Anti-Oppressive Social Work Practice Assignment schoolwork
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Anti-Oppressive Social Work Practice Assignment schoolwork
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 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.
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.
- Chapter 11, This land (pp. 82-87)
- Chapter 21, A letter to my son (pp. 132-138)
- Chapter 22, My class didn’t trump my race: Using oppression to face privilege (pp. 138- 146)
- Chapter 23, Women, race, and racism: A dialogue in black and white (pp. 147-153)
- Chapter 25, The personal is political (pp. 157-161)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
- “Working With Immigrants and Refugees: The Case of Aaron”
Bent-Goodley, T., Snell, C. L., & Carlton-LaNey, I. (2017). Black perspectives and social work practice. Journal of Human Behavior in the Social Environment, 27(1-2), 27-35.
Note: Retrieved from Walden Databases.
Johnston-Goodstar, K. (2013). Indigenous youth participatory action research: Re-visioning social justice for social work with indigenous youths. Social Work, 58(4), 314-320.
Note: Retrieved from Walden Databases.
Joo, N., Reeves, R. V., & Rodrigue, E. (2016). Asian-American success and the pitfalls of generalization. The Brookings Institute. Retrieved from https://www.brookings.edu/blog/social-mobility-memos/2016/04/20/asian-american-success-and-the-pitfalls-of-generalization/
Mattsson, T. (2014). Intersectionality as a useful tool: Anti-oppressive social work and critical reflection. Affilia, 29(1), 8-17.
Copyright 2014 by Sage Publications. Used with permission of Sage Publications via the Copyright Clearance Center.
Library Assignment Guide. Retrieved from http://academicguides.waldenu.edu/socw6051/week6assignment
McDermott, M., & Samson, F. L. (2005). White racial and ethnic identity in the United States. Annual Review of Sociology, 31, 245-261.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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