COMPS OMG.
Describe the use of seven skills useful in leading groups.
List examples of each skill: 1. Rephrasing-the leader restates what the group member says in a different way than was already phrased as to help the group member either help clarify or rephrase what they meant. This skill focuses more on the content than on the emotion of the statement. Ex: "So you're saying that when you went to the store you saw a cop and then ran." 2. Reflecting feelings-when the leader recognizes the emotion in a group member and restates the same emotion. So if a group member just explained why he is mad about something, the leader can say "you sound angry about this". 3. Interpreting-this happens when the leader tries to read more into what the group member is saying, rather than just accepting it all point blank. "It makes sense that you're upset about this. It probably also didn't help that she cursed at you too." 4. Questioning-group leaders need to ask more open-ended questions to encourage the group members to be open and vulnerable. Ex: "What makes you get so angry?" 5. Reframing-this is when the leader helps a group member consider something from a different context or perspective. Ex: "How do you think your behavior at home makes your mom feel?" 6. Confronting-confrontation in groups tends to happen more from other group members, as the leader tends to be more the facilitator. Ex: "Dude you just said that you hate when people take your stuff, but you just said you 'borrowed' your sister's money. How is that cool?" 7. Disclosing-this is when the leader will share some information about themselves either to help the group members feel closer to the leader or help them relate to the leader a bit more. Ex: "I understand; I sometimes get angry at my mom too." 8. Suggesting-this is when the leader will encourage a certain solution for a group member. Ex: "It sounds like it doesn't work well when you respond with a curse word to your mom. Maybe you could try not cussing and see where the conversation leads instead?" 9. Summarizing-when the leader pulls together the main ideas of the group member's thoughts and phrases them in a shorter, concise way. Ex: "So you're saying that you are upset with your mom because she took your paycheck and used it to buy herself cigarettes." 10. Linking-this is when the leader helps connect the members to resources outside of what the leader is limited to. Ex: "If you need someone to help translate you can go to your Township—they always have people who can speak Spanish." involves building many bridges and connections as you can between members, joining the issues and fostering direct communication-Shelby 11. Cueing-leader notices someone isn't talking and so they can ask him or her to share or look to them to answer a question. Ex: "What do you think about what Ashley just said, Sarah?" 12. Blocking-a member is monopolizing the conversation so the leader can step in and encourage them to allow others to share. Ex: "We've heard from you a lot today. How would you feel about opening up the floor for others?" 13. Supporting-a member shares a story from their past and the leader thanks them for being vulnerable. Ex: "Thank you for sharing, I know that was hard." 14. Energizing-this is when the leader recognizes that the group is having low energy and addresses it. Ex: "It seems as though people are feeling down today. Anyone mind opening up and explaining what's going on?"
Identify and describe four common approaches to group decision-making.
(1) Decide - The leader might use members as resources, but ultimately makes the decision by him or herself and does not explain why to the group members. Involving group members (2) Consult (individual) - The leader talks to group members individually and never talks to the group as a whole. The decision is made based on the information received. (3) Consult (group) - The leader talks to the group as a whole to get information and uses it to make the decision. (4) Facilitate - The leader collaborates with the group to make a decision that all agree upon. The leader does not impose his or her thoughts or opinions on the group and all have similar roles. The decision belongs to the group, not the leader. (5) Delegate - The leader gives the problem to the group members to solve. He or she supports the group, but lets them find a solution/come to a decision and does not contribute directly.
Construct a profile of the poor in America THE UNITED STATES.
--poverty is greatly associated with ethnic minorities (African American and Hispanic particularly) --lower levels of education and literacy --less psychologically sophisticated --assumed to engage in criminal activity or illicit behaviors, including gang involvement, drug dealing, prostitution, robbery, and burglary. --many work but do not have steady jobs, or their career pays minimum wage...not allowing them to get out of the cycle (blue collar jobs) --most live in cities as opposed to suburbs or rural areas --low income -- many people view them as "lazy" --Generational Poverty - many families are stuck in this. Maybe talk about the different kinds of poverty? (Spiritual, economic, poverty of opportunity, academic poverty, poverty of affection, poverty of civic involvement)
Identify at least four dimensions that make social work unique.
-Enhance the problem solving and coping capabilities of people figuring out ways to solve problems creatively identifying resources, whether formal or informal. -Link people with systems Identify and locate people in need of services provide information to people on how to access the system Assist in overcoming practical problems (find babysitting) Make referrals and assist in getting resources Act as an advocate -Promote the effectiveness and humane operations of systems We hold people accountable Use self to facilitate interactions with resource system. Influence social policy Make an impact of those who are making the rules
Identify and explain three challenges facing blended families as they seek to become a family unit.
