Category: Social Work

In this self-reflection assignment, you will explore key aspects of your time management, productivity, and procrastination tendencies by examining your three-day time log and the results from your Procrastination Management Worksheet. Through this process, you will identify specific time-wasting activities, assess emotional and motivational factors contributing to procrastination, and evaluate strategies to improve productivity and reduce stress.

By reflecting on these experiences, you will gain greater self-awareness of your daily routines, identify patterns in your use of time, and develop actionable strategies to manage procrastination and enhance your overall productivity. This exercise is designed to help you connect personal insights with course concepts, fostering both personal growth and improved time management skills.

Reflect on the self-assessment results you received during the workbook exercises and respond to the corresponding guiding questions. Use specific examples to support and connect your responses to what you are learning in this class. As always, be sure to cite your sources properly. Use ONLY assigned sources. Do not cite any outside materials. When you cite your book, provide the exact page number for the cited material.

Before you start, review the Self-Reflection General Requirements below.

Self-Reflection General Requirements

• Analyze Your Workbook Exercises to Gather Information
• Review your workbook exercise findings carefully.
• Record your results (i.e., numbers, rankings, patterns, etc.) for your time management and procrastination. Look for strengths, weaknesses, or trends in your results. Record the trends and be prepared to report them in detail in the essay.
• Consider how these results relate to your stress experiences, behaviors, and self-awareness.
• Address all prompts in Essay format (prompts appear below)
• Introduce the topic and provide context and a thesis in the introduction.
• Briefly explain how each topic relates to stress and why it is vital to analyze
• Be sure to explain how the essay will be organized (first, I will analyze my ability to manage my time effectively, followed by an analysis of my tendency to procrastinate. I will consider how each of these is related to my stress levels.
• Use headings to organize the essay. Time management and procrastination MUST be level-one headings centered and in bod font.
• Each paragraph should focus on one main point supporting the thesis.
• Body paragraphs should provide evidence and examples from your experiences and interactions with the course content.
• Body paragraphs should demonstrate critical thinking by connecting your responses to concepts discussed in class.
• Your conclusion should briefly summarize your main argument and consider how your results impact your self-awareness, interpersonal relationships, and academic and professional goals.
• Make sure to use course content in your essay to explain terms and support your arguments. This means you must include specific, concrete details.
• Check for flow and logical organization of thoughts.
• Proofread for spelling and grammar errors.
• Cite Your Sources
• Use APA style in-text citations for course materials.
• Use assigned materials ONLY. Use of outside sources will not earn credit. When you cite your book, provide the exact page number.
• Be sure every reference has a matching citation.
• Proper citation supports your arguments and upholds academic integrity.
• Ensure that you do not use generative AI to write the paper. You may use it to check grammar, flow, and cohesion.
• Formatting Requirements
• Length: 15002000 words
• Font: Times New Roman, 12-pt font, or Aptos, 12-pt. font
• Spacing: Double-spaced–do not add hard returns at the end of every sentence. Do not submit a paper with large blocks of white space.
• Use this template for your title page: https://apastyle.apa.org/style-grammar-guidelines/paper-format/title-page
• Margins: 1″ all sides
• Submission Format: Microsoft Word document

Self-Reflection Essay Prompts

Be sure to address each prompt in your essay.

1. Time Management & Productivity

• Analyze your daily time logbook and reflect on your productivity in precise, specific terms:
• What is your most and least productive time of day? Be specific and concrete. Do not say mornings or evenings. Note the exact time of day. Be prepared to explain why this time is the best or worst for productivity.
• What factors (environment, energy, distractions, etc.) impact your productivity? Be specific. Do not say– environment, distractions, energy. Note and describe the exact factor in the environment if that is the issue. If distractions are the problem, identify and describe the specific distraction. If energy is the problem, note that and explain how or why your energy is the issue. Do not present a series of generalizations.
• Identify and precisely describe your biggest time wasters (‘time zappers’)?
• How do poor time management and lack of planning affect your work or school performance? Again–be prepared to provide specific, concrete details. This is about YOUR identity.
• Do you frequently ask for extensions or rush to meet deadlines? If so, how often, when was the last time, why did you need the extension, and how might you avoid rushing? Be specific do not say “better time management.” That would be trivially true.
• Select ONE of the time management methods described in our book and show exactly how you can use it to take control of the events in your life. Be specific.
• What specific behavioral changes are you prepared to make? Be precise and specific.
• Be sure that you describe precisely what you are prepared to donot what you think others want to hear.

