BLOG ONE -My Personal Learning Style
Research shows that each of us learn in different ways, Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well (Learning Styles on Line, 2014).
Meanwhile, I learn best when information is presented in a written language format or in another visual format such as pictures or diagrams. Also, I like to watch videos about the topics I will be studying in class. I am a visual and social learner. I prefer to take notes and draw pictures that are associated with what the instructor is saying. And I understand things better when I think it through. When I need to learn new information, I would prefer written and verbal directions to help me understand the whole thing. However, I do prefer to put my information on flashcards, so that I can form a mental picture of the information.
Also, I am a social learner; I can communicate well with people, both verbally and non-verbally. People seem to listen to me or come to me for advice, and I am sensitive to their motivations, feelings or moods. I listen well, understand other's views and enjoy mentoring others. However, I do like study groups because they have been helpful to me when I am trying to learn new information or preparing for tests. I have always found that study partners can encourage and motivate me when I need a pick me up. At times I find it easier to ask my study groups questions especially when I don’t want to ask the teacher to explain something to me more than twice. Being in a group also helps me to commit to studying because they are depending on my participation. Every group that I have participated in, have listened and discussed information that I or another group member might not understand.
I have learned valuable study habits from other group members. For example, I would study for hours and still could not remember most of what I had studied. However, while meeting with my study group; we were having a discussion on how to study effectively, and one classmate suggested that we study for fifteen minutes and take a break for fifteen minutes and that new study habit has helped me to retain information better.
Being in a study group has also allowed me to compare my notes with other group members. On the other hand, I have ran into a few pitfalls with group members who do not want to do their share of the work and wanted to do more socializing than studying. Overall, I like it when the instructor takes the time to explain the assignments. Usually when I am doing homework, I always try to understand the assignment first. However, it is very important to me when the instructor can give me an overall picture and relate the material to other subjects.
References
Learning Styles on Line (2014). Retrieved September 18, 2014 from http://www.learning-styles-online.com/overview/
Case Study 8-6 Empowering Adolescent Girls in Foster Care. African American girls in foster care seem to have many mental health problems. The problems faced by girls can be viewed as part of a ... Need for trust, love, and respect in order for them to form positive relationships. They have had attachment disruptions and have experienced abandonment. The group social worker gained acceptance and influence in the group process because she had a dual specialty in group work.
However, she came prepared, and prepared herself to be supportive and encouraging. Also, she met with foster parents so that she could tune into any concerns. Most importantly, her preparation included cultural sensitivity. The social worker practice skills included; empathy, active listening, empathy, social perceptiveness, self- awareness, organization and cooperation.
According to the NASW, It is no exaggeration to say that a culturally competent provider can mean the difference between a person “making it” or “falling through the cracks.” Social Workers need a knowledge and understanding of a person’s group culture and background in order to empower people to lead healthy lives (National Association of Social Workers, (2014).
BLOG TWO-The Case of Trent
Trent teachers did not try any systematic Intervention. Jo knew that African American boys are often labeled very early in school and these labels follow them throughout their education. However, teachers and staff are influenced by labels, which can compromise the quality of education. Jo used the behaviorism and the social learning theory.
Meanwhile, Jo involved Trent in the development of behavior and task charts to help improve his behavior. The behavior chart is used to remind Trent that he is making the right choice. It was important to avoid giving Trent a label this early in his academic year; school had been in session for only two weeks and that was too early to reach a conclusion about Trent’s needs. However, Jo was aware of the theory, which supported her efforts to not stigmatize Trent by diagnosing him as behaviorally disordered.
She believed that using this theory can help Trent learn new skills and behaviors. Jo anticipated that Trent’s family would be guarded in their interview with her because of her race. I believe that this was a reasonable assumption on her part because she knew that she had to develop an early positive relationship with them to understand their family dynamics. She was also aware that there are key decision makers within the African American families and lots of support within the extended family.