1. Deciding where to live: Blending two families usually involves changing neighborhoods, schools and the security of familiarity for some or all the family members. 2. Resistance from the children: Some children do not want their parent to remarry or do not get along with their step-siblings. Children oftentimes will act out in some way against the natural parent and/or the step-parent. 3. Implementing Rules and Discipline: Determining a structure of rules and discipline can be very challenging for the Blended Family and may also include challenges over disciple disagreement with the ex-spouses. This is a difficult time for children due to having different rules at different homes in addition to having to adjust to the reality of losing the family they had and adjusting to a new one being created. 4. Deciding how the children will address their step-parent: Deciding how to address a step-parent can be an important aspect of the relationship between the step-parent and child. 5. Continuing relationships with friends and family members associated with past marriages: Setting boundaries with these relationships is important to the health of the Blended Family unit as well as the marital relationship. 6. Ongoing interaction with former spouses: Co-parenting can be very challenging and is often the source of discord within the new marital and Blended Family relationships.
Identify the stages of the group process and the leader's' role in each.
1: induction→ feelings of tentativeness and resistance, establish group norms and rules, ground rules accepted and followed, moderate levels of trust and safety have developed, communication patterns established ---leader (sometimes, depending on type of group) takes part in screening procedures ---leader's role is to set the stage 2: experimental engagement→ 2-4th meetings, group wants to stretch themselves, testing in group, conflict arises but no direct confrontation, power struggles, remains superficial and cautious, finding courage to surface concerns, testing leader, gaining insight on interpersonal issues ---leader uses conflict resolution instead of conflict management ---encourage eye contact and talking with one another ---personalize what is happening ---highlight constructive risk taking 3: cohesive engagement→ many don't reach this stage. "working stage". sense of cooperation and collaboration, must be homogenous group (common goal), stable setting, democratic leadership ---leader's role is to facilitate deeper growth 4: Disengagement→ to what extent has the group reached its goals, what ways have you changed as a result of this experience, where are you now in relation to where you would like to be, what is left to do before the group ends, hard to say goodbye, raises issues of grief and loss ---leader's role is to evaluate when to begin this stage ---facilitate discussions on goals achieved and unachieved ---help create healthy coping of grief and loss ---empower members to continue to grow even when group ends
Describe and discuss advantages and disadvantages of the co-leadership model in facilitating groups.
Advantages: -presents united front -stimulates discussion -models communication and conflict resolution -better able to observe group (one can focus on content while other looks for reactions, etc) -provides different perspectives and expertise Disadvantages: -co-leaders must be in constant communication -decisions may take longer -co-leaders must work well together lest the harm the group -co-leaders must choose one theoretical approach and attack -potential to create competition -stronger personality may take leadership over other leader (should be equal power)
Discuss the value base of generalist social work practice.
The primary mission of generalist practice is to enhance human well-being and help meet the basic human needs of all people, with attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty (this connects to service). The social work profession is rooted in these SIX core values . Service Social Justice Dignity and Worth of the person Importance of Human Relationships Integrity Competence Generalist social workers work with individuals, families, groups, communities, and organizations in a variety of social work settings (this connects with importance of human relationships). Generalist practitioners view clients from a strengths perspective in order to recognize, support, and build upon the innate capabilities of all human beings (dignity and worth of the individual). Generalist practitioners also evaluate service outcomes in order to improve the provision and quality of services (competence). Generalist social work is guided by the NASW Code of Ethics (integrity). If you pull this question in senior comps, you may want to explain each of the core values a little bit. -Kayla
What is assessment? Give examples at the micro, mezzo, and macro levels.
Assessment in social work practice involves collecting and analyzing information about people, groups, families, communities or organizations with the aim of understanding their situation/circumstances and determining recommendations for further professional intervention. In micro social work the assessment process must focus on client strengths and highlight the client's own resources for addressing problems that affect his or her activities of daily living and for providing continued support. The social worker will gather information about the present situation, a history of past issues, and anticipate service expectations for the future. The assessment would include biomedical factors (physical disability, chronic illnesses, overall health status), psychological factors (mental, cognitive functioning, assessment of lethality-harm to self or others), and social & environmental factors (support system- family, community, friends; ethnic & religious affiliations, work environment, culture/heritage). Often in the forms of the social history and social assessment Similarly, in social work on the mezzo and macro levels the social worker focuses on the assessments of small to large sized groups, such as families, couples, small groups (mezzo), neighborhoods, schools, organizations (macro). Assessment on these levels involves taking into consideration different roles, ages, and development levels of the members; assessing the impact of authority issues, boundary structures, and communication patterns. It is also important to assess the system dynamics of the group (family, small group, neighborhood or community), including its history, culture, structure and roles, resources, physical environment, and economic and social supports. May be in the form of a needs assessment kind of like what we did when walking through Upland for Innocent's class. Also look at strengths for mezzo/macro practice. -Kayla
Describe a client scenario in which you must use the person-in-environment perspective.