1. Procrastination

• Procrastination Self-Assessment
• Reflect on your procrastination self-assessment:
• What were your scores? Write these down and be prepared to report them in your paper.
• Which areas do you struggle with most, and why? Be specific and concrete. No generalizations.
• How does procrastination contribute to your stress? Be specific and concrete. No generalizations.
• Emotional & Motivational Triggers
• Consider the emotional and motivational causes of procrastination:
• Which emotional factors (e.g., perfectionism, stress, fear of failure) lead you to procrastinate? Be specific and concrete–if the problem is perfectionism, describe it; how does it manifest in your life–exactly? If the problem is fear of failure, describe that and analyze why you have the fear, and then explain how it prevents you from submitting work on time or completing tasks when scheduled.
• Which motivational issues (e.g., low initiative, lack of interest, or energy) impact your follow-through? Again, be specific. Identify the particular issue or issues and explain how or why they affect you–in concrete terms.
• Coping Skills
• Identify and discuss the specific skills you need to improve to better manage procrastination:
• Time management and prioritization–be specific and concrete. Give at least two exact examples of how you might manage time more effectively AND how you can set different priorities–again, with exact examples.
• Goal-setting and task-planning–be specific and concrete. Give at least two exact examples of goal setting and task planning that apply exactly to your life.
• Ability to stay focused despite distractions
• Submission

This assignment requires a file upload submission. After reviewing the assignment instructions and rubric, as applicable, complete your submission by selecting the Submission Type button below. Enter the required information and/or browse for your file, and remember to select the Submit Assignment button below the file to complete your submission. Review the Progress Tracker above to confirm submission.

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Grading

This assignment will be graded using the HUS4018 Self-Reflection 4 Rubric. Please use the rubric as a guide toward successfully completing this assignment. For information on viewing the rubric, refer to this

.

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HUS4018 Self Reflection 4 Rubric

HUS4018 Self Reflection 4 RubricCriteriaRatingsPtsAnalysis of Time Management & Productivity

25 to >22.5 pts

Exemplary

Provides detailed and insightful analysis of specific time log results; identifies exact productive and unproductive times, time zappers, and key productivity factors with strong supporting, specific examples; offers innovative and actionable behavioral changes in concrete terms.

22.5 to >19.5 pts

Meets Expectations

Reports time log results. Provides an adequate analysis of the results. Identifies specific productive and unproductive periods, time zappers, and factors affecting productivity. Suggests specific, concrete, practical behavioral changes with minor gaps in depth.

19.5 to >17.5 pts

Developing

Reports time log results. Analysis of the results is basic, with limited identification of specific patterns or productivity factors; behavioral change suggestions are abstract or superficial.

17.5 to >0 pts

Novice

Mentions only trends in time log results. Minimal analysis of time log results; fails to identify specific patterns, time wasters, or productivity factors adequately; lacks precise suggestions for improvement. Terminology is entirely abstract.

0 pts

Not Acceptable

Does not analyze time log results or address time management factors meaningfully; no concrete suggestions for behavioral changes. Examples are entirely abstract. Alternatively, there is no self-reflection submission.

/ 25 pts

Procrastination Self-Assessment Results

25 to >22.5 pts

Exemplary

Reports and thoroughly reflects on procrastination assessment scores; analyzes areas of struggle and connects them to specific personal stressors with critical insights; provides three specific, concrete strategies with multiple examples to address procrastination.

