What do you see as the most significant or important issue or aspect of these social relations for women today, or our world as we understand it moving forward? Why? What do you see as the principal causal factor, or factors?  How or why? Do you see a way forward?

What do you see as the most significant or important issue or aspect of these social relations for women today, or our world as we understand it moving forward? Why? What do you see as the principal causal factor, or factors?  How or why? Do you see a way forward?

  • Feminism looks very different within other societies. This needs to be accepted my mainstream western feminist that (most of the time unknowingly) push their own views and narrative and setting back other feminist movements
  • Transnational Feminism
  • Yes to Intersectionality…BUT how should it be applied to help non-westren feminist movements?

READINGS

Kantola, J. (2010 [2006]) Gender and the State: Theories & Debates. Krook & Childs, 299-304.

  1. 312

Baldez, L. (2010 [2003]) Women’s Movements and Democratic Transition in Chile, Brazil, East German, and Poland. Krook & Childs, 37-45.

p.50

  • By comparing Chile, Brazil, East Germany, and Poland, Baldez offers a perspective on the nexus between women‟s movements and democratization. The author argues that women have tended to disregard individual differences within a movement in favor of unity based on their gender identity. Though general in theory, Baldez delves deeper into the argument by detailing each case study, which is helpful in defending the original thesis. The article is effective at providing a larger world-view of women and democratization without diminishing the experience in the individual country. Unfortunately, the argument is proven right only temporarily, as Baldez finds. An honest analysis reveals that while gender can unify initially, most women‟s movements separate into disparate groups based on conflicting interests.
  • Baldez contends that the success of women’s mobilization in East Germany, Brazil, and Chile led to better outcomes for women in comparison to Poland, where women were less successful.

Mohanty, C. (2013) Transnational Feminist Crossings: On Neoliberalism and Radical Critique. Signs 38(4) Intersectionality Theorizing Power, Empowering Theory, 967-991

Chandra Mohanty addresses the central question of how the neoliberalization of the academy affects feminist scholarship (2013). What is unique about Mohanty’s intervention is that she highlights the role of postmodern scholarship and the ways in which it distracts from structural forms of oppression. Mohanty sets out to address the dismissal of systemic analysis on the grounds that it cannot address internal conflicts within systems, and argues that “this particular postmodernist position converges with the proliferation of depoliticized multiplicities that is a hallmark of neoliberal intellectual landscapes,” (Ibid, 968). Postmodern scholarship has long been averse to grand narratives or a focus on structural analyses of power, seeing them as essentialist and reductionist. Mohanty writes of “the familiar postmodernist argument where ‘differences

within’ always trump critical analyses of dominant discourses, leading to a refusal to identify the existence of a hegemonic feminism that has systematic effects on marginalized communities,” (983). However, as Mohanty points out, by neglecting the structural or the universal, it becomes difficult to address questions of imperialism, national liberation, and capitalism. It has become commonplace to hear calls to not generalize, essentialize, or create binaries between East and West (for example). These calls perform a call to complexity and to abandon over-simplification. However, this has the parallel effect of emphasizing “internal differences” over hegemonic structures.

It is useful to bring together the critiques made by Mohanty about feminist studies in general with the critiques made by Bilge, Carbin, and Edenheim about intersectionality, in particular. All of these pieces focus on neoliberalism as a key factor in explaining the de-radicalizing of feminist scholarship. What is notable about Mohanty’s piece is that it brings in postmodernism as another part of the story: postmodernism, as an approach tied to the neoliberalization of the academy, is also responsible for this de-radicalizing, because it has taken attention (and validity) away from more structural understandings of oppression. This raises the question of how postmodernism and its increasing popularity have affected intersectionality, and vice versa.

The context of the academy has been central to diluting intersectionality. As Mohanty writes, postmodern skepticism of intersectionality “converts what originated as a compelling theory of the interwoven structures and inequities of power to an inert theory of identity that emphasizes difference over commonality, coalition, and contestation,” (2013, 974). This conversion is key, as it means we are back to identity politics minus power relations.

Karen Beckwith (2010) Beyond Compare? Women’s Movements in Comparative Perspective Krook & Childs, 29-36.