Client Scenario: Manisha from HBSE (Ch 1 Case Study) Person: Biological: good health; physical and mental health Psychological: emotionally strong; resilient; many women were emotionally disturbed, but Manisha provided moral support for women and disabled children Psychosocial: self-reliant, but now dependent on other people; hard time figuring out her identity when she moved from Bhutan to the Refugee camp to the United States; misses home and would like to move back; really wishes to work and contribute to the United States, but struggling with language barrier Spiritual: Hinduism; believed in Karma Environment: Physical Environment: political unrest and opposition-having to flee their hometown and being tortured by Bhutanese government; political events-refugee; little support for education, especially for girls Culture: oppression towards women; marry young; women did not have any say in decision making Social Institutions: UNHCR-United Nations High Commissioner for Refugees; Hindu camps; refugee camp for 17 years; education while her boys were in Bhutan and refugee camp Families: very important; 4 boys and a husband---husband arrested and in jail for 18 months; lived with other families for a year Small groups: stayed with other families while she was waiting for her husband to get out of jail; helped other women and families with moral support Formal organizations: Oxfam- an international aid organization started a knitting program for women to sell their knitted items in exchange for cash; taking ESL classes; social worker at the Refugee Resettlement Program Communities: lived in a refugee camp; moved to the United States; Hindu Center in the US too far away for them to go Social and Economic Forces: Discrimination began against the Nepali ethnic group which Manisha was apart of in Bhutan Nepalis were denied citizenship, were not allowed to speak their language, couldn't get access to jobs wanted everyone to be Buddhist but most Nepalis were Hindus in the US, she can't find a job due to language barriers, but would like to work to make a contribution Time: linear: accepted/comfortable in home country-->not accepted as a refugee-->not belonging to the states-->figure out who she is now event time: government persecuted her ethnic group and denied citizenship and speaking language and access to job; her husband going to jail; becoming a refugee clock time
Describe systems that are currently in place to address discrimination in the US.
Discrimination is often addressed through legislation. Laws regarding discrimination against: the homeless: McKinney Vento Act says schools cannot remove children from a traditional classroom setting just because they are homeless & says schools must help provide textbooks and transportation for homeless students as they have a right to a Free Appropriate Public Education (FAPE) (MVA does many other things too...these are just a few ways it protects the rights of the homeless); individuals with disabilities: IDEA (individuals with disabilities education act) ensures students with a disability are provided with FAPE that is tailored to their individual needs; Americans with Disabilities Act prohibits discrimination on the basis of disability in public accommodations, employment, transportation, state and local government services, and telecommunications. women: Title IX of the Education Amendments of 1972 prohibits discrimination based on sex in education programs and sporting activities for all programs that receive federal financial assistance (in addition to many other things) http://www2.ed.gov/policy/rights/guid/ocr/sexoverview.html. Equal Pay Act of 1963 prohibits wage differences based on sex http://www.eeoc.gov/laws/types/equalcompensation.cfm (this act doesn't seem to be super effective...) race, color, national origin: Civil Rights Act of 1964 says everyone should receive the same health and human services regardless of race. ended racial segregation, ended unequal voter rights, . Affordable Care Act says no one should be discriminated against by insurance companies or in healthcare settings on the basis of race, color, or national origin. age: Age Discrimination Act prevents discrimination based on age in any organization that receives federal funding. Age Discrimination in Employment Act prevents discrimination in hiring, promoting, discharging, or compensating applicants/employees over the age of 40 LGBT community: executive orders have made it illegal to discriminate in employment based on gender identity or sexual orientation; the Equal Employment Opportunity Commission says sexual orientation discrimination in employment is a form of sex discrimination and is intolerable; Matthew Shepard Act expanded the definition of hate crimes to include crimes against people of a particular gender, sexual orientation, gender-identity, and disability as hate crimes. Don't ask, Don't Tell Repeal Act of 2010 permitted homosexual and bisexual men and women to openly serve in the military, although transgender servicemembers can't serve openly due to medical policies which consider Gender Dysphoria (Gender Identity Disorder) a medically disqualifying condition. Supreme Court case ruled in Obergefell v Hodges that states must license and recognize same-sex marriages. Various organizations have been developed to help enforce said legislation: Office for Civil Rights (OCR) promotes and ensures that people have equal access to and opportunity to participate in certain health care and human services programs without facing unlawful discrimination. Responsible for enforcing IDEA, Title IX, and other laws that prohibit discrimination, including health care provider conscience rights, on the basis of race, color, national origin, disability, age and, in certain circumstances, sex and religion, in programs and activities that receive financial assistance. http://www.hhs.gov/ocr/civilrights/index.html The U.S. Equal Employment Opportunity Commission (EEOC) is responsible for enforcing federal laws that make it illegal to discriminate against a job applicant or an employee because of the person's race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. It is also illegal to discriminate against a person because the person complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. Enforces Age Discrimination in Employment Act, among others. http://www.eeoc.gov/eeoc/index.cfm The U.S. Department