22.5 to >19.5 pts

Meets Expectations

Reports and reflects adequately on procrastination assessment scores; identifies two specific areas of struggle. Offers two concrete, specific practical strategies with minor gaps in specificity.

19.5 to >17.5 pts

Developing

Reports some results but not all from the procrastination assessment. Provides a limited reflection on the scores. Limited, general discussion of areas of struggle. Connection to stress is unclear, abstract, or superficial. One or two strategies are mentioned for improvement, but the descriptions are generic.

17.5 to >0 pts

Novice

Does not report the scores from the procrastination assessment. Limited reflection on procrastination results; does not adequately identify specific, concrete areas of struggle, stress contributors, or strategies for improvement.

0 pts

Not Acceptable

Does not report scores, and fails to reflect on procrastination assessment or suggest meaningful strategies for change. Alternatively, there is no self-reflection submission.

/ 25 pts

Integration of Course Concepts

20 to >17.5 pts

Exemplary

Effectively integrates five or more course concepts, demonstrating in-depth understanding of their application to the topic. Uses professional terminology from assigned content correctly in all cases, with minor gaps in reasoning. Uses sufficient citations from assigned course materials to demonstrate clear, well-reasoned connections to concrete, personal experiences or the assignment topic. Demonstrates exceptional critical thinking by identifying multiple logical connections between concrete personal experience and course content by citing more than two assigned sources; does not cite any unassigned resources.

17.5 to >15.5 pts

Meets Expectations

Successfully integrates three to four course concepts, showing a solid understanding of their relevance. Uses professional terminology correctly in most cases, with minor gaps in sophistication or variety. Course concepts are appropriately applied and connected to concrete personal experiences or the assignment topic. Uses sufficient citations from two assigned course materials to demonstrate adequate connections to concrete, personal experiences or the assignment topic, though some analyses may lack depth. Does not cite any unassigned resources.

15.5 to >13.5 pts

Developing

Incorporates one to two course concepts, but the connections may be superficial or incomplete. Professional terminology is used inconsistently or inaccurately, with limited variety. Cites one assigned source to make loose connections between concepts and the reflection; analysis may be unclear or lack specific examples due to a lack of concrete details. Too few citations from assigned course materials lead to overly simplistic or generic connections to course content. Cites no unassigned resources.

13.5 to >0 pts

Novice

Includes minimal or no course concepts, showing little understanding of their relevance or application. Rarely uses professional terminology, or terminology is consistently incorrect. The analysis is vague or missing; there is little to no connection between course concepts, personal experiences, or the assignment topic. Demonstrates minimal critical thinking; connections to course content are absent or severely underdeveloped. Does not cite course materials or cites them infrequently; cites unassigned sources.

0 pts

Not Acceptable

Fails to incorporate course concepts, terminology, or any critical thinking. No connection to personal experiences or assignment topic. Alternatively, there is no self-reflection submission. Does not cite assigned resources to make the connections.

/ 20 pts

Organization and Flow

15 to >12 pts

Exemplary

A highly effective, logical organization with precise sequencing, effective headings, and smooth transitions. All paragraphs are well-developed and cohesively support the thesis and analysis.

12 to >10.5 pts

Meets Expectations

A moderately effective, logical organization with headings and relatively smooth transitions. Minor issues with flow or transitions. Most paragraphs are well-developed and support the thesis and analysis.

10.5 to >7.5 pts

Developing

Organization is inconsistent or unclear; headings or transitions are weak or missing. Several paragraphs lack full development.

7.5 to >0 pts

Novice

Disorganized structure; lacks logical flow and coherence. Many paragraphs lack full development.

0 pts

Not Acceptable

Essay lacks organization and flow; difficult to follow and understand. Alternatively, there is no self-reflection submission.

/ 15 pts

APA Style and Grammar

15 to >12 pts

Exemplary

Perfect adherence to APA guidelines with accurate citations and references; essay is polished and free of grammar or spelling errors. Spacing and headings are flawless.

