Post an explanation of “the dichotomy between micro and macro” practice. Then, describe how micro practice has come to dominate the social work profession.

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Discussion 2: Micro vs. Macro Practice

The foundation of the social work profession is rooted in two levels of social assessment and reform. One is the individual, or micro, approach, which examines the needs of the individual living in poverty and explores how trained social work professionals could assist the individual in overcoming barriers to economic self-sufficiency. The other approach, which occurs simultaneously, is a macro, or larger environment, approach. This approach identifies and influences changes in the larger systems (education, economic, etc.) to improve self-sufficiency. The social work profession incorporates both approaches and trains professionals to intervene effectively at both levels of practice.

For this Discussion, review this week’s resources. Then, reflect on the dichotomy between micro and macro practice. Next, think about how micro practice has come to dominate the social work profession.

*Learning Resources

Popple, P. R., & Leighninger, L. (2019). The policy-based profession: An introduction to social welfare policy analysis for social workers. (7th ed.). Upper Saddle River, NJ: Pearson Education.

Chapter 1, “The Policy-Based Profession” (pp. 3-18)

Steen, J. A. (2012). Critical thought within the social welfare policy course. Journal of Teaching in Social Work, 32(1), 14–28.

Post an explanation of “the dichotomy between micro and macro” practice. Then, describe how micro practice has come to dominate the social work profession.

 
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Describe examples of the different types of norms operative in popular culture, and how these are related to the process of social control.

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Responses to each question should draw on key concepts you have learned during the week’s reading, and to a lesser extent, your personal experience and opinions. You are welcome to incorporate relevant supplemental material (i.e. a news item, website, youtube video, etc.)

NOTE: Anytime you use someone else’s ideas (i.e. a definition from the text or paraphrasing), you MUST use APA style citations.

See Appendix A in the syllabus for the grading scale.

 

QUESTION:

What are some of the main claims of critical theorists about popular culture and the media? How does critical theory explain racial and ethnic stereotyping? How/why is stereotyping harmful? Please provide specific examples of racial/ ethnic stereotyping. Post one item of relevant supplemental material.

 

The Week 3 Forum meets the following course objectives:

·      Describe examples of the different types of norms operative in popular culture, and how these are related to the process of social control.

·      Identify the research methods used to create knowledge about popular culture.

·      Apply key cultural theories and analytical dimensions for examining popular culture.

·      Illustrate diversity in popular culture and concepts of multiculturalism, ethnocentrism, and cultural relativism with reference to key stratifying factors such as gender, race, ethnicity, class, age, region and sexuality.

·      Analyze culture within individual, social, historical, political, economic, and global contexts.

 

 
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What ideas or phrases come to mind when you hear the term intelligence? Prior to the current emphasis on emotional and social intelligence, individuals tended to associate intelligence with one measurement: intelligence quotient or the IQ.

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Social and Emotional Intelligence

 

What ideas or phrases come to mind when you hear the term intelligence? Prior to the current emphasis on emotional and social intelligence, individuals tended to associate intelligence with one measurement: intelligence quotient or the IQ. While the IQ focuses on intellectual abilities, emotional intelligence focuses on an individual’s awareness of his or her feelings and the feelings of others, and social intelligence focuses on an individual’s interpersonal skills (Zastrow & Kirst-Ashman, 2013, pp. 475–476).

 

 

To prepare for this Discussion, read “Working With People With Disabilities: The Case of Andres” on pages 28–31 in Social Work Case Studies: Foundation Year. Consider what you have learned about social and emotional intelligence in this week’s resources as well as what you learn about the person and environment as it relates to young and middle adulthood.

 

 

  • Post by Tomorrow New York Time a Discussion that includes the following:
  • An explanation of how social and emotional intelligence are related to cultural factors
  • An explanation about how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres
  • An explanation of how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.)

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

 
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. Explain the complexity of choice, as it relates to both Rachel Lloyds elucidation of the choices she made and that young girls make when entering and leaving “the life”?