of Education, Office for Civil Rights enforces several Federal civil rights laws that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. It also has responsibilities under Title II of the Americans with Disabilities Act of 1990 (prohibiting disability discrimination by public entities, whether or not they receive federal financial assistance). http://www.hhs.gov/ocr/civilrights/otherenforcementagencies.html The U.S. Department of Housing and Urban Development's Office of Fair Housing and Equal Opportunityadministers and enforces federal laws and establishes policies that make sure all Americans have equal access to the housing of their choice, including the LGBT community. http://www.hhs.gov/ocr/civilrights/otherenforcementagencies.html The U.S. Department of Justice, Civil Rights Division, Special Litigation Section enforces federal civil rights statutes related to conditions of institutional confinement, conduct of law enforcement agencies, access to reproductive health facilities and places of religious worship, and religious exercise of institutionalized persons. http://www.hhs.gov/ocr/civilrights/otherenforcementagencies.html The U.S. Department of Agriculture, Office of the Assistant Secretary for Civil Rights enforces federal civil rights laws in programs funded by the USDA, such as the Food Stamp Program, that address discrimination on the basis of race, color, national origin, sex (including gender identity and expression), religion, age, disability, sexual orientation, marital or familial status, political beliefs, parental status, protected genetic information, or because all or part of an individual's income is derived from any public assistance program. http://www.hhs.gov/ocr/civilrights/otherenforcementagencies.html Historically, discrimination has also been addressed at more of a Grassroots level...these smaller things are typically forms of advocacy measures that help spur legislation: marches, conventions, speeches, and rallies regarding equal rights for African Americans and for women (Martin Luther King Jr, Freedom Riders, etc. for minority rights...Seneca Falls Convention is an example for women's rights) protests and riots regarding racial profiling (LA race riots, riots regarding officers who have killed men and women of the racial minority) Other things to consider: Some policies and programs have been designed to compensate for discrimination against marginalized groups such as women and people of color. It might be a good idea to look more in depth at one or two of the laws above and see ways you think the laws could be improved or be more effective. Like maybe the enforcing agency doesn't have adequate resources to adequately enforce the laws or maybe the population affected by the law isn't really aware of all of their rights. Maybe the law is failing to address a particular form of discrimination.
Apply the steps in the planned change process to a scenario that you have encountered.
Engagement: Substantively and effectively prepare for action. Use empathy and other interpersonal skills. Develop a mutually agreed-on focus of work and desired outcomes. (personal bias) Assessment: Collect, organize, and interpret client data. Assess client strengths and limitations. Planning: How are we going to get to where we want to be. How are the services going to be provided, by who, and when. Develop mutually agreed-on intervention goals and objectives. Select appropriate intervention strategies. Implementation: Initiate actions to achieve organizational goals. Implement prevention interventions that enhance client capacities. Help clients resolve problems. Negotiate, mediate, and advocate for clients. Facilitate transitions and endings Evaluation: Critically analyze, monitor, and evaluate interventions Termination: Ending the relationship (make sure to prepare at the beginning) Follow up: Checking back to make sure things are still going well, the goals are still being met, don't need anymore services. STUDY PLANNED CHANGE
Discuss the skill base of generalist social work practice.
Generalist practitioners should have skills on each level: micro, mezzo, and macro. Micro: basic interpersonal skills, interview skills, active listening skills. (This provides the foundation for work with larger groups, organizations, and communities). Mezzo: skills to run groups for all kinds of populations: support groups, treatment conferences, educational groups, activity groups, agency meetings, etc. To run groups you need intervention skills, such as conflict resolution, modeling and coaching, team building, confrontation, consultation, and coordination. This also applies to having skills to work with families. Macro: skills for organizing residents to come together and plan solutions, skills in approaching community leaders and policymakers, evaluating results, fundraising, budgeting, negotiating, mediating, influencing decision makers, creating needs assessments, and working with coalitions. Other skills may include: critical thinking, advocating, decision making, problem solving, policy, planned change, etc. Also leadership and motivational skills are underlying skills for each level of swk -Kayla
Define generalist social work practice and discuss settings where a generalist social work practitioner might be found.
Generalist social work practitioners work with individuals, families, groups, communities and organizations in a variety of social work and host settings. Generalist practitioners view clients and client systems from a strengths perspective in order to recognize, support, and build upon the innate capabilities of all human beings. They use a professional problem solving process to engage, assess, broker services, advocate, counsel, educate, and organize with and on behalf of client and client systems. In addition, generalist practitioners engage in community and organizational development. Finally, generalist practitioners evaluate service outcomes in order to continually improve the provision and quality of services most appropriate to client needs. Generalist social work practice is guided by the NASW Code of Ethics and is committed to improving the wellbeing of individuals, families, groups, communities and organizations and furthering the goals of social justice. Examples of host settings: Hospitals, schools, funeral homes, hospice care, nursing homes, juvenile detention centers, prisons....
