A comprehensive understanding of a client’s presenting problems depends on the use of multiple types ofassessment models. Each model gathers different information based on theoretical perspective and intent. An assessment that focuses on one area alone not only misses vital information that may be helpful in planning an intervention, but may encourage a biased evaluation that could potentially lead you to an inappropriate intervention. When gathering and reviewing a client’s history, sometimes it is easier to focus on the problems and not the positive attributes of the client. In social work, the use of a strengths perspective requires that a client’s strengths, assets, and resources must be identified and utilized. Further, using an empowerment approach in conjunction with a strengths perspective guides the practitioner to work with the client to identify shared goals. You will be asked to consider these approaches and critically analyze the multidisciplinary team’s response to the program case study of Paula Cortez.

For this Assignment, review the program case study of the Cortez family. ATTACHED

In a 2- to 4-page paper, complete a comprehensive assessment of Paula Cortez, utilizing two of the assessment models provided in Chapter 5 of the course text.

  • Using the Cowger article, identify at least two areas of strengths in Paula’s case.
  • Analyze the perspectives of two members of the multidisciplinary team, particularly relative to Paula’s pregnancy.
  • Explain which model the social workers appear to be using to make their assessment.
  • Describe the potential for bias when choosing an assessment model and completing an evaluation.
  • Suggest strategies you, as Paula’s social worker, might try to avoid these biases.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

The Cortez Family

 

Paula is a 43-year-old HIV-positive Latina woman originally from Colombia. She is bilingual, fluent in both Spanish and English. Paula lives alone in an apartment in Queens, NY. She is divorced and has one son, Miguel, who is 20 years old. Paula maintains a relationship with her son and her ex-husband, David (46). Paula raised Miguel until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula is severely socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood. Paula identifies as Catholic, but she does not consider religion to be a big part of her life. Paula came from a moderately well-to-do family. She reports suffering physical and emotional abuse at the hands of both her parents, who are alive and reside in Colombia with Paula’s two siblings. Paula completed high school in Colombia, but ran away when she was 17 years old because she could no longer tolerate the abuse at home. Paula became an intravenous drug user (IVDU), particularly of cocaine and heroin. David, who was originally from New York City, was one of Paula’s “drug buddies.” The two eloped, and Paula followed David to the United States. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage. Once she stopped using drugs, Paula attended the Fashion Institute of Technology (FIT) in New York City. Upon completing her BA, Paula worked for a clothing designer, but realized her true passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full-time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Insurance (SSI) and Medicaid. Paula was diagnosed with bipolar disorder. She experiences rapid cycles of mania and depression when not properly medicated, and she also has a tendency toward paranoia. Paula has a history of not complying with her psychiatric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for at least five years. Paula accepts her bipolar diagnosis, but demonstrates limited insight into the relationship between her symptoms and her medication. Paula was diagnosed HIV positive in 1987. Paula acquired AIDS several years later when she was diagnosed with a severe brain infection and a T-cell count less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function of her right arm and hand, as well as the ability to walk. After a long stay in an acute care hospital in New York City, Paula was transferred to a skilled nursing facility (SNF) where she thought she would die. It is at this time that Paula gave up custody of her son. However, Paula’s condition improved gradually. After being in the SNF for more than a year, Paula regained the ability to walk, although she does so with a severe limp. She also regained some function in her right arm. Her right hand (her dominant hand) remains semiparalyzed and limp. Over the course of several years, Paula taught herself to paint with her left hand and was able to return to her beloved art. In 1996, when highly active antiretroviral therapy (HAART) became available, Paula began treatment. She responded well to HAART and her HIV/AIDS was well controlled. In addition to her HIV/AIDS disease, Paula is diagnosed with hepatitis C (Hep C). While this condition was controlled, it has reached a point where Paula’s doctor is recommending she begin treatment. Paula also has significant circulatory problems, which cause her severe pain in her lower extremities. She uses prescribed narcotic pain medication to control her symptoms. Paula’s circulatory problems have also led to chronic ulcers on her feet that will not heal. Treatment for her foot ulcers demands frequent visits to a wound care clinic. Paula’s pain paired with the foot ulcers make it difficult for her to ambulate and leave her home. As with her psychiatric medication, Paula has a tendency not to comply with her medical treatment. She often disregards instructions from her doctors and resorts to holistic treatments like treating her ulcers with chamomile tea. Working with Paula can be very frustrating because she is often doing very well medically and psychiatrically. Then, out of the blue, she stops her treatment and deteriorates quickly. I met Paula as a social worker employed at an outpatient comprehensive care clinic located in an acute care hospital in New York City. The clinic functions as an interdisciplinary operation and follows a continuity of care model. As a result, clinic patients are followed by their physician and social worker on an outpatient basis and on an inpatient basis when admitted to the hospital. Thus, social workers interact not only with doctors from the clinic, but also with doctors from all services throughout the hospital. 

After working with Paula for almost six months, she called to inform me that she was pregnant. Her news was shocking because she did not have a boyfriend and never spoke of dating. Paula explained that she met a man at a flower shop, they spoke several times, he visited her at her apartment, and they had sex. Paula thought he 

was a “stand up guy,” but recently everything had changed. Paula began to suspect that he was using drugs because he had started to 

become controlling and demanding. He showed up at her apartment at all times of the night demanding to be let in. 

 He c alled her relentlessly, and when she did not pick up the phone, he left her mean and threatening messages. 

Paula was fearful for her safety.