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The memoir “Girls Like Us” by Rachel Lloyd is replete with sociological concepts and gives incredible insight into the disparate life chances brought about by varied social structures and mechanisms of socio-psychological manipulation that predominantly affect one group of children versus another. Simply put, social location matters. In a (5) five–paged paper, answer the following short-answer questions. Ensure that your answers are explained in a manner that reflects not only the structure of social life expressed in the memoir, but also serves to bring to life sociological concepts in your text, articles and discussed in class. This extra credit assignment is worth a total of 25 points and is to be turned in via the Angel course website. No physical copies will be accepted. Note that any form of plagiarism and academic dishonesty will not be tolerated and result in forfeiture of the 25 points in total. Please do not use outside sources other than your textbook, assigned articles and the novel. 1. According to Rachel Lloyd, what are the risk factors for the commercial sexual exploitation of both children and adults in the United States? Explain in detail. 2. Explain the complexity of choice, as it relates to both Rachel Lloyds elucidation of the choices she made and that young girls make when entering and leaving “the life”? Furthermore, how it relates to Paul Farmer’s concept of structural violence. 3. Slavery, exploitation, and violence, as manifested through ‘prostitution’, have become mainstream in the media, hip-hop and popular culture’s embrace and portrayal of being a “pimp”. Give the evidence outlined by Rachel Lloyd for this assertion and discuss the possible implications. 4. The sociological concepts of differential association, stigma, labeling and master status have all been portrayed in the memoir. Highlight and explain in detail the variety of ways these concepts are manifested in the life of Rachel Lloyd and the lives of the young girls she seeks to help. How can these concepts help us understand the obstacles faced in seeking justice? 5. What are the main reasons that Rachel Lloyd calls for the abandonment of the term “prostitution” and the legal culpability that comes with such action in favor of the term “commercial sexually exploited children”? How has, if any, your perception been altered about prostitution?

 
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What is the right resource to meet a real need(s) in my interpersonal context, in the right way, at the right time, and for the right reason?

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By now, you are aware that the arena of communication is one of great interpersonal activity. Therefore, this learning journey has been designed to help you become aware of what this interpersonal activity means as we play “bumper humans” day in and day out. Furthermore, as we gained understanding of what charges or energizes these points of contact, our interaction has moved from the normative to the transformative level in every relationship.

The last two modules/weeks have afforded the opportunity to gain further knowledge in interpersonal communication and apply it. Now, it is time to develop your interpersonal communication that will not only demonstrate your understanding but, more importantly, also help you develop in you things that can transform how you communicate with others under the umbrella of your overarching goal. Ask yourself these questions: What is the right resource to meet a real need(s) in my interpersonal context, in the right way, at the right time, and for the right reason? What will strengthen my relationship with God and the people in my interpersonal arena? Answering these questions will put you well on your way to building bridges, not walls, in your interpersonal communication arena.

 

I have attached my work done in this class for each week along with chapters from two books we used during the class.  I will list the book references from the class for the reference page.  The outside references will have to be cited by you when you find them.

 

References

Burley-Allen, M. (1995). Listening: The forgotten skill: A self-teaching guide (2nd ed.). New York, NY: John Wiley & Sons, Inc. ISBN: 9780471015871.

Petersen, J. C. (2015). Why don’t we listen better? Communicating & connecting in relationships (Revised and expanded ed.). Portland, OR: Petersen Publications. ISBN: 9780979155956.

 

Stewart, J. (2012). Bridges not walls: A book about interpersonal communication (11th ed.). New York, NY: McGraw-Hill Education. ISBN: 9780073534312.

 

Why dont we listen better book is on kindle:  username:azurdeec1@aol.com, password: march21

 

There are specific instructions attached that you must go by or it will cause me to fail the class.

 
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Write 450 words or more.  300 words or less earns a zero. Including more detail beyond 450 words is encouraged to make it more likely that you will earn a higher score.