Discuss the key components of building relationships at the micro, mezzo and macro level.
MICRO: Developing good basic communication skills nonverbal communication: especially when working cross-culturally, don't hide body behind something, don't cross any body parts except ankles, eye contact, tone of voice, facial expressions, arm and hand movement, body position, dress/appearance Active listening: clarification, paraphrase, reflection, summarization Probes Questioning: open-ended questions, closed-ended, double-barrel questions, why questions Jargon: meaning is not automatically transferred in the interchange of symbols Responding to defensive communication understanding root causes of defense (protection, past functional purpose) mirroring the client use words and phrases that match the client's dominant mode of information (pace) Give choices Join the resistance Don't label or categorize the client assertively deal with client's disengagement reinforce positive language fogging: calmly acknowledging person may have a point and is possibly accurate with his/her criticisms/judgments Preventing barriers to communication: anticipation of the other, assumption of meaning, stereotypes, failure to explain purpose of interview, premature urge to change, inattentiveness, client resistance MEZZO: -Establish guidelines: - one person talking at a time - use I rather than we statements -no disrespectful/racist/sexist language - all members take responsibility for getting their own needs met -no one is coerced into doing what they are not ready to do - confidentiality - equal distribution of time -Establish an environment that allows trust and safety to be maintained (sense of belonging) - allow mistakes, even for yourself - prevent members from taking unnecessary risks -Value and respect individual and cultural differences -diversity allowed without judgment and ridicule -Conflict is acknowledged and worked through -allow disagreement -Blocking whenever someone acts out -confront destructive behavior (manipulation, abuse, destruction) -Flexibility: based on... -composition of group -what is happening in group at any time -group needs -Follow up from session to session OR -Trustworthiness -Self Acceptance -Charisma -Sense of Humor -Honesty -Compassion -Clearheadedness MACRO: on a powerpoint, Innocent has the skills that are basically the same as those of micro - communication: Adequate information, empathy, verbal and nonverbal behaviors, eye contact, attentive listening, facial expressions, body positioning, multicultural sensitivity, warmth, genuineness, active listening skills, emphasizing people's strengths, encouragement, provide information -networking with other organizations/resources -understand neighborhoods and communities -knowledge of policy -leslie knope YES
Identify and describe the major trends in American families and the societal impact of these.
Major Trend: Single parent households are on the rise Societal Impact: Most single only have one set of income coming in and therefore risk facing more financial issues, children raised in single parent homes have a higher risk of child abuse, children raised in a single parent home also have shown to have higher rates of deliquency (http://www.st-andrew-online.org/docs/marriageconv5.pdf) Major Trend: Non-married partners (Cohabitation) Societal Impact: Instability in the home; more likely to separate or divorce if married later on -if there is children, there is a higher chance of instability because one of the parents can leave the family more easily than if they were married -different view of marriage than the traditional perspective Major Trend: Accordion Families (Children come back to live with parents, grandparents move back in with children) Societal Impact: Financial burden, dependency on parents (children), dependency on children (grandparents) Major Trend: Same-Sex Marriage (http://www.ncsl.org/research/human-services/same-sex-marriage-laws.aspx ) Societal Impact: Social meaning of marriage, childbearing, adoption, childrearing (http://williamsinstitute.law.ucla.edu/research/marriage-and-couples-rights/the-future-impact-of-same-sex-marriage-more-questions-than-answers/ ) Major Trend: Divorce Societal Impact: Stress related issues cost corporate America a lot of money and failing relationships cause a lot of stress, divorces cost tax payers money, marriage is less of a commitment
Compare and contrast micro, mezzo, and macro generalist social work practice.
Many skills used for micro, mezzo, and macro generalist social work practice overlap. In each level of practice the planned change model can be implemented. The foundation for generalist practice (social work knowledge, skills, and values) is implemented at each level. For each of these levels, a social worker would look at the person-in-environment and uses the strengths perspective. Competency and research is important at each level. Intervention on a micro level involved working directly with individuals to determine their specific treatment plan. Examples: an individual therapy session, casework. *Remember that we arbitrarily consider the family as placed between the micro and mezzo levels of practice because of its special personal significance and the importance of group dynamics. Ex. Family Therapy Mezzo level intervention can address peer relationships or relationships within groups. Group involvement might include discussing feelings and behavior, providing role models for improved behavior, and encouraging positive interaction among group members. Example: any of our groups from Practice II, group homes, educational classes, task groups Macro-level intervention investigates and promotes changes in the broader macro environment. A community level approach is taken to create positive change. Examples: advocating for services to be provided in a community to create handicap accessible entrances, policy changes, community development, writing grants.