 Given Paula’s complex medical profile and her psychiatric diagnosis, her doctor, psychiatrist, and I were concerned about Paula maintaining the pregnancy. We not only feared for Paula’s and the baby’s health, but also for how Paula would manage caring for a baby. Paula also struggled with what she should do about her pregnancy. She seriously considered having an abortion. However, her Catholic roots paired with seeing an ultrasound of the baby reinforced her desire to go through with the pregnancy. The primary focus of treatment quickly became dealing with Paula’s relationship with the baby’s father. During sessions with her psychiatrist and me, Paula reported feeling fearful for her safety. The father’s relentless phone calls and voicemails rattled Paula. She became scared, slept poorly, and her paranoia increased significantly. During a particular session, Paula reported that she had started smoking to cope with the stress she was feeling. She also stated that she had stopped her psychiatric medication and was not always taking her HAART. When we explored the dangers of Paula’s actions, both to herself and the baby, she indicated that she knew what she was doing was harmful but she did not care. After completing a suicide assessment, I was convinced that Paula was decompensating quickly and at risk of harming herself and/or her baby. I consulted with her psychiatrist, and Paula was involuntarily admitted to the psychiatric unit of the hospital. Paula was extremely angry at me for the admission. She blamed me for “locking her up” and not helping her. Paula remained on the unit for 2 weeks. During this stay she restarted her medications and was stabilized. I tried to visit Paula on the unit, but the first two times I showed up she refused to see me. Eventually, Paula did agree to see me. She was still angry, but she was able to see that I had acted with her best interest in mind, and we were able to repair our relationship. As Paula prepared for discharge, she spoke more about the father and the stress that had driven her to the admission in the first place. Paula agreed that despite her fears she had to do something about the situation. I helped Paula develop a safety plan, educated her about filing for a restraining order, and referred her to the AIDS Law Project, a not-for-profit organization that helps individuals with HIV handle legal issues. With my support and that of her lawyer, Paula filed a police report and successfully got the restraining order. Once the order was served, the phone calls and visits stopped, and Paula regained a sense of control over her life. From a medical perspective, Paula’s pregnancy was considered “high risk” due to her complicated medical situation. Throughout her pregnancy, Paula remained on HAART, pain, and psychiatric medication, and treatment for her Hep C was postponed. During the pregnancy the ulcers on Paula’s feet worsened and she developed a severe bone infection, ostemeylitis, in two of her toes. Without treatment the infection was extremely dangerous to both Paula and her baby. Paula was admitted to a medical unit in the hospital where she started a 2-week course of intravenous (IV) antibiotics. Unfortunately, the antibiotics did not work, and Paula had to have portions of two of her toes amputated with limited anesthesia due to the pregnancy, extending her hospital stay to nearly a month. The condition of Paula’s feet heightened my concern and the treatment team’s concerns about Paula’s ability to care for her baby. There were multiple factors to consider. In the immediate term, Paula was barely able to walk and was therefore unable to do anything to prepare for the baby’s arrival (e.g., gather supplies, take parenting class, etc.). In the medium term, we needed to address how Paula was going to care for the baby day-to-day, and we needed to think about how she would care for the baby at home given her physical limitations (i.e., limited ability to ambulate and limited use of her right hand) and her current medical status. In addition, we had to consider what she would do with the baby if she required another hospitalization. In the long term, we needed to think about permanency planning for the baby or for what would happen to the baby if Paula died. While Paula recognized the importance of all of these issues, her anxiety level was much lower than mine and that of her treatment team. Perhaps she did not see the whole picture as we did, or perhaps she was in denial. She repeatedly told me, “I know, I know. I’m just going to do it. I raised my son and I am going to take care of this baby too.” We really did not have an answer for her limited emotional response, we just needed to meet her where she was and move on. One of the things that amazed me most about Paula was that she had a great ability to rally people around her. Nurses, doctors, social workers: we all wanted to help her even when she tried to push us away. 

       

 

While Paula was in the hospital unit, we were able to talk about the baby’s care and permanency planning. Through these discussions, Paula’s social isolation became more and more evident. Paula had not told her parents in Colombia that she was having a baby. She feared their disapproval and she stated, “I can’t stand to hear my mother’s negativity.” Miguel and David were aware of the pregnancy, but they each had their own lives. David was remarried with children, and Miguel was working and in school full-time. The idea of burdening him with her needs was something Paula would not consider. There was no one else in Paula’s life. Therefore, we were forced to look at options outside of Paula’s limited social network. After a month in the hospital, Paula went home with a surgical boot, instructions to limit bearing weight on her foot, and a list of referrals from me. Paula and I agreed to check in every other day by telephone. My intention was to monitor how she was feeling, as well as her progress with the referrals I had given her. I also wanted to provide her with support and encouragement that she was not getting from anywhere else. On many occasions, I hung up the phone frustrated with Paula because of her procrastination and lack of follow-through. But ultimately she completed what she needed to 

for the baby’s arrival. Paula successfully applied for WIC, the federal Supplemental Nutrition Program for Women, 

Infants, and Children, and was also able to secure a crib and other baby essentials.

 Paula delivered a healthy baby girl. The baby was born HIV negative and received the appropriate HAART treatment after birth. The baby spent a week in the neonatal intensive care unit, as she had to detox from the effects of the pain medication Paula took throughout her pregnancy. Given Paula’s low income, health, and Medicaid status, Paula was able to apply for and receive 24/7 in-home child care assistance through New York’s public assistance program. Depending on Paula’s health and her need for help, this arrangement can be modified as deemed appropriate. Miguel did take a part in caring for his half sister, but his assistance was limited. Ultimately, Paula completed the appropriate permanency planning paperwork with the assistance of the organization The Family Center. She named Miguel the baby’s guardian should something happen to her.              