12 to >10.5 pts

Meets Expectations

Minor APA formatting errors or occasional grammar/spelling mistakes that do not distract from readability. One minor error in spacing. One minor error in headings.

10.5 to >7.5 pts

Developing

Inconsistent adherence to APA style; noticeable grammar/spelling errors that affect readability. Two heading errors; two spacing errors.

7.5 to >0 pts

Novice

Frequent APA formatting errors or significant grammar/spelling mistakes reduce readability. More than two heading errors; more than two spacing errors.

0 pts

Not Acceptable

Fails to follow APA formatting; grammar and spelling errors make understanding difficult. Alternatively, there is no self-reflection submission.

Text: Stress Management for Life: A Research-Based, Experiential Approach

5th Edition

Michael Olpin , Weber State University

Margie Hesson , South Dakota State University Cengage

The purpose of this assignment is to assist you the assessment, intervention, and evaluation of individuals, families, groups, organizations, and communities. This assignment will assist you in walking through the assessment of various diagnoses and exploring practical application of interventions both pharmacologically based, and intervention based in nature. This assignment also assists you in the evaluation of practice with clients, as you explore what interventions to utilize if one type of intervention is not assisting the client.

Presentation:

Create a digital presentation of 7-10 slides (not including the title and reference slides) offering primary, secondary, and tertiary medications and at least one alternative intervention for the management of all the mental health diagnoses discussed in this course:

• Anxiety disorders
• Bipolar and mood disorders
• Personality disorders
• Schizophrenia spectrum
• Trauma and adjustment disorders

Include a slide summarizing the following:

• NASW Social Workers Ethical Responsibilities to the Broader Society ethical standards on Social Welfare, Public Participation, Public Emergencies, Social and Political Action in addressing concepts like pill mills, over medicating, Big Pharma, and political implications.
• Select one disorder discussed in this course. Discuss the limitations of medication for the selected mental health disorder.
• For the same selected disorder discussed in this course, provide one alternative to pharmacological treatment for the selected disorder and explain its effectiveness.
• Cite five peer-reviewed, scholarly resources supporting your reasoning.

RUBRIC*****Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Presentation

A digital presentation of 7-10 slides (not including the title and reference slides) offering primary, secondary, and tertiary medications and at least one alternative intervention for the management of all the mental health diagnoses discussed this term.

0 points

A digital presentation of 7-10 slides (not including the title and reference slides) offering primary, secondary, and tertiary medications and at least one alternative intervention for the management of all the mental health diagnoses discussed this term is not included.

13.8 points

A digital presentation of 7-10 slides (not including the title and reference slides) offering primary, secondary, and tertiary medications and at least one alternative intervention for the management of all the mental health diagnoses discussed this term is vague and incomplete.

15.8 points

A digital presentation of 7-10 slides (not including the title and reference slides) offering primary, secondary, and tertiary medications and at least one alternative intervention for the management of all the mental health diagnoses discussed this term is minimal. Lacks some pertinent information.

17.8 points

A digital presentation of 7-10 slides (not including the title and reference slides) offering primary, secondary, and tertiary medications and at least one alternative intervention for the management of all the mental health diagnoses discussed this term is adequately accurate.

20 points

A digital presentation of 7-10 slides (not including the title and reference slides) offering primary, secondary, and tertiary medications and at least one alternative intervention for the management of all the mental health diagnoses discussed this term is comprehensive and expertly accurate.

Presentation: Summary of NASW Social Workers Ethical Responsibilities to the Broader Society

Summary of NASW Social Workers Ethical Responsibilities to the Broader Society ethical standards on Social Welfare, Public Participation, Public Emergencies, Social and Political Action in addressing concepts like pill mills, over medicating, Big Pharma, and political implications.

0 points

Summary of NASW Social Workers Ethical Responsibilities to the Broader Society ethical standards on Social Welfare, Public Participation, Public Emergencies, Social and Political Action in addressing concepts like pill mills, over medicating, Big Pharma, and political implications is not included.