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Read two (2); both provided summar of articles that are attached to the homework

 

  • NO QUOTES (Professor will fail me if I use quotes from the articles)

 

  • Big picture is detail; detail of FINDINGS is key

 

  • Write 450 words or more.  300 words or less earns a zero. Including more detail beyond 450 words is encouraged to make it more likely that you will earn a higher score.  The number of words does not secure a grade however — the most important thing is answering the question (summarizing the findings and methods) with detail and clarity.
  • Focus on CONCEPTS and IDEAS, especially the main arguments (please provide how many people in the survey and the years)
  • Discuss METHODS; (what kind of research is done, dates when data was collected, where study was done (geographic location), how many people they talk to – minimum of what you want to cover in your methods). More detail from the methods section is welcome.
  • FINDINGS; this is the most important part of your answer.  Discuss what is the main issue or question, then list out all of the possible answers/reasons/explanations for this question (independent variables), then you have your dependent variable and how its measured (what you are trying to explain), which of the independent variables have the largest impact on your dependent variable, which ones aren’t important at all. Don’t just state that some of the independent variables were not as important — describe the pattern uncovered for each.  So for gender, for example, you would say that women are more supportive of gay marriage than men — don’t just say gender wasn’t as important as other variables. In some cases you would say that the independent variable isn’t important at all (i.e. had no effect on the dependent variable), and the author will make that clear in the article.   After describing the influence of each independent variable on the dependent variable, then make sure to summarize again with detail how the most important independent variable influenced the dependent variable.  This basically mimics the argument presented in most of the articles.
  • Don’t forget to discuss race and how race was important to the findings.  Usually race will be one of the most important independent variables.
  • If your article is a literature review or qualitative piece it won’t have variables, and you will need to summarize the most important arguments in the paper.  An argument is a conclusion and the evidence used to support it.
 
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how do the representations discovered in your analysis help and/or hinder a society’s progress toward inclusive multiracial democracy?

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Media Analysis

 

students should select (a) a film that has race as a major theme (e.g., Crash; Mississippi Burning; A Time to Kill; American History X); OR (b) a TV program or programs that deal with racial content (e.g., episode of talk show when race-related theme is considered; episode of sitcom that confronts race directly); OR (c) 2-3 OpEd pieces in a mainstream newspaper that discuss race-related issues. The paper should present quotes that illustrate all 4 frames of colorblindness and analyze them accordingly.

 

 

The movie is    Man of Honor 

 

Course Paper

Students will be expected to:

apply the material covered in class (especially Bonilla-Silva’s 4 frames of colorblind racism) to their

everyday social world. This could be in their everyday personal relationships and conversations (e.g.,

journal); in public Internet postings (e.g., videos) or social media; or traditional media (film, TV,

newspaper). Keep in mind that in Chapters 3-6, Bonilla-Silva outlines the typical colorblind racism

patterns, while in Chapter 7 he looks at how progressive racial ideology differs from those, and in Chapter

8 how racial “minorities” tend to use colorblindness differently than the majority.

As his/her critical-thinking decision-making objective, the student should decide whether the societal

evidence he/she reviews in the paper (a) demonstrates the typical colorblind pattern that Bonilla-Silva

describes in the textbook; or (b) reveals a more progressive and/or minority pattern; or (c) some

combination of the above; or (d) some other pattern not discussed in the textbook but worth exploring in

future research. The student may find that the quotes he/she analyzes deliberately challenge one of the 4

frames of colorblindness in some way, and he/she can note this in the paper as well. Each paper should

consider the implications of the analysis of colorblindness for the future of a multiracial society. In other

words, how do the representations discovered in your analysis help and/or hinder a society’s progress

toward inclusive multiracial democracy?

 

You can find a PDF format of the book in the following link:

 

https://archive.org/stream/pdfy-kpg50TtTzWZVoCXd/Racism%20without%20Racists%20(4th%20Edition)%20-%20Eduardo%20Bonilla-Silva_djvu.txt

 

Please utilize the actual book as a reference in the paper Instead of the web page.

 
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Explain the potential impact of white privilege on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).

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Anti-oppressive social work means critically reflecting on your own cultural identities and how the social environment impacts these identities. Acknowledging power and privilege can be uncomfortable; however, with values of multiculturalism and social justice, social workers are committed to engaging in their own personal work and addressing social barriers clients may experience. Social workers view clients from a strengths-based perspective utilizing client strengths to support their goals, rather than pathologizing clients from the lens of the dominant culture.

