power (Mullaly, 2010, p. 27).

*Universal Declaration of Human Rights*

Right to Equality (Eve) Right to Education Freedom from discrimination Right to equality before the law Right to Recognition as a Person before the Law Right to Social Security Right to Life, Liberty, Personal Security (Melissa Cueto) Right to be considered Innocent until Proven Guilty Right to free movement in and out of the Country Freedom from interference with privacy, family, home, and correspondence. Freedom of belief and religion Freedom from slavery Freedom from torture and degrading treatment. Freedom from arbitrary arrest and exile. Right to a nationality and the freedom to change it. Right to marriage and family Right to own property Freedom of opinion and information. Right to peaceful assembly and association. Right to a fair public hearing. Right to be considered innocent until proven guilty. Right to asylum in other countries from persecution Right to remedy by competent tribunal Right to participate in government and in free elections. Right to desirable work and to join trade unions. Right to rest and leisure Right to adequate living standards. Right to participate in the cultural life of the community. Right to a social order that articulates this document. Freedom from state or personal interference with these rights.

Social problems

Rubington & Weinberg (1995) discuss 7 theoretical perspectives on social problems:

Case Study analysis

See DARA CASE STUDY DOC Apply SJ and HR Which HR being violated? - inability to go home, borders, no freedom from poverty, right to mental health, right to cash assistance / unemployment benefits / daycare / right to adequate standard of living Apply preamble NASW - To do: prioritize needs to be met - empower client to define them - tools to keep job, keep / find home, manage stress issues clinical take: trauma from childhood - anxiety issues from long term projections and fear, needs clinical help to use strengths to propel her and not undermine her... Honor cultural relativism - religious identities, cultural norms, reproductive issues Distributive justice issues Define... Identify her identified issues- fear of losing job, losing cash benefits, participate in agency Apply Preamble - empowerment of client, enhancing well-being Apply codes of ethics - how enhance well-being? Get treatment for anxiety, physical, financial, spiritual, mental... Access to haitian community, women's group Focus on cash assistance programs, child care - reaffirm and educate client first, then help to implement herself - empowering client in doing research and access to sources Identify barriers to her access - macro level issues - not having easy access to TANF, no info or internet access, inequality in cash assistance programs by state

What are the three models of oppression? Identify examples for each.

Single-strand Parallel Intersectional Single-strand model of oppression: The single-strand model of oppression is the simplest model of oppression and depicts *one source of oppression as being fundamental to all others*. An example is the Marxist belief that exploitation of workers is the primary source of oppression and all other forms of oppression (e.g., sexism and racism) flow from classism (Mullaly, 2010, p. 192). Parallel model of oppression: The parallel model of oppression, as contrasted to the single-strand model of oppression which identifies a single primary source of oppression, *views all forms of oppression operating alongside each other in a non-hierarchical parallel way.* Different forms and sources of oppression all involve similar dynamics of dominate-subordinate relations, but each is caused and maintained by an autonomous set or configuration of social, economic, cultural, political, and historical factors (Mullaly, 2010, p. 193). EX: race and gender oppression are equal and cannot be hierarchal... Intersectional model of oppression: Moving beyond single-strand and parallel models of oppression, the intersectional model of oppression works from the idea that human experience is complex and that multiple identities come together and intersect. For example, someone who is poor, gay, and Hispanic will experience simultaneous oppression due to the intersection/interaction of each of these identities (Mullaly, 2010, p. 194-195).

How do you define social justice? What is a social justice perspective in social work practice?

Social justice - is an ideal in which all members of society have the same rights protections opportunities and social benefits - according to Social Work Dictionary. Social justice is a philosophical,[1] political,[2][3] social,[4][5] and legal[6] movement in support of the rights of those who are marginalized, chiefly by poverty, but also (and increasingly) those who lack social privilege at any intersection.[7] Within the social work profession, social justice is defined as an ideal condition in which all members of a society have the same basic rights, protections, opportunities, obligations, and social benefits

Ethical principles (social work)

Social work's ethical principles are based on the core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire. Tl;dr Core values - SSDWHIC service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence.