Using the Ecological Model in Generalist Practice
The ecological perspective looks at the entire system and is used to guide the social worker’s approach. The ecological approach included understanding the developmental stage; the changes in status and roles, and the life stressors. The essential skills and abilities that the social worker used in this approach were empowerment to gain independence, the strengths perspective and self - determination to point out her strengths about what she could do.
The ecological concepts were used to rejuvenate her passion to seek a more meaningful life. One of the team members sat down with Mrs. Lilly and drew a picture of her house which helped her to focus on what she wanted to achieve, and to shift her focus away from being a patient. The occupational therapist conducted a cooking evaluation with Mrs. Lilly and the team planned daily activities.
Meanwhile, the concept of person and environment fit in this case was used to describe Mrs. Lilly’s social functioning problems, and to address her problems and strengths. It also provided the social worker with a clear view of what the next step should be in providing social work assistance to Mrs. Lilly. The person in environment fit helped the social worker address problems such as, mental health, physical health, social environment, and Mrs. Lilly’s relationship with family members.
References
National Association of Social Workers (2014) retrieved October 3, 2014 from http://www.socialworkers.org/pressroom/features/issue/div
BLOG THREE- Debate 15 “Can HBSE classes discuss socially sensitive topics without being labeled "politically incorrect’?”
Political correctness uses language with strong connotations, such as ``discrimination'' and ``racism''. So therefore, I don’t believe that it is possible for anyone to analyze critical racial and gender issues without being labeled as racist or sexist. People are always going to make assumptions. For instance, in one of my social work classes, African American seem to always be the class discussion. However, during discussions, some of the black students would get offended simply because they thought the teacher was a racist. I believe that the teacher should take responsibility for monitoring the tone in certain type of discussions. However, I don’t think it would matter whether or not the teacher prepares the class for these types of discussions. These are sensitive topics and will most likely bring about any pejorative language. In addition, the term (racist, especially) are generally considered to be pejorative, so as soon as you use them people get defensive and miss the point. The debate becomes about the ethnic mix of their social circle or supporters, both of which are irrelevant.
Debate 17 “Should HBSE favor social environment theories over theories of individual behavior”,
I believe that HBSE should not favor social environment theories over theories of individual behaviors, and they both should be taught together. I believe that the target systems and action systems should be the human service organization. HBSE course should dwell on how the political, economic, and human service organizations and institutions operate. Also, I believe that environmental forces are more powerful and compelling influences on human behavior than familiar dynamics. Therefore, it is important for us tp know how the social environment produces human behavior and the HBSE courses should address large systems issues.
Debate 20 “Should HBSE Teach Student to do anything
In order to become competent in applying “knowledge of human behavior and the social environment,” we are expected to be knowl-edgeable about: Human behavior across the life course, the range of social systems and the ways social systems promote or deter people in maintaining or achieving health and well-being. HBSE should give the students a holistic, dynamic understanding of individuals and society which, in turn, serves as the knowledge base on which professionals build their practice skills and make practice decisions. Viewing the interaction between environment and behavior using the lens of systems theory is an approach that cuts across the School’s entire curriculum, providing a theoretical grounding for empirically-based social work practice with diverse systems of all sizes at all stages of life.
HBSE facilitates how individuals make meaning of human behavior and their social environments. How individuals make meaning influences how others and the social world are viewed, as well as how human strengths and struggles are defined. Social work practitioners, as life-long learners, must maintain a rigorous and current study of HBSE theory that is relevant to the historical, cultural, political, and global societal influence (Greene, 2009).
Yes, Human Behavior teaches students how to access the impact of the intervention. It provides an understanding of interactions between and among human biology, social psychological and cultural systems, and assessments generates effective interventions.
References
Greene, R. (Ed). (2009).Human behavior theory & social work practice. New Brunswick, NJ: Aldine Transaction.