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The adolescent stage can be described as a time where there is a loss of innocence and a preentry into adulthood. A large part of being an adolescent is beginning that process of stepping out into the world and learning about oneself as a unique and autonomous individual. This movement out into the world is contingent upon the knowledge that this young person will have a safe and secure home to return to at the end of the day. If a traumatic loss or event has occurred in the adolescent’s life, there may be no safe base to which this individual can return. Attachment theory teaches us that a young person’s ability to attach/engage with peers, family, and other potential support systems is an important aspect of the developmental process. During the adolescent stage of development, assessing attachment styles is important because it provides a window into how the adolescent relates to others, which allows the clinician to choose the appropriate intervention.

For this Discussion, use the case study for the Bradley family. 

 Post an application of the attachment theory to the case of Tiffani. Discuss the connection between her attachment style and the exhibiting behavior. 

 The Bradley Family  

Tiffani Bradley is a 16-year-old heterosexual Caucasian female referred to me after being arrested for prostitution. I worked with Tiffani at Teens First, a brand new court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. At Teens First we provide a holistic range of services for our clients. Tiffani has been provided room and board in our residential treatment facility and will meet with a number of social workers to address her multiple needs and concerns. Tiffani has been arrested three times for prostitution in the last 2 years. Right before her most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth and therefore the state will not imprison her for prostitution. She was mandated to services at our agency, unlike her prior arrests when she had been sent to detention. Tiffani had been living with a man she has identified as Donald since she was 14 years old. She had had limited contact with her family members and had not been attending school. She described Donald as her “husband” (although they were not married) and her only friend. She had contacted her sister, Diana, a few times over the previous 2 years and stated that she missed her very much. Donald had recently sold Tiffani to another pimp, “John T.” Tiffani reported that she was very upset that Donald did this and that she wanted to be reunited with him. She had tried to make contact with him by sending messages through other people, as John T. did not allow her access to a phone. During intake it was noted that Tiffani had multiple bruises and burn marks on her legs and arms. She reported that Donald had slapped her when he felt she did not behave and that John T. burned her with cigarettes. Tiffani has been treated for several sexually transmitted infections (STIs) at local clinics and is currently on an antibiotic for a kidney infection. Although she was given condoms by Donald and John T. for her “dates,” there were several “Johns” who refused to use them. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald, John T., and some other young women also being prostituted. Other members of the Bradley family include Tiffani’s 33-year-old mother, Shondra; Tiffani’s 38-year-old father, Robert; and Tiffani’s 13-year-old sister, Diana. Shondra and Robert have been separated for a little over a year and have started dating other people. Diana currently resides with her mother and Anthony, her mother’s new boyfriend. Shondra and Anthony abuse a variety of drugs, including marijuana and methamphetamine. Robert also abuses a number of drugs and has recently been arrested for possession of crack cocaine. Robert has been arrested several times over the last 5 years: twice for domestic violence calls and twice for drug possession. He is currently in jail awaiting sentencing. The goals Tiffani and I set in our initial sessions centered on helping her feel safe and secure in her new home and utilizing as many of the available resources as possible. Through individual and group counseling, Tiffani will have the opportunity to discuss her experiences prior to coming to Teens First, including what led to her relationship with Donald. A long-term goal I presented was to help her understand that Donald, the person who she maintained “is the love of my life,” had actually had a negative impact on her life. Tiffani listed some of her own long-term goals, including obtaining a General Education Development (GED) credential, getting her own apartment, getting a job, and reunifying with her sister. During our sessions over the year, Tiffani gave a rather in-depth description of her childhood. At first Tiffani provided a family history that was filled with only happy memories. She remembered her life up to age 8 as filled with moments of joy. She remembered going to school, playing with her sister, and her mother and father getting along. As we continued to meet, Tiffani shared what she remembered as a gradual but definitive change in the family dynamics around the time when she turned 8 years old. She remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents along with her uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembered being woken up by noise several times after that and seeing her father and her uncle passing the pipe between them. Sometimes her mother was there and sometimes she was not. Often when her mother was not there, Nate would see her and ask her to come over. Her father would sometimes ask her to show them the 17 SESSIONS: CASE HISTORIES • THE BRADLEY FAMILY dance that she had learned at school. When she danced, her father and Nate would laugh and offer her pocket change. Sometimes they were joined by their friend Jimmy. For years the music and noise downstairs continued, later accom panied by screams and shouting and sounds of people fighting. One morning, Shondra yelled at Robert to “get up and go to work.” Tiffani and Diana saw Robert come out of the bedroom and slap Shondra so hard she was knocked down. Robert then went back into the bedroom. The Bradley Family Robert Bradley: father, 38 Shondra Bradley: mother, 33 Nate Bradley: uncle, 36 Tiffani Bradley: daughter, 16 Diana Bradley: daughter, 13 Donald: Tiffani’s self-described husband and her former pimp Shondra currently lives with her boyfriend, Anthony Tiffani also noticed significant changes in her home’s appearance. The home, which was never fancy, was almost always neat and tidy. Tiffani noticed that dust would gather around the house, dishes would pile up in the sink, dirt would remain on the floor, and clothes would go for long periods of time without being washed. Tiffani remembered cleaning her own clothes and making meals for herself and her sister during this period. Sometimes Tiffani and her sister would come downstairs in the morning to find empty beer cans and liquor