10.35 points

Summary of NASW Social Workers Ethical Responsibilities to the Broader Society ethical standards on Social Welfare, Public Participation, Public Emergencies, Social and Political Action in addressing concepts like pill mills, over medicating, Big Pharma, and political implications is vague and incomplete.

11.85 points

Summary of NASW Social Workers Ethical Responsibilities to the Broader Society ethical standards on Social Welfare, Public Participation, Public Emergencies, Social and Political Action in addressing concepts like pill mills, over medicating, Big Pharma, and political implications is minimal. Lacks some pertinent information.

13.35 points

Summary of NASW Social Workers Ethical Responsibilities to the Broader Society ethical standards on Social Welfare, Public Participation, Public Emergencies, Social and Political Action in addressing concepts like pill mills, over medicating, Big Pharma, and political implications is adequately accurate.

15 points

Summary of NASW Social Workers Ethical Responsibilities to the Broader Society ethical standards on Social Welfare, Public Participation, Public Emergencies, Social and Political Action in addressing concepts like pill mills, over medicating, Big Pharma, and political implications is comprehensive and expertly accurate.

Limitations of Medication for Mental Health Disorders

Discussion about the limitations of medication for the mental health disorders discussed in this course.

0 points

Discussion about the limitations of medication for the mental health disorders discussed in this course is not included.

6.9 points

Discussion about the limitations of medication for the mental health disorders discussed in this course is vague and incomplete.

7.9 points

Discussion about the limitations of medication for the mental health disorders discussed in this course is minimal. Lacks some pertinent information

8.9 points

Discussion about the limitations of medication for the mental health disorders discussed in this course is adequately accurate.

10 points

Discussion about the limitations of medication for the mental health disorders discussed in this course is comprehensive and expertly accurate.

Schizophrenia Spectrum

For the same selected disorder, one alternative to pharmacological treatment for the selected disorder and explanation about its effectiveness.

0 points

For the same selected disorder, one alternative to pharmacological treatment for the selected disorder and explanation about its effectiveness is not included.

6.9 points

For the same selected disorder, one alternative to pharmacological treatment for the selected disorder and explanation about its effectiveness is vague and incomplete.

7.9 points

For the same selected disorder, one alternative to pharmacological treatment for the selected disorder and explanation about its effectiveness is minimal. Lacks some pertinent information

8.9 points

For the same selected disorder, one alternative to pharmacological treatment for the selected disorder and explanation about its effectiveness is adequately accurate.

10 points

For the same selected disorder, one alternative to pharmacological treatment for the selected disorder and explanation about its effectiveness is comprehensive and expertly accurate.

Trauma and Adjustment Disorders

Description of primary, secondary, and tertiary medications and at least one alternative intervention for the management of the mental health diagnoses of trauma and adjustment disorders.

0 points

Description of primary, secondary, and tertiary medications and at least one alternative intervention for the management of the mental health diagnoses of trauma and adjustment disorders is not included.

6.9 points

Description of primary, secondary, and tertiary medications and at least one alternative intervention for the management of the mental health diagnoses of trauma and adjustment disorders is vague and incomplete.

7.9 points

Description of primary, secondary, and tertiary medications and at least one alternative intervention for the management of the mental health diagnoses of trauma and adjustment disorders is minimal. Lacks some pertinent information

8.9 points

Description of primary, secondary, and tertiary medications and at least one alternative intervention for the management of the mental health diagnoses of trauma and adjustment disorders is adequately accurate.

10 points

Description of primary, secondary, and tertiary medications and at least one alternative intervention for the management of the mental health diagnoses of trauma and adjustment disorders is comprehensive and expertly accurate.

Presentation of Content

0 points

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

6.9 points

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

7.9 points

The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.

8.9 points

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

10 points

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Video Presentation Mechanics

A 5-10 min video explaining the presentation using Zoom as though presenting to a group of peers, detailing each medication, name brand, chemical name, and method of action.