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Political correctness uses language with strong connotations, such as ``discrimination'' and ``racism''. So therefore, I don’t believe that it is possible for anyone to analyze critical racial and gender issues without being labeled as racist or sexist. People are always going to make assumptions. For instance, in one of my social work classes, African American seem to always be the class discussion. However, during discussions, some of the black students would get offended simply because they thought the teacher was a racist. I believe that the teacher should take responsibility for monitoring the tone in certain type of discussions. However, I don’t think it would matter whether or not the teacher prepares the class for these types of discussions. These are sensitive topics and will most likely bring about any pejorative language. In addition, the term (racist, especially) are generally considered to be pejorative, so as soon as you use them people get defensive and miss the point. The debate becomes about the ethnic mix of their social circle or supporters, both of which are irrelevant.
Debate 17 “Should HBSE favor social environment theories over theories of individual behavior”,
I believe that HBSE should not favor social environment theories over theories of individual behaviors, and they both should be taught together. I believe that the target systems and action systems should be the human service organization. HBSE course should dwell on how the political, economic, and human service organizations and institutions operate. Also, I believe that environmental forces are more powerful and compelling influences on human behavior than familiar dynamics. Therefore, it is important for us tp know how the social environment produces human behavior and the HBSE courses should address large systems issues.
Debate 20 “Should HBSE Teach Student to do anything
In order to become competent in applying “knowledge of human behavior and the social environment,” we are expected to be knowl-edgeable about: Human behavior across the life course, the range of social systems and the ways social systems promote or deter people in maintaining or achieving health and well-being. HBSE should give the students a holistic, dynamic understanding of individuals and society which, in turn, serves as the knowledge base on which professionals build their practice skills and make practice decisions. Viewing the interaction between environment and behavior using the lens of systems theory is an approach that cuts across the School’s entire curriculum, providing a theoretical grounding for empirically-based social work practice with diverse systems of all sizes at all stages of life.
HBSE facilitates how individuals make meaning of human behavior and their social environments. How individuals make meaning influences how others and the social world are viewed, as well as how human strengths and struggles are defined. Social work practitioners, as life-long learners, must maintain a rigorous and current study of HBSE theory that is relevant to the historical, cultural, political, and global societal influence (Greene, 2009).
Yes, Human Behavior teaches students how to access the impact of the intervention. It provides an understanding of interactions between and among human biology, social psychological and cultural systems, and assessments generates effective interventions.
References
Greene, R. (Ed). (2009).Human behavior theory & social work practice. New Brunswick, NJ: Aldine Transaction.
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BLOG FOUR “From Case to Cause: My name is Jess Overton”
Jess Overton case was very interesting, and the micro, mezzo, and macro level are evident in this case. Even though Nick was 15; I believe that his problem should have been addressed first because he was also a victim of abuse. The intake worker wasn’t concerned about Nick’s mental state and was only concerned about the “no males’ policy.” I thought it was unfair how she put him in the same category as his father and other abusive men.
Some of the issues that were responsible for Jess to consider going back to her husband were Marty’s SSI payments and his IEP. Through it all, she felt like it would be easier for her to return to David because it seemed so difficult for her to re-establish herself independently from her husband. Furthermore, the school does not want to have Marty evaluated by the school psychologist because he is homeless and might leave the school district any day. Also, the school district felt that Marty did not have any special education needs and rejected his special education plan. Consequently, Marty’s SSI benefits were terminated, because he was no longer receiving special education services.
I believe that not all adolescent males are aggressive and violent. However, I do believe that adolescent males are taught at a very young age to be aggressive and violent if they have been living in a household where there is domestic violence. Also, I believe those that are living, or who have lived in a household where there is domestic violence are more likely to be in intimate relationships where there is violence. I believe that society thinks that it is normal for adolescent males to become aggressive and violent, and that there are things that contribute to these acts which are, watching television, playing video games, and by simply being taught how ”a young man is not supposed to cry”. These types of things can influence children to become violent.