P.42

Strolovitch, D.Z (2010 [2006]) Do Interest Groups Represent the Disadvantaged? Advocacy at the Intersections of Race, Class, and Gender. Krook & Childs, 55-62.

P.68

– Strolovitch (2006) focusses on sub-groups within organizations advocating on behalf of the disadvantaged, she further problematizes this, when she finds that in cases where disadvantaged have organized a voice such as in the National Organization for Women, these mainly focus on issues of concern to relatively privileged constituents of the group.

–  Strolovitch highlights that interest groups often prioritize the interests of their most advantaged members, such as male rather than female racial minorities, or affluent rather than poor women.

– interest groups might still favour stronger members over weaker or deprived members in setting organizational goals.

– argued that the value of intersectionality is that it allows for one to study the least advantaged within uniaxial approaches. Research and advocacy tends to focus on members of the group that are by their nature better advantaged than other members of the group; women’s groups tend to focus on issues that impact white women more than they impact black women.

Chappell, L. (2010 [2000]) Interacting with the State: Feminist Strategies and Political Opportunities. Krook & Childs, 313-318.

p.326

Dahlerup, D. & Freidenvall, L. (2010 [2005]) Quotas as a “Fast Track” _to Equal Representation for women: Why Scandinavia is no Longer the Model. Krook & Childs, 175-184.

p.188

What is your contingency plan to ‘manage’ them? Discuss the anticipated challenges of working with a coalition

SWO-590 Advocacy and Social Action for Professional Social Workers (formerly SWO-523)

Course Description The focus of this course is to understand relevant theories and strategies of advocacy and social action that promote social justice within organizations, the larger community, and society. Where advocacy assumes that individuals have rights and those rights are enforceable, social action involves a coordinated and sustained effort to achieve institutional change to meet a need, address a social problem, or correct an injustice to improve the quality of human life and well-being. Students will gain understanding of theories, policy analysis strategies and social, economic, political, and organizational systems, to influence, formulate, and advocate for policy and other system changes to meet the needs of clients and all people who experience oppression and systemic discrimination based on one’s race, ethnicity, language, class, religion, gender, sexual orientation, immigration status, and/or other factors. These advocacy, social action, policy analysis, and critical thinking skills will be understood within a professional social work values framework which views social workers as allies with or advocates for oppressed or discriminated individuals, families, groups, or communities. This course draws upon policy analysis approaches, clinical skills, current knowledge, and differential use of self that students have learned in earlier courses to critically assess values and evaluate needs and gaps in services for clients, families, organizations, or communities.

Required Texts (T) Hoefer, R. (2016). ​Advocacy practice for social justice ​ (3rd ed.). Chicago, IL. Lyceum Books, Inc.
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice ​ . Wiley.
Recommended Textbooks: Ezell, M. (2001). ​Advocacy in the human services ​ . Brooks/Cole (Thomson Learning).
Kush, C. (2004). ​The one-hour activist: The 15 most powerful actions you can take to fight for the issues and candidates you care about. ​ San Francisco, CA. http://library.simmons.edu/record=b2107756~S0
Meredith, J. (2000). ​Lobbying on a shoestring: Massachusetts continuing legal education ​ (3rd ed.).

Textbook Rentals:

SWO-590 Advocacy And Social Action for Professional Social Workers 2
● Rent online at ​http://simmons.bncollege.com​ or in the bookstore ● Pay using any form of payment accepted at the bookstore ● Use the book for the entire semester

While not every textbook is available to rent, many of the common, re-usable books are on the rental list. If you have questions regarding whether or not a book is rentable, contact the Simmons bookstore.