If you were a macro social worker, identify and describe at least 3 ways you would gather information from community residents.
Networking - It is imperative that a macro social worker engages the community and begins to build relationships with those in the community. All of the micro skills practiced will need to be used to engage the community members. This would be a direct method of gathering information. Surveys - a macro social worker could send out surveys to the community to complete. This would give the social worker an opportunity to gain information on a larger scale. This would be an indirect method of gathering information. Observation - the social worker should be attentive to the community around her. She can draw conclusions from the observations she makes and these observations can be confirmed or denied through face-to-face conversations with the community. Observations would be an indirect method of gathering information. Direct contact (face-to-face interviews, town hall meetings, etc.) is better than indirect contact (surveys, observations, etc.)
Identify and resolve at least two common value dilemmas for social workers.
On a concrete, specific level, many Christians would feel uncomfortable saying they are pro-choice and pro-gay marriage as these viewpoints are often deemed unbiblical. If the focus is shifted from the concrete towards the abstract value conceptualization, however, there exists great insight for Christian social workers. The social work value of the dignity and worth of a person (and from that, the right to self-determination) closely correlates to the biblical truth in Genesis 1:27 that humans were created in the image of God and therefore have inherent dignity and worth. All too often though, the Christian perspective on these topics is that homosexual sex and abortion are sins and therefore laws must be written to dissuade gay marriage and abortion to shield the public from this immorality. But where in the Bible does Jesus, the man Christians claim to follow, condemn a person for their sins and force them to abide by His personal values, making other acts illegal? This goes completely against the biblical concept of free will, or what social workers call the right to self-determination. A biblical approach to these topics would fall on the more liberal side of the political agenda in the sense that while it wouldn't necessarily sanction these things as the best way to live, it would allow the individual the free will and right to self-determine whether or not to participate in a gay marriage or have an abortion. Having this mindset, that in allowing people to have their right to self-determination, they are being allowed a God-given freedom, creates an attitude that neither dismisses personal values nor allows them to interfere with professional values. Similarly, some experience value dilemmas when serving clients of other religions. When serving them, it's important to show them due respect, regardless of religious differences. It is unethical to refuse a client services due to their religion or to proselytize them. Instead, it's important to explore their religion and utilize its strengths to serve clients better. Some may think this is an unbiblical solution, but we see Jesus guiding people to Him through His love, not refusing to heal them or care for them unless they declared belief in God. A recent example of such a dilemma in the news is how some people want Syrian refugees to pass a test verifying they are true Christians before they are granted access to the US. So in order to relocate to a less volatile nation and receive the services of the US government, they would have to prove they adhere to a specific religion. Other value dilemmas to consider: adoption by gay parents, needle exchange programs, best practices that may conflict with personal religious values, etc. Steps for dealing with value dilemmas from Practice 1 notes: 1.Recognize the problem (that it actually exists) 2.Investigate the variables involved (what are the problems/issues we are dealing with, who's involved, what makes us uncomfortable) 3.Get feedback from others (without breaking confidentiality) 4.Appraise what values and ethical standards apply to the dilemma 5. Evaluate the dilemma on the basis of the established ethical principles 6. Identify and think about the possible alternatives to pursue 7. Weigh the pros and cons of each alternative (may need feedback here too) 8. Make your decision
Describe a situation in which a social worker may use a variety of roles simultaneously.
Roles of a social worker: Broker Advocate Case Manager Educator Facilitator Organizer Mobilizer Mediator Situation: A social worker may be educating a community about homelessness. At the same time, the social worker will be advocating on behalf of the individuals who are homeless in the midst of educating what homelessness is and where it exists. The social worker will also have to play the role of the organizer to organize the information about research and policies affecting homeless individuals. Throughout this process, the social worker may be involved in conducting research or changing policies. During the education process, the social worker may need to play the role of a broker to connect individuals to resources to provide the homeless assistance. A social worker may be a case manager for a victim of human trafficking by providing services to the client. The social worker will also be a broker by connecting the client to other resources that may provide him or her with assistance. The social worker will also be advocating on behalf of the client to bring awareness (educating) to what human trafficking is and to assist the client for his or her needs. Mobilizer to address the needs to make people aware of human trafficking and reach out to community members to create a change of a pressing issue within the community
What is a 501 (c)(3)? How does a 501 (c)(3) differ from a business?