Rules Regarding Protection and Treatment of Offenders

Standard Minimum Rules for the Treatment of Prisoners: In 1955, the UN first issued the Standard Minimum Rules for the Treatment of Prisoners which set forth standard minimum rules for the treatment of prisoners and the management of penal institutions (UN, 1994, p. 17). Principles of Medical Ethics: In 1982, in conjunction with the World Health Organization and other world health bodies, the United Nations developed the Principles of Medical Ethics against torture and other cruel, inhuman or degrading treatment or punishment relevant to the role of health personnel, particularly physicians in the protection of prisoners and detainees (UN, 1994, p. 17). United Nations Standard Minimum Rules for the Administration of Juvenile Justice: The United Nations Standard Minimum Rules for the Administration of Juvenile Justice, adopted in 1985, relate to such things as the minimum age of criminal responsibility, the objectives of juvenile justice, the features of effective, fair and humane juvenile justice administration and the human rights principles to be applied (UN, 1994, p. 17).

Stereotyping

Stereotyping refers to the myth that all members of a group are the same (Mullaly, 2010, p. 42).

Charter of the United Nations

The Charter of the United Nations was adopted in 1945 and signified an attempt to develop a framework of international law and regulation which would limit the sovereignty of individual States to protect individuals, communities, groups and, communities whose rights were threatened by governmental action. TLDR: 1945; created international law to protect rights of individuals across the world

Universal Declaration of Human Rights

The Universal Declaration was adopted in 1948 and represents the highest aspirations of humankind. In its 30 articles, it details the basic rules and freedoms for all people, and covers civil, political, economic, social and cultural rights. Because it is a declaration, it is not legally binding. TLDR: 1948, 30 articles, covers civil, political, economic, social and cultural rights; as a declaration, it is not legally binding.

The constructionist perspective

The constructionist perspective is an extension of the labeling perspective. It focuses on the process through which social phenomena and social problems are constructed and interpreted (Mullaly, 2010, p. 5).

The deviant behavior perspective

The deviant behavior perspective arose in the 1950's and 1960's and explains social deviance as an adaptation disadvantaged persons used in an unjust society (Mullaly, 2010, p. 5).

Modernist Perspective

The modernist perspective views reality as objective and knowable through rational, scientific means (Mullaly, 2010, p.22).

Myth of objective information

The myth of objective information involves the claim that one group has the ability to see life objectively. The group is made up primarily of white, Anglo Saxon, bourgeois men, who by claiming to be able to view the world objectively, become the authorities about what is known or true (Mullaly, 2010, p. 42).

Myth of scarcity

The myth of scarcity says there are not enough resources for all people, attempting to hide the fact that a small minority controls a majority of the world's resources (Mullaly, 2010, p. 42).

Myth of might is right

The myth that might is right means that the majority always rules, regardless of the wishes or needs of the minority (Mullaly 2010, p. 42).

The social disorganization perspective

The social disorganization perspective developed in the 1920's and attributes social problems to the social disorganization that came from changes to people's living in and working conditions, such as industrialization (Mullaly, 2010, p. 4).

The social pathology view

The social pathology view originated in the late 1800's and asserted that social problems were due to defects in the individual person, who was viewed much like a medical patient in need of treatment (Mullaly, 2010, p. 4).

Social work

The social work profession promotes social change, problems solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilizing theories of human behavior and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work (IFSW, 2004, p.1) Tl;dr promotes social change and empowerment of individuals in environments, serving the underserved //UN: Originates from humanitarian and democratic ideals. Addresses human needs and developing potential and resources. Focuses on change and forms of development ex. community organizing might be one expression

The value conflict perspective

The value conflict perspective originated in the 1930's after the Great Depression and posited that social problems developed due to competing interests, differential access to resources and other social conflicts that arise in a pluralistic society (Mullaly, 2010, p. 4-5).