Materials for the Courses;

The course materials listed in this syllabus are available in several different sources as noted below:

T = Textbook D = Chapters and articles on available to download on 2SW. These are scanned PDF files posted by your faculty and located on your 2SW course site. E (or no designation) = Articles available electronically via links included in the syllabus, or by searching the Simmons Library as described below. W = Web link. Freely available online resources.
Journal articles​: full-text journal articles are ​listed in the syllabus​ and can be found through the Simmons Library by the following instructions:

There are multiple ways to find a full-text article when you have the citation for it (like the ones listed in a syllabus or article reference list). The following is the most accurate method of getting to the full-text of articles in journals that the Simmons Library subscribes to.
1. From the ​Simmons Library homepage​ (http://www.simmons.edu/library), click on ​Find a Journal​. 2. Search for the title of the ​Journal ​in which the article was published. 3. Look at the date ranges next to the database links listed under the journal title. Click on a link with the date range ​that includes the article’s publication date.

If you’re off-campus you’ll be prompted to log in with your Simmons username and password at this point.
4. From the Journal Page, use the ​year, volume, and issue ​information to locate the journal issue in which the article was published. 5. Click on the issue number and scroll through the article titles until you locate the one you want to read. ​Click on the PDF icon ​in order to download, save or print the article.
For further instructions ​see the interactive “​From a Citation to a Full-Text Article​”​ available at http://beatleyweb.simmons.edu/gots/tutorial/citationtoarticle.

For difficulties getting to a reading through the Library, please contact.

SWO-590 Advocacy And Social Action for Professional Social Workers 3
​ ​ ​ ​
Council on Social Work Education (CSWE) Core Competencies & Practice Behaviors.

The 2015 Educational Policy and Accreditation Standards (EPAS) developed by the Council on Social Work Education (CSWE) both require and provide a framework for competency-based assessment of educational outcomes in social work training programs. A description of the nine core competencies and associated foundation and advanced observable behaviors can be found on the SSW website through the following link within the searchable Field Manual:

http://socialwork.simmons.edu/field-ed-manual/

The course will primarily address and assess your attainment of the following competencies and learning objectives:

Core Competency.
Learning Objectives Dimensions Assignments
Competency 1: Demonstrate Ethical and Professional Behavior
(1) Understand the historical roots of social work and the commitment to social change through advocacy and legislative, community or organizational practice at local, regional, national, or international levels & apply this knowledge to the development of social action plans, efforts, or activities.

(2) Demonstrate the understanding of the professional, ethical, and personal responsibilities that social workers have in addressing oppression and social justice, valuing diversity and the improvement of civil and human rights through the development of social action and advocacy efforts.
Knowledge; Skills Knowledge; Skills
Class Participation, Social Action Reflection Paper, Mock Testimony Presentation, Midterm, Final Paper

SWO-590 Advocacy And Social Action for Professional Social Workers 4
Competency 2: ​Engage Diversity and Difference in Practice
(1) Understand diversity through multiple factors [including age, race, color, culture, disability, ethnicity, gender, gender identity and expression, immigrant status, national origin, political ideology, & sex and sexual orientation] and how these factors can influence systems which in turn can affect oppression, poverty, marginalization, and/or support privilege and power.

(2) Design social action efforts that reflect an understanding of the impact of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism, and other forms of oppression on policies, human service organizations, practices and approaches, funding for services, and the implicit biases that inform individual practice.

(3) Critically think about and understand the professional and ethical responsibilities that social work has in improving the quality of life for individuals, families, and communities who are oppressed or marginalized.

Cognitive/ Affective
Class Participation, Setting the Stage Paper, Mock Testimony Presentation , Final Paper

SWO-590 Advocacy And Social Action for Professional Social Workers 5
Competency 3​: Advance Human Rights, and Social, Economic and Environmental  Justice
(1) Understand the effect of historical and social contexts on the lived experiences of individuals, families, and communities who are oppressed or marginalized.

(​2) Develop social action plans and/or efforts that reflect social justice principles.

(3) Understand the importance of advocacy and social action to enhance rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized.

(4) Understand the role of a social worker as an agent of positive change through enhanced critical thinking skills in the areas of social, distributive, political, environmental, and economic justice.

Cognitive/ Affective

Class Participation, Midterm, Mock Testimony Presentation, Final Paper

SWO-590 Advocacy And Social Action for Professional Social Workers 6
Competency 5:​ Engage in Policy Practice
(1) Approach advocacy from a standpoint that uses logical, scientific, and evidence-based or informed frameworks.