Section 501(c)(3) is the portion of the US Internal Revenue Code that allows for federal tax exemption of nonprofit organizations. It is regulated and administered by the US Department of Treasury through the Internal Revenue Service. 501(c)(3) organizations fall into one of three primary categories: public charities, private foundations, and private operating foundations. The overwhelming majority of 501(c)(3) organizations are nonprofit corporations. One of the most distinct provisions unique to Section 501(c)(3) organizations as compared with other tax exempt entities is the tax deductibility of donations. In order for a corporation or other qualifying entity to receive 501(c)(3) status, it must apply to the IRS for recognition by filing Form 1023 (or Form 1023-EZ), Application for Recognition of Tax Exemption. The application is a thorough examination of the organization's structure, governance and programs. Businesses are not tax exempt. They have a federal income tax that they have to pay because they make a profit. Donations given to businesses are taxed, while donations given to 501(c)(3) are not. 501 (c) (3) is nonprofit that is exempted from federal taxes. It's different from a business because it doesn't have to pay taxes on donations. Say I make $50,000 a year, and I give $1,000 to a nonprofit. I'm only taxed on my $49,000. I'm tax exempt from that. It's different with a business (e.g. Chick-fil-a). Say I gave a donation to Chick-fil-a. That is considered income for them. They still have to pay taxes on the donation they received because it's included in their income. Businesses are obligated to still pay taxes on donations they receive. A non-profit doesn't have to pay taxes on donations.
Define the following terms: social welfare, public welfare, and social work. Describe how each term is related to the others.
Social welfare refers broadly to what is needed to provide people with resources and opportunities to lead satisfying and productive lives. More narrowly, social welfare focuses on policies and programs that provide income assistance and social services to people in need. --can be public welfare (broad term?) Public welfare is a kind of social welfare. It is support provided by the state (i.e.government) for those unable to support themselves. It is undertaken by federal, state, and local agencies under different programs, the best known of which are Aid to Families with Dependent Children (AFDC) and food stamps. Social work is the profession in which skilled practitioners use their knowledge and skills to provide social services for clients (e.g. individuals, families, groups, communities, organizations, or society). Practitioners help clients increase their capacities for problem solving and coping, and they help them obtain needed resources, facilitate interactions between individuals and between people and their environments, make organizations responsible to people, and influence social policies. Social work aims to address individual, family and community issues, policy development... Social welfare and social work both refer to the development and provision of public or private social services to promote social justice among individuals and groups. Social welfare refers generally to the wellbeing of groups and individuals while social work refers specifically to the professional practice of delivering social services to groups and individuals. Public welfare, then, is specifically the support or aid provided by the government to those unable to support themselves.
Identify a Christian basis for a career in social work practice.
Social work's professional value base is very much congruent with the Bible. "The purpose of the social work profession is to promote human well-being by strengthening opportunities, resources, and capacities of people and to create policies and provide services to prevent and address conditions that limit human rights and the quality of life. Acknowledging a global perspective, the social work profession strives to eliminate poverty, discrimination, and oppression" (Council on Social Work Education, 2008). Social work embodies the commission of Matthew 25:31-46 (doing "unto the least of these") through organized, professional services that use social work policies, practices, and expertise to accomplish its purposes. When looking at Jesus as our example of servanthood we ask ourselves Who was Jesus' target population? During His time of active ministry, Jesus was known for associating with the undesirables. Jesus was not afraid to touch the "untouchables." Similarly, professional social workers are commissioned to work with those whom the rest of society rejects. Social workers serve the poor, homeless, orphans, older adults, prisoners, persons living with HIV/AIDS, domestic violence abusers and victims, sexual assault victims and perpetrators alike, drug addicts and alcoholics, to name only a few. Besides meeting Jesus' mandate to serve, the Biblical framework of social action is congruent with professional social work values. According to the code of ethics for the National Association of Social Work, social work values focus on service, social justice, the dignity and worth of the person, the importance of human relationships, and the integrity and competence of the worker (NASW, 1999).
Identify and describe the tasks involved in client termination.
Termination: --Final Phase of the Interview Process --Preparation for termination begins at the very beginning of the interview -- Client should be informed explicitly at the beginning that a definite period of time is allotted (no more than 1 hour and 15 mins) -- Preparation for termination is connected to the purpose that is mutually agreed on --When the purpose is accomplished, the 'system' should end When: --Goals have been reached --Client feels he/she has received sufficient help -- No progress being made -- Inadequate services/resources -- Worker leaves agency Note: decision to terminate should be mutually agreed Blocks to effective termination --Worker getting own needs met -- Need to control others -- Worker expects more from client than warranted -- Worker wants to compensate for what the client may have lost in other relationships Components Disengagement - endings bring about cessation of relationships (Lots of emotions/feelings exhibited at this stage) Stabilization of Change - worker and client review work done together Evaluation - major question to be answered - Did we accomplish what we set out to do? Common Feelings at termination --Initial reaction - DENIAL --Period of Emotional Interaction --Fear of loss or fear of the unknown -- Sadness or grief over impending loss -- Anger -- Feelings associated with old wounds -- Regression to previous behaviors **RETURN TO SOCIAL CONVERSATION**
Differentiate between a community "condition" and a community "problem".