Universality

Universality refers to the idea that *human rights belong to everyone*

Values

Values often refer to the customs, beliefs, and rules of conduct that a group, culture, society desire. In other words, values represent strong beliefs or feelings that are in general not empirically verifiable, which in turn guide human actions and behaviors. Individuals' personal values may differ on such issues as social welfare services for the poor or the use of the death penalty.

Distinguish between horizontal and vertical oppression. Apply these concepts to racism, sexism and ageism.

Vertical Oppression: When agents enforce subordinate status upon targets, e.g.: * White male legislators pass laws affecting women and people of color * Heterosexual people harass or make fun of GLBT people * Younger people in positions of power firing older folks at company ~ Agent to Agent Horizontal Oppression: When agents enforce dominant status with other members of the agent group,e.g.: * Gentile parents discourage a daughter's romantic interest in a Jewish man * Boys who don't conform to traditional "masculine" interests and behaviors are harassed by other boys Target to Target Horizontal Oppression: When target group members enforce subordinate status among their own group or, if there is more than one target group, when one target group enforces subordinate status with another target group, e.g.: * Lesbians and gay men oppose the participation of queer people in Pride Marches who think, act and look too stereotypical * African Americans vandalize shops run by Koreans TLDR: Vertical is top down, Horizontal is within the same group or other marginalized group

What is the definition of *empowerment* and how does it apply to social work practice?

When oppressed people reduce their alienation and sense of powerlessness and gain greater control over all aspects of their lives and social environment. SW empower clients to help facilitate change in their lives--through education, connection to resources, and ally-ship.

Myth of supremacy

With the myth of supremacy (Haney, 1989), white, Western, male culture is the most valued primarily due to an educational system that focuses on Western civilization (Mullaly, 2010, p. 42).

QUES 2. Upon reviewing the NASW Code of Ethics, answer the following questions: a. What are the core social work values identified in the preamble of the NASW Code of Ethics? b. How many levels of social workers' responsibility are identified in the NASW Code of Ethics?

a. CORE VALUES NASW - ethical principles service social justice dignity and worth of the person importance of human relationships integrity competence (SSDIIC) b. Levels of Responsibilities: CCPSPS Clients, Colleagues, Practice setting, Self, Profession, Society 1. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO CLIENTS 2. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO COLLEAGUES 3. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS 4. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES AS PROFESSIONALS 5. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION 6. SOCIAL WORKERS' ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY

Code of ethics

code of ethics often is an explicit statement of a profession's values, principles, and codes of conduct. A code of ethics for a profession generally provides guidelines as to how members of the profession translate their values into action. Professional codes of ethics guide decision-making, regulate professional behavior, protect the rights and welfare of clients, set standards for research and evaluation, and are a basis for improving practice, and ensuring accountability. Tl;dr Codes of conduct for professionals Protection for clients' welfare and rights Ensures accountability

Intersectionality

is the phenomenon in which individuals experience oppression or privilege based on a belonging to a plurality of social categories. The term was coined by Kimberlé Crenshaw in 1989.[3][4][5]

Web of Oppression

model for conceptualizing an individvual's position at the intersections of class, race, gender, and other social characteristics Developed by Sisneros et al. (2008), the web of oppression refers to conceptualizing a person's position at the intersections of class, race, gender and other characteristics (Mullaly, 2010, p. 197).

Use the social justice framework and the theories of oppression to discuss anti-immigrant attitudes in the United States. What factors contribute to these attitudes? What is the role of power, ideology, culture and discourse - in analyzing these attitudes?

social pathology view and social disorganization, deviant behavior (bad hombres) - bootstrapping / the american dream presents itself as equal opportunity, but there is a glass ceiling for those who are not born white male and wealthy. cultural attitudes and barriers to education, etc