(2) Develop, select, and apply social action skills that address the political and social contexts with the goal of achieving social change.

(3) Understand concepts such as civil rights, inclusion, interdependence and universal design as firm principles for social policy, social action, and advocacy with and on behalf of individuals, families, or communities who are oppressed or marginalized.

(4) Analyze social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

(5) Understand that social action and advocacy works within an ever-changing landscape that includes political processes and governmental/organizational policies which affect the social, economic, and environmental well-being of individuals, families, communities, and organizations as well as social work practice itself.
Cognitive Affective.

Knowledge
Class Participation, Midterm, Final Paper, Mock Testimony Presentation

SWO-590 Advocacy And Social Action for Professional Social Workers 7
COURSE ORGANIZATION This course is scheduled for 14 weeks. During each week there is asynchronous course work and a synchronous live session. Participation is required. Points will be deducted from grades for absences.

Evaluation of Student Performance

Evaluation of students’ performance is based on:

Class Participation. ​ You are responsible for completing all readings before class and being prepared to apply them in class discussions. Class discussion includes in-class discussions and exercises and online assignments. In class or online participation should reflect the social worker’s professional responsibility for respectful interactions and attentiveness with fellow students and faculty. Please review the student policy manual for SSW standards for professional development and the honor code.

Written Assignments. ​ Your individual instructor will explain her expectations for written assignments and specific grading criteria. Each paper is due on the date noted in the syllabus; any exception must be discussed in advance with your instructor.

Attendance, Attentiveness, and Punctuality ● Please inform your instructor if you will be late for a live session and enter the classroom with minimal disruption. ● Repeated lateness will impact your class participation grade. ● If you miss 20% or more of combined synchronous and asynchronous work you will automatically receive a non-passing grade. If you have legitimate reasons for missing class, you may be asked to provide supportive documentation. This is particularly relevant when related to medical/mental health illness or military service obligations. ● More than one absence will influence the evaluation of a student’s performance and grade. ● Students are expected to let their faculty know when they are unable to be in class. It is your responsibility to make up any missed work. Consult your instructor if there are opportunities to recover some class participation points related to absence. Please note, even if your absence is excused, you will not earn class participation points. You cannot earn points for a class in which you were absent for any reason. ● Refrain from texting during class and using computers for non-class-related activities (e.g., checking Facebook, emailing) ● Chat pods are only to be used for reporting technology difficulties, and not for side conversations unless otherwise indicated by the instructor. If it cannot be said to the group as a whole, it should not be said.

ASYNCHRONOUS WORK

SWO-590 Advocacy And Social Action for Professional Social Workers 8
Students are expected to complete and submit all asynchronous work in advance of the weekly live session. Submission of asynchronous course work constitutes a portion of each student’s class participation grade.

Grading Policy: Evaluation of students’ performance is based on the following: Your classes are divided into two components: (1) asynchronous coursework and (2) live session attendance and participation. Your weekly class participation grade is determined in the following manner:

Out of 100%, the asynchronous coursework is worth 40% of your weekly class participation grade, and live session attendance and participation accounts for 40%. (Your instructor consultation is worth the remaining 20% of your participation grade.) Your weekly participation grade is dependent upon three factors: the quality of your course work, whether it is submitted according to the specifications of the syllabus or your live session instructor, and attendance at live sessions. Each instructor will let you know his or her guidelines for live session participation. If you are absent from a live session, whether excused or otherwise, you will not receive credit for an absence. If you are more than 10 minutes late to a live session, or leave early without consulting your instructor, you may receive deductions from your weekly class participation grade as well.