I see evidence of interlocking systems of oppression in this case. Marty was a victim of child abuse and was compared to an entire group of people based on someone else behavior, without regard for his individual difference. Jess used her personal strengths to aid in her recovery and empowerment. Jess found good in the worst situation when she spoke to the crowd about domestic violence. I thought that the physician really wanted to help Jess by quietly referring her to a domestic violence shelter in the area. However, in order for the doctor to refer her, she had to use the diagnosis under the category of mental health. Jess was in a tricky situation, which refers back to the interlocking systems of oppression. It is sad knowing how the insurance report domestic violence as a pre-existing condition, and not a health related illness. Also, I think it is unfair to call domestic violence a pre-existing condition. Just like any other illness, you never know when you may become a victim, and no insurance company should be recognizing domestic violence as mental illness.
Jess Overton case was very interesting, and the micro, mezzo, and macro level are evident in this case. Even though Nick was 15; I believe that his problem should have been addressed first because he was also a victim of abuse. The intake worker wasn’t concerned about Nick’s mental state and was only concerned about the “no males’ policy.” I thought it was unfair how she put him in the same category as his father and other abusive men.
Some of the issues that were responsible for Jess to consider going back to her husband were Marty’s SSI payments and his IEP. Through it all, she felt like it would be easier for her to return to David because it seemed so difficult for her to re-establish herself independently from her husband. Furthermore, the school does not want to have Marty evaluated by the school psychologist because he is homeless and might leave the school district any day. Also, the school district felt that Marty did not have any special education needs and rejected his special education plan. Consequently, Marty’s SSI benefits were terminated, because he was no longer receiving special education services.
I believe that not all adolescent males are aggressive and violent. However, I do believe that adolescent males are taught at a very young age to be aggressive and violent if they have been living in a household where there is domestic violence. Also, I believe those that are living, or who have lived in a household where there is domestic violence are more likely to be in intimate relationships where there is violence. I believe that society thinks that it is normal for adolescent males to become aggressive and violent, and that there are things that contribute to these acts which are, watching television, playing video games, and by simply being taught how ”a young man is not supposed to cry”. These types of things can influence children to become violent.
I see evidence of interlocking systems of oppression in this case. Marty was a victim of child abuse and was compared to an entire group of people based on someone else behavior, without regard for his individual difference. Jess used her personal strengths to aid in her recovery and empowerment. Jess found good in the worst situation when she spoke to the crowd about domestic violence. I thought that the physician really wanted to help Jess by quietly referring her to a domestic violence shelter in the area. However, in order for the doctor to refer her, she had to use the diagnosis under the category of mental health. Jess was in a tricky situation, which refers back to the interlocking systems of oppression. It is sad knowing how the insurance report domestic violence as a pre-existing condition, and not a health related illness. Also, I think it is unfair to call domestic violence a pre-existing condition. Just like any other illness, you never know when you may become a victim, and no insurance company should be recognizing domestic violence as mental illness.
BLOG FIVE
In Case 18 “No mad dog looks: Group work and mediating differences, Sandy wanted to keep the principle informed about her plans because she wanted to proceed in with the group in a systematic way. She needed to make contact with school officials to interpret the purpose of the group and explain how working with students in a group would be more beneficial than working with them individually. She needed to seek their support.
In Case 12 “In the best interest of the child” Linda could have told Rev. Sutter that she respects his culture and religion. However, the law states that a person cannot physically abuse their children. She could have educated the Sutter’s by telling them how puberty is a psychosocial change. She needs to see herself as a separate human being and may be easily frustrated by limits on her own control. However, it is important for her family to assist and support her decisions. Meanwhile, Jeannie should decide if she wants to return home with her parents. She wants to be a normal teenager and she feels if things could not be worked out at home; then she can return to foster care. I believe that parents have the right and responsibility to teach their children religious beliefs. On the other hand a child should not be cut off from being normal. They should be taught the basics of religion so that they can decide on their own. The states have a right to interfere with the rights of parents to raise their children especially if there it involves abuse. Rev. Sutter and Jeannie were able to open the lines of communication between them, and the worker was successful in this intervention at building a bridge between father and daughter to keep the lines of communication open. I believe that the Jeannie should receive cognitive behavior and her parents should support her.