bottles on the kitchen table along with the pipe. Her parents would be in the bedroom, and Tiffani and her sister would leave the house and go to school by themselves. Tiffani was unclear if her parents were working or how the bills were paid. Often there was not enough food to feed everyone and she would go to bed hungry. During one session, Tiffani described an incident of sexual abuse. One night she was awoken by her uncle Nate and his friend Jimmy in her room. Her parents were apparently out, and they were the only adults in the home. They asked her if she wanted to come downstairs and show them the new dances she learned at school. Once downstairs, Nate and Jimmy put some music on and started to dance. They asked Tiffani to start dancing with them, which she did. While they were dancing, Jimmy spilled some beer on her. Nate said she had to go to the bathroom to clean up. Nate, Jimmy, and Tiffani all went to the bathroom. Nate asked Tiffani to take her clothes off so she could get in the bath. Tiffani hesitated to do this, but Nate insisted it was okay since he and Jimmy were family. Tiffani eventually relented and began to wash up. Nate would tell her that she missed a spot and would scrub the area with his hands. After this incident, others occurred, with increasing levels of molestation each time. Tiffani felt very bad about this, but had difficulty explaining why, even to herself. She was very afraid of everyone in her family except her sister Diana. She was also afraid that Diana might be subjected to the same thing. The last time it happened, when Tiffani was 14, she pretended to be willing to dance for them, but when she got downstairs she ran out the front door of the house. Tiffani ran down the block to her school because, as she said, it was one of the few places where she felt safe. She said she was barefoot and in her pajamas and it was very cold. About halfway to her school, a car stopped, and a man inside asked her where she was going. When Tiffani replied that she was going to school, the man asked why she was going to school in the middle of the night. Tiffani did not want to tell him the whole story, so she told him that there was trouble at home and she just wanted to go to school early. The man introduced himself as Donald and asked her why she did not go to her boyfriend’s house. When Tiffani said she did not have a boyfriend, Donald replied that if she had a boyfriend, she would have somebody to take care of her and keep her safe when these things happened. He then offered to be her boyfriend. Tiffani did not say anything, but when Donald then offered to give her a ride, she agreed and got in the car. Donald took Tiffani to his apartment, explaining that the school would be closed for hours. When they got to his apartment, Donald fed Tiffani and gave her beer, explaining that it would help keep her warm. Tiffani did not like the taste of the beer, but at Donald’s insistence, she drank it. When Tiffani was drunk, Donald began kissing her, and they had sex. Tiffani knew about sex from school and some of her girlfriends but she had never had it with anyone before. She was grateful to Donald because he had helped her get away from Nate and Jimmy. Donald had also told her that he loved her and they would be together forever. Tiffani was also afraid that if she did not have sex, Donald would not let her stay and she had nowhere else to go. For the next 3 days, Donald brought her food and beer and had sex with her several more times. Donald told Tiffani that she was not allowed to do anything without his permission. This included watching TV, going to the bathroom, taking a shower, and eating and drinking. Donald bought Tiffani a dress, explaining to her that she was going to “find a date” and get men to pay her to have sex with her. When Tiffani said she did not want to do that, Donald hit her several times. Donald explained 18   SESSIONS: CASE HISTORIES • THE BRADLEY FAMILY that if she didn’t do it, he would get her sister, Diana, and make her do it instead. Out of fear for her sister, Tiffani relented and did what Donald told her to do. Key to Acronyms GED: General Education Development STI: Sexually Transmitted Infection Tiffani and I met over the course of a year for individual sessions. We talked often about her continued desire to be reunited with Donald. We discussed what Donald represented for her and why he was such an important part of her life. She often described him as the person who “saved” her and felt she owed much to him. She vividly remembered the fear she felt the nights Nate and Jimmy touched her, and she was convinced they would have raped her that last night. My efforts were to help her recognize that Donald was not a savior, but someone who did, in fact, rape her and then force her into prostitution. A lot of time and discussion went into changing this cognition around Donald and their relationship. After about six months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother, and I helped to arrange a family session at the agency. Tiffani and I talked about what her hopes were for the meeting and her intent for scheduling this session. Tiffani first and foremost just wanted to see them and hug them. She had not seen either of them in over two years and missed them very much. Tiffani also felt some anger toward her mother that she wanted to able to share in a safe environment. She said she felt that both her parents did not do enough to protect her and that they should have known better than to have let Nate and Jimmy into the house when they were not home. She also said she felt her mother should have tried harder to find her when she was with Donald. I wanted her to be realistic about the potential outcome of the meeting, so I did my best to explain that the session might not provide all of the answers she hoped for. We were aware, through a conversation with her sister, that her mother was still using drugs, and we talked about how this might cloud her mother’s ability to engage in a substantial conversation. In the family session, Shondra was very critical of Tiffani and her current situation. She ultimately blamed Tiffani for her current state. When Tiffani confronted her mother about the drug use and the lack of parental guidance and protection, Shondra denied ever having used drugs. She told Tiffani she was exaggerating and a liar and that neither she nor Tiffani’s father ever put her in harm’s way. Throughout our time working together, Tiffani utilized all of the services at the agency and stopped trying to contact Donald. She had learned that he had actually gotten married to one of the other women that worked for him, and this made her very angry. She has passed her GED test and started working at a local fast food restaurant. She plans on applying to a community college and a fashion institute.  

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Purpose: This assignment is designed to encourage students to think about how a four-field anthropological approach can be applied to solve human problems. 