Students are responsible for class preparation (readings) and participation (discussion and exercises). Students are expected to demonstrate their knowledge of the readings through participation in class discussions and in all written assignments​.
Grading of students’ performance will be based on:

Class ​Attendance, Participation and Instructor Consultation 15% Assignment #1​: Setting-the-Stage Paper 10%

Assignment #2 : Social Action Advocacy Plan: Issues and Background 25% Assignment #3​: Social Action Reflection Paper 10% Assignment #4​: Mock Testimony: both oral and written 15% Assignment #5​: Final Social Action Advocacy Plan 25%

See below for the SSW Grading Scale. For further information on the school’s Grading Policy, please refer to the SSW Student Handbook.
Grading Scale:

SWO-590 Advocacy And Social Action for Professional Social Workers 9
Letter Grade
GPA equivalent

100 point scale equivalent
A 4.0 100-94 A- 3.67 93-90
B+ 3.33 89-87
B 3.0 86-84 B- 2.67 83-80
C+ 2.33 79-77
C 2.00 76-74 C- 1.67 73-70
D+ 1.33 69-68
D 1 67-64 D- .67 63-60 F 0 59 or below

Grade Grievance Policy and Procedure. ​ ​PLEASE NOTE: ​School policy does not allow the final to be rewritten.

Please refer to the SSW policy on grade grievances of final grades.

ONLINE ETIQUETTE All students are expected to demonstrate the same professional behavior and mutual respect for teachers and colleagues in the online environment as they would demonstrate face-to-face. The expected standards of behavior for interacting with others online are generally referred to as “netiquette.” Netiquette is addressed in Foundations, and there are a wide variety of resources available on the Internet. Some general guidelines:

● Respect confidentiality. To facilitate shared communication in a teaching and learning environment and to respect privacy, refrain from disclosing private information. ● Adhere to standards of behavior. Be polite, sincere, and respectful of others. Avoid gossiping about others online. ● Make yourself look good online. Proof for grammatical and spelling errors. Format e-mails for easy responses. Refrain from including content of e-mail in the subject line.

SWO-590 Advocacy And Social Action for Professional Social Workers 10
Portray the image of an advanced degree student. Avoid sending flaming messages (“Flaming,” means to send an angry, hostile or abusive electronic message). ● Cite properly. Attribute the materials and ideas of others, whether spoken or written. ● Be careful when expressing with emotion. When using bold typeface or capital letters, be mindful of how this may be received. ● Read messages prior to sending (e-mail or chat). Consider their overall reception and impact. ● Help keep “flames” under control. Use appropriate language online. If others “flame,” refrain from making inappropriate comments. ● Show respect for your colleagues and for dialogue among classmates. ● Share expert knowledge. Be willing to share your expertise.

Statement on Disabilities Students who wish to receive academic accommodations for this course must first register due to a documented diagnosis/disability with the Office of Accessibility Services (OAS). The most commonly requested accommodations are extended time for testing and use of the OAS Testing Center. OAS will provide eligible/registered students with an Academic Accommodations Authorization form to share with each instructor to confirm the student’s authorized accommodations. The OAS is located on the 1st floor of Lefavour Hall in the Center for Student Success and is open from 8:30 am to 4:30 pm Monday through Friday. For more information about the services and accommodations available through the Office of Accessibility Services please, review the following link: ​simmons.edu/access.

Writing Center The Writing Center offers one-on-one tutoring, workshops and presentations designed to strengthen students’ academic reading, writing, critical thinking and research skills. The Center works with faculty across schools and programs to address students’ academic and discipline-specific writing needs. The Writing Center is located in Beatley Library. ​ ​ ​
​ ​

Library Resources Anastasia Collins ​ ​​ and other library staff ​ ​ ​ ​ are available to assist you with using the

College Library resources on-line and on-campus, including assistance with how to search for professional and scholarly literature for your papers.

Citations for References Used in Written Work.

SWO-590 Advocacy And Social Action for Professional Social Workers 11
APA guidelines will affect your grade. We recommend that students purchase the APA Manual; however, it is also on reserve in the Beatley Library. If you have any questions about what should be cited or how to format the citation, please contact your instructor or the librarian. You can also refer to: http://www.apastyle.org/elecref.html​ ​or ​http://owl.english.purdue.edu/owl/section/2/10/​ ​.