The community condition is an assessment of that community based off of factors such as social structure, economics, culture, leaders in the community, etc. The community problem arises from looking at all the factors that contribute to the community condition and providing a clear statement on what needs to be changed. An aspect of the community condition becomes is classified as a problem when steps are taken to implement change. "A condition is a phenomenon present in the community that has not been formally identified or publicly labeled as a problem. A social problem is a recognized condition that has been incorporated into a community's or organization's agenda for action." example from walk in Inny's class....then we came back and talked about how to work through community problems based on the condition Added at the study session: A community condition is just the way it is (the location, social structure, state that the community is in). Not necessarily good or bad. A community problem is something that needs to be changed. Can be seen by observing the community and talking to people in the community (like the walk we did in practice III or window survey. So community problems are identified through assessing community conditions.
Identify and describe the tasks involved in understanding communities.
The most important part of macro work is understanding the community that you are working in so you can most effectively bring about positive change. It is important to gather as much information as you can about the community, be involved in the community, and speak to many different members of the community from different sectors. Direct contact with community members: interviews, face-to-face surveys, holding a town hall meeting In-direct contact with community members: observation, walking around the community and taking notes, completing a needs assessment, emailing or mailing surveys. *Make sure to identify and utilize community strengths and resources
Describe the role set for generalist social work practice.
The role set for generalist social work practice includes: Counselor: provides guidance to clients and assists in the planned change process (i.e. worker may help client decide which form of contraception is best for her) Educator: gives information and teaches skills to others (i.e. worker teaches parents child management skills) Broker: links client to needed resources (i.e. worker refers client to substance abuse treatment center for inpatient care) Case Manager: coordinates a variety of services from various agencies on behalf of the client (i.e. worker coordinates services needed for a disabled client with a group home) Mobilizer: identifies and convenes community people and resources to address need and effect change in the community (i.e. worker reaches out to community members to start a drug education program) Mediator: resolves disagreement between individuals, groups, organizations, or the community in conflict (i.e. worker serves as a go-between for an agency looking to start a group home for those w/ disabilities and members of a neighborhood who do not want the home in their neighborhood) Facilitator: guides a group experience (i.e. worker leads a support group for women with an eating disorder) Advocate: speaks out on behalf of clients in order to promote fair treatment or gain needed resources (i.e. worker meets with a teacher on behalf of a student with behavioral issues because of issues at home)
Discuss the knowledge base of generalist social work practice.
There are two kinds of knowledge: knowledge that is confirmed by empirical testing and/or observation. assumptive knowledge: knowledge that is accepted and acted on but never been proven to be. Knowledge is made up of: Observations: collection of clinical observations; or findings of research studies which we call facts Models: set of directives that states how a given kind of intervention is to be carried out (planned change model) Theory: coherent group of general propositions or concepts used as principles of explanation for a class phenomenon (systems theory) Model: made up of principles, methods, and techniques Principles: general statement of law or rule concerning a natural phenomena Methods: a collection of related procedures and techniques by which we translate a principle into an action Techniques: sets of systematic procedures through which we accomplish the tasks ***The primary model is planned change Theory: built from observations and are ways of trying to explain these observations ***Systems theory example (explains why world works the way it works) Borrowed Knowledge: -borrow knowledge from all disciplines: ethics, psychology, sociology, policy, biology... ECLECTIC KNOWLEDGE BASE ;) ****explains the reasons each discipline is necessary for social work practice (whole-person focused) -knowledge retrieved from: journal articles, attending conferences, study groups, staff meetings, personal observation of phenomena, and personal research
Summarize how a white middle-class social worker should prepare him/herself to work cross-culturally.
a. Be aware of your own prejudices & stereotypes—RESPECT b. Do not assume values based on race c. Understand your client as an individual first—rather than part of a multicultural group d. Invite conversation: be comfortable with talking about varying cultural values i. Demonstrate interest & listen, don't be afraid to ask questions ii. The client will be uncomfortable if they know you are e. Remember to identify strengths in client's cultural orientation that we can build upon f. Remember to ask the client what content about cultural history, values & traditions they would like to incorporate into what we're working on g. Gain experience and knowledge through working and conversing with many diverse populations h. Remember, be empathetic, have good conversation skills & use humor when appropriate i. Recognize your own limitations j. View yourself as a learner of the client's case, including his/her culture; the client is the expert
Discuss the relationship between prejudice and discrimination. Can one exist without the other?
a. Prejudice i. An opinion or prejudgment about an individual, group, or issue that is not based on fact and is usually negative b. Discrimination i. Unequal treatment of people based on prejudgment because they belong to some category, such as one involving race, ethnicity, gender, or religion. c. Prejudice can exist without discrimination i. This would occur if a person hasn't had much contact with a person different than themselves or if they tried to remain objective/rid themselves of their prejudices ii. Everyone has prejudicial tendencies but they have the choice to act upon them in a discriminatory fashion *Thought vs. action