***Instructions: You will choose one of three hypothetical scenarios to apply a four-field anthropological approach. After carefully reviewing the scenario of your choice and the guiding questions, write a 500 word report, in essay form, describing how each of the four subfields of anthropology could be used to address the problem presented in your scenario. Links to scenarios are provided below. 

***Report Requirements: Your report should address all four subfields of anthropology in no less than 500 words. It should be properly cited, proofread, in your own words, and in the following format: 

  • Title/Heading: Centered and single spaced at the top of the first page of your paper (you do not need a separate title page). Include title, course, university, name, and semester.
  • Font: 12 point font, Times New Roman
  • Margins: 1 inch
  • Spacing: single or 1.5 spacing
  • Citation Style: ASA (American Sociological Association)Preview the document
  • Submit your report as a Word document (.doc or .docx)

Sources: You should consult at least one source for your report. This can be your text book, reader, class readings, or credibleLinks to an external site. anthropology magazines, books, or journals. You must cite and reference any and all information you use from the sources you consult (with in-text citations and a list of references at the end). Your report must be in your own words and based on your own evaluation of the scenario. Plagiarism (including copying and pasting from websites) will result in a grade of zero. 

Post-Conflict Scenario

***Applying Anthropology: A Four-Field Approach to Post-Conflict Recovery and Reconciliation***

About Anthropology and Conflict, Violence, and Peace

The discipline of anthropology has long studied conflict and war, asking questions about the causes of war, human nature and culture, the variety of impacts (biological, cultural, psychological, societal, etc.), and how the experiences and interpretations of conflict differ. Anthropologists look at conflict and wars throughout history and pre-history and examine war narratives, justifications, and media representations. They study multiple dimensions of violence (symbolic, interpersonal, structural, blatant violence) and human suffering. But anthropologists are also involved in post-conflict situations, recovery, and peace-building efforts, as well as investigations into crimes against humanity. Such efforts requires a multitude of approaches.

Scenario

Imagine you are a team of anthropologists made up of cultural, linguistic, biological, and archaeological anthropologists. You have been asked to consult, assist, and gather information in the aftermath of a regional civil war. The conflict took place for over a decade and officially ended two years ago. However, many survivors are still dealing with the ongoing impacts and trauma of the war experience. Your team has been advised that several civilian communities are still looking for community members who disappeared during the early years of the war. Rumor suggests that there are mass graves in the peripheral areas of the communities, which may contain the remains of missing community members. It is also rumored that unofficial state militias engaged in war crimes against civilians as they sought to quell rebel forces seeking state power.  How does your team go about researching and applying anthropological knowledge from all subfields to understand and investigate this situation? (i.e. how could cultural, biological, linguistic, and archaeological anthropologists contribute to understanding the conflict – how it unfolded, the impacts, response, and recovery?). Use the questions below to begin thinking about anthropological approaches to this scenario. 

Questions to consider:

  • Does history matter in this context? If so, what if the histories of the region are not well recorded? How would you gather that information?
  • How would you determine the best way to approach communities impacted by the conflict?
  • Are there language barriers among communities, experts, lawyers, and other officials?
  • How would you determine whether or not human rights violations occurred?
  • If violations have occurred, what kind of knowledge/evidence would be useful for making a case?
  • Do the survivors understand international human rights laws? Is the language of those laws accessible to communities (i.e. is it easy to read and understand?)
  • How do you investigate rumors?
  • If located, what is the best way to deal with human remains of victims?
  • What are ways to offer closure to survivors who lost loved ones?
  • What should be considered in efforts to recover and rebuild?

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For your report, attend a venue from this list. write a 500-800 word report about the visit and what you learned.

  • art museum or sculpture garden
  • significant or notable architectural site (if there is explanatory material there to help you understand it)
  • music concert
  • theater play
  • poetry reading or spoken word performance
  • dance performance
  • Film festival or presentation of a film by an academic author or cinema expert
  • religious service, ceremony or ritual for a religion very different from yours, if you practice (for instance, if you are Christian, you may not go to another Christian denomination's service)
  • other displays or performances may be acceptable. Check with your instructor for approval beforehand.

Restrictions:  The experience should be done in person. If this is impossible, contact the instructor to arrange for alternatives.  You may not report on a cultural experience from prior to this class.

Write a report after the cultural experience 

Each report should include the following information. Include photos or links that help convey the information. As always, be sure to document all sources you consult in preparing your work.  

  • Name and location of the museum, site, or performance event. If there is on-line information about the site or performance, be sure to include a link to it within the text of your essay in an appropriate place. 
  • Type of museum, site or event. For example, is it a portrait museum, a poetry slam, an outdoor Shakespeare festival performance? If you attended a performance, name the performer or the piece. Be specific about what you attended, when, and where.
  • Briefly describe the general setting by talking a bit about the location, the number of people there, the general overall "vibe" of the place. 
  • Describe at least one aspect of the experience that you found especially interesting. For example, you might write about a particular work of art, cultural artifact, song, dance section, scene in a play, costumes or lighting, a particular character in a film or play, a particular actor or vocalist, etc. Explain what impressed or affected you, and why. Your reaction can be positive or negative, as long as you offer an explanation.
  • Identify and use at at least two tools that you have learned about in this class to talk about your visit. For example, if you visit a museum, you might point out how color works in one of the paintings, or if you go to a concert, how rhythm works in one of the songs. Make sure you are explicit in identifying the tools you are using and the learning resources your tools come from. Make sure to inform the reader about the tool through a quote or paraphrase from the learning resource. Then, make sure to tell the reader how you interpret some elements of your visit with the tools. 
  • Be sure to cite the learning resources you have used in MLA format. Please see http://sites.umuc.edu/library/libhow/mla_examples.cfm
  • Reflect on the relevance–if any–of your experience to your everyday life.  How did the experience engage your feelings or emotions, if at all? What does this tell you about human culture, or about yourself?