Statement on Plagiarism Plagiarizing is defined as intentionally or unintentionally using someone else’s words or thoughts without giving proper credit. When a source is not cited, it is assumed that the words, thoughts and ideas are the sole product of the student. When a student uses material from another source, the extent and nature of the borrowing must, to avoid the charge of dishonesty, be fully and explicitly noted in the text or footnotes. Direct quotations must be differentiated from the text by using quotation marks or by indenting or single-spacing and must be accompanied by appropriate APA citation. It is the responsibility of the student to learn the proper forms of citation. The use of papers or other work obtained from commercial or other services is a clear case of plagiarism and is specifically prohibited. Handing in as one’s own work a paper on which a student has received extensive help without acknowledging that help is plagiarism. ​Students who – for whatever reason – submit work not their own are subject to disciplinary action.

HIPAA Guidelines/Client Confidentiality All social workers are required to adhere to HIPAA (Health Insurance Portability and Accountability Act of 1996, Public Law 104-191) regulations regarding the privacy of client information outside of the agency setting. Confidentiality must be strictly maintained when discussing clients in the classroom and writing about clients in course assignments. Ensuring client confidentiality includes not stating the name of the agency, the actual name or initials of clients and/or the actual dates of services. For example, you would use “community health center” and not “Fenway Health Center” or “Upham’s Corner Health Center,” etc.; “urban public school” and not “Tobin Elementary School;” “larger urban teaching hospital” and not “Mass General.” In terms of dates, use terms such as “past Fall” and not “October 2010” or “presenting complaint began about eight years ago when client was 10” and not “2002.”

Title IX and the Simmons College Gender-Based Misconduct Policy

Title IX Federal law states that all students have the right to gain an education free of gender-based discrimination. Some examples of gender-based discrimination, as defined by this law include sexual harassment or exploitation, sexual assault, domestic/dating violence, and stalking. In compliance with Title IX, Simmons College has a ‘Gender-Based Misconduct Policy’ which defines these forms of misconduct, outlines College protocol and procedures for investigating and addressing incidences of gender-based discrimination, highlights interim safety measures, and identifies both on and off-campus resources. The policy and a list of resources is located here: https://internal.simmons.edu/students/general-information/title-ix/gender-based-misconduct-poli cy-for-students-faculty-staff-and-visitors​. ​Additionally, the Gender-Based Misconduct Policy has

SWO-590 Advocacy And Social Action for Professional Social Workers 12
a ​Consensual Relationships clause​ that prohibits intimate, romantic or sexual relationships between students, faculty, staff, contract employees of the College, teacher’s assistants, and supervisors at internship/field placement sites.

Simmons College encourages all community members to report incidences of gender-based misconduct. If you or someone you know in our campus community would like to receive support or report an incident of gender-based discrimination, please contact any of the following:

Simmons College Title IX Coordinator, Gretchen Groggel Ralston (for faculty/staff concerns): Office Location: THCS Office, Room C-210 /

Simmons College Deputy Title IX Coordinators (for student concerns):

Nancy Nienhuis, Associate Dean Office Location: Office of Student Life, C-115/

Catherine Paden, Associate Provost and Dean of the UG Program Office Location: Provost’s Office, C-219/

Associate Dean of Student Life and Title IX Representative: Gretchen Groggel Ralston Office Location: Student Life in room C-211 /

Coordinator of Simmons Violence Prevention and Educational Outreach Program, Gina Capra: Office Location: Room W-003 / Phone Number:

Simmons College Public Safety Office Location: Lobby of the Palace Road Building.
INTELLECTUAL PROPERTY Simmons students are not permitted to copy, upload, post, sell or otherwise share course materials from Simmons College courses through online services– which includes (1) tests, syllabi, exercises and other intellectual property developed or created by the instructor and/or the College; and (2) lectures by instructors and/or notes based on those lectures. Such online services include but are not limited to Coursehero, Luvo and OneClass.

Enrolling in a course at Simmons gives you permission to use such course materials for the purposes of participating in the class: listening to lectures, engaging in class discussions, reading the materials, taking notes on them, discussing them with classmates, and completing tests and assignments. It does not give you the right to post course materials, developed by a Simmons instructor and/or by the College.

SWO-590 Advocacy And Social Action for Professional Social Workers 13
instructors’ lectures. Unauthorized copying, distribution or sharing of course materials developed by Simmons instructors and/or the College, including lecture notes, is a violation of both the Simmons Honor Code and the federal Copyright Act.