For the past six weeks, you have learned about the social construction of social identities, structural inequality based on dominant and non-dominant groups, and oppressions based on sex, class, and race. While readings have continuously pointed out white privilege as the dominant group privilege, you also know that privilege is not equally distributed in groups. Intersecting identities creates unique experiences for clients. For this assignment, you draw from what you have been learning during the first part of this course and discuss strategies for anti-oppressive social work practice.

Submit by Day 7 a 2- to 3-page APA formatted paper in which you:

  • Explain the potential impact of white privilege on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).
  • Explain how intersecting identities might impact an individual’s experience (for example, race/ethnicity and gender, race/ethnicity and class, race/ethnicity and ability, race/ethnicity and sexual orientation, race/ethnicity and class).
  • Providing specific examples, explain how a social worker might utilize cultural strengths when working with clients.
  • Describe 2-3 social work skills and how a social worker might use them to engage in anti-oppressive work.
  • Support ideas in paper with at least 2-3 course resources (please reference specific chapters, not the entire textbook) and at least one additional peer-reviewed article from the Walden library (not assigned in this course) to support your ideas.
 
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Explain at least five elements of critical thinking that you found in the reading material.

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Elements of Critical Thinking
Prepare: In preparation for discussing the importance of critical thinking skills, please read the following articles: Critical Thinking and the Challenges of Internet and Common Misconceptions of Critical Thinking. You may also read other applicable sources found under the Week Four Resources tab to gain a better understanding of what it takes to be a critical thinker.
Reflect: Reflect on the characteristics of a critical thinker. What makes you a critical thinker? Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write: For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about the topic “critical thinking,” but should be about someone making a statement, claim, or argument. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.

  • Explain at least five elements of critical thinking that you found in the reading material.
  • Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
  • Search the Internet, media, or the Ashford University Library and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.

Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference information of all sources cited at the end of your response. Please use correct APA format when writing in-text citations and references.
 
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What questions do you still have about the strategic principles? How difficult or easy would it be to implement these principles?

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I am paying $20 for this assignment. I already have someone to complete this assisgment. I have been useing her on several assignment and will continue to as long as she continues with the high quality work. This assignment is for Marissa J, posting it here because it is require that I do so.

 

Consensus Organizing, Ch. 3

 

Read the “Potential Red Flags in the Community Analysis” section through the “Writing Up Your Results From the Community Analysis” section of Ch. 3 of Consensus Organizing.

Assignment:

Mon Valley Case Study

University of Phoenix Material

 

Mon Valley Case Study Responses

 

Read “How the Strategic Prinicples of Consensus Organizing Were Applied in the Mon Valley” in Ch.3 of Consensus Organizing. The following questions come from “Questions About the Mon Valley Case Study” in Ch.3 of Consensus Organizing.

 

Identify where you see strategic principles of consensus organizing demonstrated in the Mon Valley Case Study. Provide 150- to 200-word answers for each of the following principles and the summary.

Strategic principle 1: Solutions to local problems should come from affected communities.
 

 

 

 

 

 
Strategic principle 2: Pragmatic leadership is present in communities, though not always recognized.
 

 

 

 

 

 
Strategic principle 3: Building relationships and strategically positioning leaders to make a program work requires time, care, and finesse.
 

 

 

 

 

 
Strategic principle 4: Self-interest can be harnessed.
 

 

 

 

 

 
Strategic principle 5: If a project achieves its short-term goals without positioning the participants to make even greater gains in the future, then an opportunity has been missed.
 

 

 

 

 

 
Summary: Overall, what did you learn about the strategic principles from this case study? What questions do you still have about the strategic principles? How difficult or easy would it be to implement these principles?
 

 

 

 

 

 

 

Reference

 

Ohmer, M. L., & DeMasi, K. (2009). Consensus organizing: A community development workbook. Thousand Oaks, CA: Sage.

 
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