STOP: Before you hand in your assignment, ask yourself the following questions: 

  1. Have I provided the name and location of the museum, site, or performance event and URL, if available, identified the type of museum, site or event, and provided a general description of the setting?
  2. Have I identified and explained an especially interesting aspect of the experience and used examples to illustrate reflections and to explain why this aspect was interesting?
  3. Have I identified and applied two tools of interpretation from learning resources to two different examples from visit?
  4. Have I used examples to clearly explain the relevance of my visit to at least one of the following: 1) emotion 2) human culture 3) self-identity 4) cultural identity?
  5. Have I provided a list of resources and do all of my citations conform to MLA 8th edition or APA guidelines?
  6. Have I proofread this assignment for grammatical, structural, and spelling errors? 

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INTRO – Explain your reasons for choosing your identified group population

You are assigned to assist a group of individuals who have been affected by gun violence. The links below will give you information about the shooting at Marjory Stoneman Douglas High School in Parkland, as well as other high-profile stories where gun violence claimed the lives of young people in Florida.

Your task is to plan a psychotherapy group for a diverse group of affected individuals. You can choose any group you wish. Some ideas include the following, though I expect you to identify a group that resonates with the work you’d like to do.

  • Parents whose children were shot and killed
  • Young adults (age 18-26) whose siblings were shot and killed
  • Students who witnessed the death of classmates
  • Teachers/Staff who witnessed the death of students
  • Students (and/or parents of these students) who are concerned about the President’s proposal that teachers be armed
  • Survivors of school shootings from other districts who have been re-traumatized by the events in Parkland
  • Advocates for change whose voices have not been heard until now (i.e. Dream Defenders)
  • Other: __________________________________

Below are some articles about the shooting in Parkland, as well as the deaths of Trayvon Martin and Jordan Davis. Reuters was chosen as a news source because it is considered to be one of the least biased news sources. While you may use these resources in your paper, you are responsible for OUTSIDE resources to support your work, when indicated.

Trayvon Martin 

https://www.reuters.com/article/us-usa-florida-shooting-trayvon/trayvon-martin-before-the-world-heard-the-cries-idUSBRE8320UK20120403 (Links to an external site.)Links to an external site.

https://www.reuters.com/article/us-usa-florida-shooting/eyewitness-describes-trayvon-martins-fatal-struggle-to-florida-jury-idUSBRE95Q0EE20130628 (Links to an external site.)Links to an external site.

https://www.reuters.com/article/us-usa-florida-trayvon/florida-police-chief-embroiled-in-trayvon-martin-scandal-fired-idUSBRE85K04320120621 (Links to an external site.)Links to an external site. 

Re: Dream Defenders: https://www.nytimes.com/2013/08/12/us/dream-defenders-arent-walking-out-on-their-florida-protest.html (Links to an external site.)Links to an external site.

Jordan Davis

https://www.reuters.com/article/us-usa-florida-shooting/florida-man-sentenced-to-life-plus-90-years-in-rap-music-murder-idUSKCN0I61Q620141017 (Links to an external site.)Links to an external site. 

https://www.reuters.com/article/us-usa-florida-shooting-dunn/parents-of-dead-teen-vow-to-fight-floridas-self-defense-law-idUSBREA1O04520140225 (Links to an external site.)Links to an external site.

Parents of both Trayvon Martin and Jordan Davis

https://www.cbsnews.com/news/mothers-of-trayvon-martin-and-jordan-davis-team-up-to-stand-up-to-stand-your-ground-law/ (Links to an external site.)Links to an external site.

  1. Consider the concept of Mutual Aid: Explain the importance of creating a positive culture of work. Choose at least three group dynamics that exist within this positive culture. Explain why these particular dynamics are important for effective group work with the population you have chosen.
  2. During the preliminary stage of group work, what cultural considerations would you want to keep in mind with regard to individuals in your group and their unique experiences with gun violence? How might this influence the individual needs in group and the needs of the group as a whole? How would you address these needs?
  3. Consider the middle stage of group work and your role of leader/facilitator. What specific issues and/or taboo topics do you hypothesize might arise with this group? How would you use elaborating AND empathic skills to address these issues?
  4. Outside of your role as a group leader/facilitator, how would you advocate for the group of individuals with whom you are working. Consider power structures that benefit from your population’s presenting issues. How would you interact with these power structures to advocate for your clients?

CONCLUSION: Revisit the reason for choosing your specific population, and how writing this paper has influenced the way you think about group work in general.

Rubric

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8-10 pages  $40.00

 

Assignment 2: LASA: Analysis of Human Services of an Abuse Scenario

In this assignment, you will be introduced to a  real-world case that requires a high-level analysis of theoretical,  ethical, and legal factors to explain how an abused child should have  been handled by the human services agency. This exercise will  demonstrate the types of cases that are common in human services. You  will learn how to approach such types of cases from necessary  perspectives that always need to be considered by a human services  worker.

Tasks:

In this assignment, you will read a scenario, analyze  its legal and ethical implications, and discuss options to address the  human services needs. Consider the following scenario.