SIMMONS SCHOOL OF SOCIAL WORK POLICY ON OBSERVANCE OF RELIGIOUS HOLIDAYS If the College is holding classes during your religious observance, please alert your instructor in advance. Your instructor will work with you to make up missed work. Please refer to the ​SW@S Student Policy Handbook ​ and Program Information for further clarification of school policies regarding observance of religious holidays.

Note that the syllabus is not a contract. The instructor reserves the right to alter the course requirements and/or assignments based on new materials, class discussions or other legitimate pedagogical objectives.

ASSIGNMENTS
Instructor Consultation You must schedule an in-person, 15-minute consultation with your section instructor before the week 3 live session. The meeting may take place via phone call or Zoom. Your section instructor will communicate his or her availability and preferred meeting format. This consultation with your section instructor must happen before the Week 4 live session. At least 24 hours prior to your scheduled consultation with your section instructor, please upload a document including:
● An explanation of your chosen topic/issue of interest and why you are selecting it ● A description and link to a relevant event that you plan to attend during the term
Ensure that the name of your submitted file follows this naming convention: Last name_First name_Instructor Consultation Sample file name: Audette_Kathryn_Instructor Consultation

Assignment #1: Setting the Stage

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Due Week 3
Part 1​: You are to research information on your members of Congress in both the U.S. House and the U.S. Senate and your state senator and state representative. You can retrieve this information from the following websites:

● The secretary of state’s office where you live, for example, in Massachusetts it is www.wheredoivotema.com ● The website for state government where you live, for example, in Massachusetts it is www.mass.gov/legis ● The library of the U.S. Congress: ​www.thomas.gov ● The U.S. House of Representatives: ​www.house.gov ● The U.S. Senate: ​www.senate.gov
Next, answer the following questions by writing a double-spaced paper that is no longer than four pages. Please include in the paper the name of your city/town and the zip code.

1. What are the names and political parties of your U.S. senators, U.S. representative?

2. What is your federal legislative voting district?

3. Identify all committees that your US Senators and Representative belong o and whether they are in positions of leadership and what those positions of leadership are.

4. What are the names and political parties of your elected officials in your state legislature, general court, or state assembly?

5. Identify all the committees that your elected officials in your state legislature, general court or state assembly belong to, whether they are in positions of leadership within those committees and what those positions of leadership are.

6. Does your state have a unicameral or bicameral state legislature?

7. How many legislators are in your state’s legislature?

8. How long is your state’s legislative session?

9. Is your state legislature full time or part time?

10.What is the political party breakdown of your state legislature?

11.Contact the office of ​ONE ​of your elected officials to find information about one or two top priority bills or issues that they are working on.

12.What is your position on these issues/bills? Why?

13.Are these bills and the social issue they are trying to solve in line with social work ethics and values?
Part 2​: Go to the National Association of Social Workers (NASW) website (​www.socialworkers.org​) or the NASW Chapter website for the state in which you live and search for the legislative agenda and/or other events that are politically or socially conscious. Write one page, double-spaced about one issue that NASW is working on that is of interest to you and why.

Assignment #2: Social Action Advocacy Plan:

Issues and Background Due Week 8 I. Community Needs, Gaps in Services;

A. Introduce the community, population, or problem of focus. · Discuss community and/or client/consumer needs as related to the problem of focus.

B. Discuss gaps in services and/or thinking that contribute to those needs going unmet

C. Describe impact of these gaps on community, client or consumer – universally as well as for specific groups

D. Describe how you learned about these needs/gaps (e.g., lived or professional experience, anecdotal or empirical evidence, conversations with stakeholders) II. Formal and Informal Policies that influence issues/concerns

A. Describe current formal, informal, or alternative policies that may be affecting issues/concerns · Briefly describe expected impact of policies · Highlight current or recent critiques of existing policies

B. Describe any differential application of these policies indicating issues of discrimination, oppression or marginalization · Discuss recent or current efforts to address these issues

C. Discuss historical roots or context in social work relevant to the social issue you have identified and the presence or absence of a commitment to social change through advocacy at multiple levels III. Theories/theoretical perspectives that inform understanding of issues or strategies of change

A. Briefly present relevant theories and supporting grey literature

B. Discuss how theories can help explain the issues under consideration

C. Discuss how theories inform social action efforts IV. Research/empirical Evidence Discuss findings from at least 6 empirical studies (e.g., large scale studies, epidemiological research, small-scale exploratory studies, evaluations) that may offer information to inform current efforts to address the problem V. Barriers and Facilitating factors A. Identify key stakeholders in effecting change · Identify at least 3 potential allies in your effort. Why would they be selected as allies? · What would you ask them to bring to the table? What would their role be? B. Identify barriers and professors to change.