0 points

A 5-10 min video explaining the presentation using Zoom as though presenting to a group of peers, detailing each medication, name brand, chemical name, and method of action is not included.

13.8 points

The video presentation is fewer than 5 minutes long. Frequent and repetitive mechanical errors distract the reviewer of the video presentation. Inconsistencies in language choice (register) or word choice are present. Explanation about the presentation is vague and incomplete. Fails to completely detail each medication, name brand, chemical name, and method of action.

15.8 points

The 5-10- minute video presentation has some mechanical errors present, but they are not overly distracting to the reviewer of the video presentation. Correct and varied audience-appropriate language is employed. Explanation about the presentation minimally details each medication, name brand, chemical name, and method of action. Lacks some pertinent information.

17.8 points

The 5-10- minute video presentation is largely free of mechanical errors, although a few may be present. The student uses a variety of effective sentence structures and figures of speech in the video presentation. Explanation about the presentation adequately details each medication, name brand, chemical name, and method of action with accuracy.

20 points

The 5-10- minute video presentation incorporates all best practices and demonstrates a professional demeanor. Explanation about the presentation comprehensively details each medication, name brand, chemical name, and method of action with expert accuracy.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

3.45 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

3.95 points

Appropriate format and documentation are used, although there are some obvious errors.

4.45 points

Appropriate format and documentation are used with only minor errors.

5 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

the feedback from Journal 1 “Say more about what you feel you learned”.

Fix the Genogram

In a 250 or more -word reflection, address the following: * I have included my drafted writing paper*

1. Think about a time with supervision that you felt vulnerable. Describe what that felt like sharing that information and what it felt like after the meeting.
2. Describe how that feeling could relate to a client sharing something vulnerable to a social worker during a meeting or assessment.
3. Describe how you would have liked that experience to be different for you.
4. Identify what learning style works best for you.
5. Explain how your interaction with your field instructor would have been different if your field instructor was aware of that.

It is acceptable to use the first person for this assignment.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

1) Choose a country and carefully examine the data from the following sources. Analyze the

data for both the country youve chosen and for the United States.

Use these links:

https://www.cia.gov/stories/story/spotlighting-the-world-factbook-as-we-bid-a-fond-farewell/

https://index.prosperity.com/globe

https://www.oecd.org/en/countries.html

Countries

https://www.hrw.org/world-report/2025

You may also want to explore the official national data for the country youve chosen. For

the United States, this is the United States Census Bureau:https: //www.census.gov/

2)Based on your analysis of the comparative data complete the Country Comparison template

(available on Blackboard).

3) Answer the following questions in 4-6 pages:

1.What are the key differences between the country your chose and the United States?

2.What are the implications of these differences for social welfare policy in each

country?

4) Submit your completed comparison template and responses to the questions.

If you can find information on Bosnia and Herzegovina using those links then use that country, and if not then use another country in the Balkans. I will also upload the template that you need to use.

also only use the 6 links i sent as references, nothing else.

Topic: Dee Watts-Jones Videos

Prompt:

Watch short videos of Dee Watts-Jones defining and making connections between key concepts clinical social workers need to understand to help them cultivate cultural sensitivity and relevant practice. Please view the videos in order; they build on one another. After you view the videos, please share a practicum experience where you socially located yourself and the benefits of doing so. If you have not socially located yourself with a client before, please describe how you would do so and the possible therapeutic benefits in writing or video response.

Part 1: Understanding Social Locations & Identities, with Dee Watts-Jones (2:12 minutes)

Part 2: Social Locations & Intersectionality, with Dee Watts-Jones (2:49 minutes)

Part 3: Social Locations & How they Impact Us, with Dee Watts-Jones (2:05 minutes)

Part 4: Bringing Location into the Therapy Room, with Dee Watts-Jones (1:54 minutes)

Part 5: Internalized Racism, with Dee Watts-Jones (2:49 minutes)

Responses: once the writing part is done, I will send the 1 peer post for you to respond too.