You are working in a human services agency that provides  diagnostic services and residential placement to youth in the court  system. A female Italian immigrant teenager was placed in this center by  Children and Youth Protective Services due to suspected sexual abuse by  her father. The agency conducted an assessment on the child to  determine the effects of the suspected abuse on her functioning,  provided her with a safe environment for twelve weeks, during which time  she was allowed supervised visitation with her father, and encouraged  her to trust the staff members. During this period, her case went to  trial and was dismissed despite strong indications of sexual abuse. The  court ruling was based largely on the results of the assessment  conducted by the agency professional in addition to the client's  activity in residential placement, including visitation with her father  during that period of time. As a result, the agency lost its funding for  residential placement. Therefore, the girl was returned to her home the  following week.

Apply scholarly theory, practice, and ethics to write an 8- to 10-page paper that includes the following:

  • Identify the legal and ethical obligations to both the girl and the father.
  • Identify the multiple levels of system failure in this case.
  • Discuss the distinction between the  legal justification for the release of the girl and the ethical problems  with such actions. In your discussion, explain how an individual human  services provider might come to deal personally with such a conflict.
  • Identify the cultural considerations needed when working with this family.
  • Describe the original or historical intent of child welfare systems in caring for vulnerable children.
  • Discuss to what extent the agencies  have fulfilled their responsibilities to their mission and the original  intent in creating such agencies.
  • Propose two to three culturally and legally appropriate strategies  that may be provided to the girl that will address her human services  needs.

Submission Details:

  • By the due date assigned,  prepare an 8- to 10-page report. Your response should rely upon at  least three sources from professional literature. This may include the  Argosy University online library resources, relevant textbooks,  peer-reviewed journal articles, and websites created by professional  organizations, agencies, or institutions (.edu, .org, or .gov). Write in  a clear, concise, and organized manner; demonstrate ethical scholarship  in accurate representation and attribution of sources (i.e., APA  format); and use accurate spelling, grammar, and punctuation.

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o How does the evolution of children’s welfare and protection in Canada reinforce the accusation that Canadian Governments and authorities were racist against Aboriginal peoples?

o What does Colonization refers to?

o How was the Indian Act modified in 1951?

o What was “operation soap”

o What was Canada’s Orphan Act of 1799?

o What were the The Butterbox Babies? 

o Define the term “oppression”?

o What is “The Battered Woman Syndrome”? 

o There are different opinions about Globalization and Outsourcing. What do proponents of globalization argue versus those who are against it? Try to come up with an example for each. ( max 2-3 paragraphs)

o What corporations can you name that have a global reach? Consider both U.S./Canadian firms operating abroad, and firms located elsewhere that do business in the United States. 

o What international goods or services do you purchase? Name a few. 

o What common social issues are faced by both Canadians and Americans? Think of health care, education, poverty and immigration? How do they differ? 

o Canada’s immigration focus is on INTEGRATION vs USA focus is on ASSIMILATION. Explain the difference. 

o What American sport has gone “global”? Name a few players from different countries. 

Latin America

Answer the following questions. State what they are and why are they important for this region? (Latin America) 

  1. DEPENDENCY THEORY 
  2. MAQUILADORA 
  3. MERCOSUR 
  4. Two major      legacies of Colonialism are religion and language. What countries      colonized Latin America? Why were they so successful? What languages are      dominant today in Latina America? 

AFRICA

  1. Resources to look at:

– On line resources such as: http://www.kimberleyprocess.com/

–  (watch the video) http://www.youtube.com/watch?v=eThlmx7w9r0

http://www.amnestyusa.org/our-work/issues/business-and-human-rights/oil-gas-and-mining-industries/conflict-diamonds

  1. Answer the following questions:
  2. Summarize in      your own words The Kimberly Process Certification Scheme (1 paragraphs      max)
  3. According to the video what were some of      the countries affected by ethnic conflict involving diamonds? 
  4. What /who is the      RUF? How did this group use diamonds and for what purpose? What is the name      of lucrative diamond district in Sierra Leone? 
  5. What/who is      UNITA? Where did this group operate? 
  6. What is Global      Witness? Where it located and what is its focus? 
  7. Briefly      summarize the history of De Beers Company. Why was this company so      successful in capturing 90% of the world diamond trade? 
  8. What was the      human cost of conflict diamonds? How the horrors of blood diamonds did      capture world’s attention? 

East Asia

  1. What is Confucianism? What does it stress/focus on? 
  2. Search the internet for “opium wars? What were they?      Who fought them? Why? 
  3. How does geopolitical situation look like in East Asia      today? Look at each country and determine which ones do get along? Which      ones do not? 

Middle East

  1. What is OPEC? Who are members of OPEC? Why is OPEC so powerful?
  2. What is a theocratic state (country)? 
  3. What is Shari’a law? 
  4. What 5 countries in the Middle East are oil rich? 

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Take-Home Paper Assignment 1

Please answer any one of the following paper topics/questions. If you want to write about any other topic/question listed below, you must clear it with me one week before the writing assignment is due.