Case 2 “The case of Trent revisited: Janet stressed not using visits with the grandmother as a form of reinforcement, because the connections with her grandmother were too important to be used as reinforcements because they could be withheld when the targeted behaviors weren’t achieved. The baseline in this case is the intervention period.
Case 15 “Sally’s Saga” I would recommend that Joe and Sue attend anger management, drug counseling and marriage counseling. Sue had a temper and acted defensively and angry when Joe said that their fights were not just his fault. Sally could not have ignored Joes self- disclosure, and agency policy gave her no choice but to give him two alternatives. However, I believe that those who are forced to see the social worker are not so willing to give up their previous habits, and those who are willing to see the social worker. Social workers face the challenge of disrespect and keeping a good reputation. They have to interact with people who don’t want to interact with them. Sally was exhausted and felt as though she was being ineffective. Sally was planning a termination which put Joe in a good mood. When Joe revealed that he still used drugs, it put Sally in a catch 22 situation and she had to violate Joe.
Case 26 “Generalist Practice at the Organizational level: Participation, partnership, and process:
Where information is found on the following policies:
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In Case 18 “No mad dog looks: Group work and mediating differences, Sandy wanted to keep the principle informed about her plans because she wanted to proceed in with the group in a systematic way. She needed to make contact with school officials to interpret the purpose of the group and explain how working with students in a group would be more beneficial than working with them individually. She needed to seek their support.
In Case 12 “In the best interest of the child” Linda could have told Rev. Sutter that she respects his culture and religion. However, the law states that a person cannot physically abuse their children. She could have educated the Sutter’s by telling them how puberty is a psychosocial change. She needs to see herself as a separate human being and may be easily frustrated by limits on her own control. However, it is important for her family to assist and support her decisions. Meanwhile, Jeannie should decide if she wants to return home with her parents. She wants to be a normal teenager and she feels if things could not be worked out at home; then she can return to foster care. I believe that parents have the right and responsibility to teach their children religious beliefs. On the other hand a child should not be cut off from being normal. They should be taught the basics of religion so that they can decide on their own. The states have a right to interfere with the rights of parents to raise their children especially if there it involves abuse. Rev. Sutter and Jeannie were able to open the lines of communication between them, and the worker was successful in this intervention at building a bridge between father and daughter to keep the lines of communication open. I believe that the Jeannie should receive cognitive behavior and her parents should support her.
Case 2 “The case of Trent revisited: Janet stressed not using visits with the grandmother as a form of reinforcement, because the connections with her grandmother were too important to be used as reinforcements because they could be withheld when the targeted behaviors weren’t achieved. The baseline in this case is the intervention period.
Case 15 “Sally’s Saga” I would recommend that Joe and Sue attend anger management, drug counseling and marriage counseling. Sue had a temper and acted defensively and angry when Joe said that their fights were not just his fault. Sally could not have ignored Joes self- disclosure, and agency policy gave her no choice but to give him two alternatives. However, I believe that those who are forced to see the social worker are not so willing to give up their previous habits, and those who are willing to see the social worker. Social workers face the challenge of disrespect and keeping a good reputation. They have to interact with people who don’t want to interact with them. Sally was exhausted and felt as though she was being ineffective. Sally was planning a termination which put Joe in a good mood. When Joe revealed that he still used drugs, it put Sally in a catch 22 situation and she had to violate Joe.
Case 26 “Generalist Practice at the Organizational level: Participation, partnership, and process:
Where information is found on the following policies:
- Policy requiring the licensing of foster care is found at DHS.
- Changes in AFDC work requirements are with DHS.
- Zoning laws are with city council members and is a city level policy.
- Public housing is also a city level policy
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