Please Remember:

• Writing should be thoughtful, reflective, and should make connections with the assigned topic. You are expected to think critically and cite information from the readings including those found in the module and those assigned for the discussion.
• Writing must be supported by your readings and properly cited (authors last name and year of article). Do not use any direct quotes.
• Where relevant, please incorporate readings into your response and remember to properly cite when using others’ words and/or ideas.

Yalom, I.D. (2020). The theory and practice of group psychotherapy, 6th ed. Chapter 3 – Group Cohesiveness Chapter 5 The Therapist: Basic Tasks Chapter 6 The Therapist: Working in the Here and Now Chapter 10 In the Beginning

Watch interview with the authors of Abolition. Feminism. Now.

watch from 19:58 to 33:48 and then answer the following questions in your post:

• How might abolition allow us to better address interpersonal violence?
• What are some of the opportunities this approach offers? What are some of the challenges?

Responses: (once the writing part is done, I will send the 2 peer posts so you can respond to each)

Comment on these two peers responses to the same questions, separately.

In your replies, please address the following:

What does your peer’s discussion show you about how people learn about bills? What is the importance for learning about how bills are made into laws for non-social workers?

Please remember:

• Writing should be thoughtful, reflective, and should make connections with the assigned topic. You are expected to think critically and cite information from the readings including those found in the module and those assigned for the discussion.
• Writing must be supported by your readings and properly cited (authors last name and year of article). Do not use any direct quotes.

Write an essay on the following questions and reflect on the implications for practice:

1. What is social policy in Canada? How has it been influenced globally?
2. Describe social justice and human rights; praxis; evidence informed; and civic engagement. How do these ideas relate to your practice as a social worker?
3. How do/can citizens affect social policy? How do/can social workers affect social policy?
4. How will your understanding of social policy impact your practice as a social worker? (Reflect on what you have learned in class)
5. How will an understanding of social policy help you in your placement/future practice?
6. What areas do you need to work on to extend your learning about policy to be effective in your placement/future practice

Respond to the above questions either in an integrated synthesized manner or as individual responses ensuring that in the latter case each response is fulsome and takes account of previous responses.

Review the Learning Resources on power, privilege, and oppression. Focus on the Hays chapter, which describes the original ADDRESSING framework. Complete the ADDRESSING-GSA Self-Assessment in the Learning Resources. by day 3 Post a reflection on the ADDRESSING-GSA Self-Assessment and apply what you learned to social work practice. Specifically, answer the following questions: What insights did you gain from the activity in terms of your identities and aspects of power and privilege? In what ways do you envision your diverse identities and associated power, privilege, or oppression influencing the social workerclient relationship? Provide an example. Required Readings Marsiglia, F. F., Kulis, S. S., & Lechuga-Pea, S. (2021). Diversity, oppression, and change: Culturally grounded social work (3rd ed.). Oxford University Press. Chapter 2, Cultural Diversity, Oppression, and Action: A Culturally Grounded Paradigm (pp. 2945) Chapter 3, The Intersectionality of Race and Ethnicity With Other Factors (pp. 4664) Read the Intersectionality section only. Harvard University Project Implicit. (2011). Project implicit social attitudes. Hays, P. A. (2016). The new reality: Diversity and complexity. In Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed., pp. 314). American Psychological Association. In many societies, power and privilege are based on ones membership in a dominant or non-dominant group. It is not a matter, though, of either having privilege or not. The dominant group varies based on the dimension of diversity. For example, you could experience privilege as Caucasian but oppression and otherness as a gay person. Social workers often work with clients who are perceived as others. Otherness often leads to marginalization and barriers promoted by society and social institutions. As you begin your work with clients, consider not only the individual (micro) concerns brought to the session but also the environmental or macro factors that may have either created or perpetuated the concern. You can empower your clients by helping them identify and define the oppression they have experienced throughout their lifetime. For this Discussion, you use the ADDRESSING-GSA framework to explore your own diverse identities and your membership in dominant or non-dominant groups. You then examine how these identities might influence your relationship with clients. resources