  1. Explain, reconstruct, and evaluate only the first version of the Argument from Evil discussed by Sober. Make sure your paper minimally addresses such questions as (a) why does the problem of evil arise only with a conception of the 3O God?  Why couldn’t the problem arise if one of these properties were removed? (This is part of the explanation); (b) What is a theodicy and how is it supposed to work as an objection to the argument from evil? (c) Do you ultimately think that the theodicy attempt to refute the problem of evil is successful?  (do not address any objections to premises one or three; only address the theodicy objection). Use Sober’s discussion in the evaluation process. Use plenty of concrete examples!
  2. Explain, reconstruct, and evaluate Pascal’s argument for why, even in the absence of knowledge, one should believe that God exists. Your paper should minimally discuss (a) the distinction between evidential and prudential reasons for belief and whether belief acquisition can be successful on prudential basis alone; (b) Pascal’s actual argument for why is it prudentially better to believe in God than not (the detailed gambling process); and (c) some of the assumptions in Pascal’s argument. Use plenty of concrete examples!
  3. Explain, reconstruct, and evaluate The JTB Theory of Knowledge. Your paper should minimally discuss (a) the three different components required for knowledge according to this theory (the letters JTB); (b) explain in detail at least one of the counterexamples to the theory; finally (c) assess the theory (does the counterexample conclusively refute the theory or not). Use Sober’s discussion of this as the basis of your evaluation.  Use plenty of concrete examples!

Your papers must be 5-6 pages long Word Documents (1250-1500 words), 12” font, Times Roman, typed, double spaced, with 1”margings all around, and properly footnoted[1] (e.g. You must turn in both a hard copy in the beginning of class on the due date, May 23 and an electronic copy through Turnitin on the same day, May 23.  Please put your name on the last page of the paper only! Late papers will suffer the penalty of a reduced grade (whether they are handed in late or electronically late). All papers will be checked for possible plagiarism through Turnitin, and any found to be in violation will be dealt according to the administrative guidelines outlined in the Students’ Rights and Responsibilities Handbook. NOTE:  You are allowed to use only your textbook for this class as a source.[2]  No other sources are acceptable. 

[1] Sober, Elliott. Core Questions In Philosophy. New York: Pearson, 2013, p.

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Evidence-based social work practice calls for the use of research data to guide the development of social work interventions on the micro, mezzo and/or macro-levels. Kearney (2001) described ways qualitative research findings can inform practice. Qualitative findings can help social workers understand the clients’ experiences and “what it may feel like” (Kearney, 2001). Therefore, social workers can develop clinical interventions that take into account the experiences of their clients. Qualitative findings can also help social workers monitor their clients. For example, if after reading a qualitative study on how domestic violence survivors respond to stress, they can monitor for specific stress behaviors and symptoms (Kearney, 2001). In addition, they can educate their client what stress behaviors to look for and teach them specific interventions to reduce stress (Kearney, 2001).

Given the increasing diversity that characterizes the landscape in the United States, social workers need to take into account culture when formulating interventions. Social workers can utilize qualitative findings to plan interventions in a culturally meaningful manner for the client.

INSTRUCTIONS:

To prepare for this Discussion, read (ATTACHED) Knight et al.’s (2014) study from this week’s required resources. Carefully review the findings, the photographs, and how the researchers wrote up the findings. Finally, review the specific macro-, meso-, and micro-oriented recommendations.

Then read Marsigilia and Booth’s (ATTACHED) article about how to adapt interventions so that they are culturally relevant and sensitive to the population the intervention is designed for. Finally, review the chapter written by Lee et al. on conducting research in racial and ethnic minority communities.

Post the following:

  1. Using one of the direct quotes and/or photos from Knight et al.’s study (ATTACHED), analyze it by drawing up a tentative meaning. Discuss how this would specifically inform one intervention recommendation you would make for social work practice with the homeless. This recommendation can be on the micro, meso, or macro level.
  2. Next, explain how you would adapt the above practice recommendation that you identified so that it is culturally sensitive and relevant for African Americans, Hispanics, or Asian immigrants. (Select only 1 group). Apply one of the cultural adaptations that Marsigilia and Booth (ATTACHED)  reviewed (i.e., content adaption to include surface and/or deep culture, cognitive adaptations, affective-motivational adaptations, etc.)(pp. 424-426). Be as specific as you can, using citations and the attached reading resources to support your ideas.

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Many people receive their first introduction to the scientific method in their early school years. The first experiments which students undertake typically involve plants, chemicals, or small animals in a tightly controlled experimental environment. These experiments enable students to establish a relatively clear cause-and-effect relationship between the outcome of the experiment and the manipulation of the variables.

 

As soon as a researcher introduces a human element, proving a cause and effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended interventions outside of social workers’ direct observation. Yet, evidence-based research calls for social workers to establish cause-and-effect relations between selected interventions and client outcomes as much possible. To meet this challenge, social workers must understand the study designs available to them and all of the variations of that design that can increase the rigor of the experiment and improve the likelihood of verifying a cause-and-effect relationship.

 

In this week’s case study (ATTACHED), you decide whether the social worker in the case study (ATTACHED) has appropriately chosen a single-system (subject) design and implemented it in such a way that it can be considered an appropriate example of evidence-based research.

 

To prepare for this Assignment, read the case study (ATTACHED) Social Work Research: Single Subject and criteria for using single-system (subject) designs as evidence of effective practices in this week’s resources. Consider whether the study design described in the case study will serve the purpose of evaluating the program’s practice approach (case management with solution-focused and task-centered approaches). Consider whether these approaches are well suited to evaluation by the types of measurement used in the study. Consider to what objective measurement the numerical scales used to measure problem-change and task completion corresponds. Consider what new knowledge and evidence for the efficacy of the treatment approaches Chris has generated with her study.

 

Post an evaluation of the proposed study design described in the case study file. Explain whether the outcome of Chris’ study with her client George would lead you to adopt the model of case management with solution-focused and task-centered approaches, and substantiate your choice. Provide recommendations for improvements should Chris and her colleagues wish to submit the study to the evidence-based practice registry. Include a rationale for your recommendations.

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