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· Identify any potential opposition to your effort. How might they hinder your proposed efforts? · What is your contingency plan to manage them? C. Highlight potential strategies or resources that may address potential barriers VI. Proposed Social Action Plan Considering what you learned thus far, briefly discuss your initial thinking about what sort of social action or organizational change effort you might propose​.
Paper length is 4-6 pages. Use appropriate APA format for citations & references.

Assignment #3: Social Action Reflection Paper Due no later than Week 12 (Per the discretion of the instructor.)

Please write a three- to four-page, double-spaced reflection paper based on your experience taking part in a social action activity/event. There is not one specific definition of a social action event. We urge students to attend a meeting/event that is focused on advocacy or planning for advocacy specifically. Students in the past have attended the following types of events/meetings: legislative hearings, legislative lobby days. local political party meetings,, advocacy organization legislative agenda meetings, town halls, etc.

1. What activity did you attend and why did you select this event? 2. Were the ethics and values of the social work profession inherent and expressed in the event? 3. Did you identify as a professional social work student in interactions with those taking part in the event? a. How were you received? b. Were other social workers there? c. If you did not identify yourself as a professional social work student, why not? 4. Based on your knowledge of human behavior and the social environment what did you observe about others in attendance at the event? 5. How would you evaluate the overall event and your personal experience? a. Would you attend another similar event in the future? 6. Along with your paper please provide an artifact from the event. This could be a brochure, photograph, program, or some other article that will serve as your documentation of having attended a social action event.

This assignment is due no later than week 12. For students needing accommodations for events occurring in week 13 or 14 please speak with your professor to discuss alternative options for this assignment or accommodations in submitting the reflection paper.

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Assignment #4: I Have a Testimony Due Week 13 or 14 (Per the discretion of the instructor)

For this assignment, prepare a 3- to 5-minute mock testimony based on the issue you are focusing on for your midterm and final papers. Identify which committee, and on what level of government, would hold a hearing on this issue. Your professor and fellow classmates will serve as the mock committee that will respond with questions per testimony and provide feedback. Your position in support or opposition of the issue should be clearly stated and presented in a succinct manner.

A formal version of your written testimony (not your verbal remarks) will be handed in. This document should be a formal version of your verbal remarks and not a copy of your talking points. Refer back to your course texts on how to write a formal piece of legislative testimony. Written testimony will be due in week 12, 13 or 14. The decision on the specific week when written testimony will be due is at the discretion of the course professor.

Assignment #5: Final Social Action Advocacy Plan Due Week 13

A comprehensive advocacy plan should include the integration of concepts and readings from throughout the course including legislative advocacy, community organizing and agency based advocacy. The advocacy plan that you submit should address the following questions, building upon the research you did for your midterm and incorporating the comments from your instructor.

I. Social Action Plan: A.​ ​Describe the issue that you are proposing to address and the goals of your Social Action Plan B. Integrate how the ​NASW Code of Ethics ​ informs your Social Action Plan C.​ ​Present the rationale for the plan, incorporating appropriate support from the literature (e.g., peer-reviewed journals, texts, and grey literature) II. Stakeholders A.​ ​Identify key stakeholders ·​ ​Identify who the key leaders and opinion makers are in the area you are proposing to change. B. Present a stakeholder analysis that explores power differentials ·​ ​ Who might be your biggest champion? ·​ ​ Who might be your biggest opponent? ·​ ​ Describe the power structure within the arena you are trying to change. How that might impact your strategy? III. Social Action Partners

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A. Identify at least 3 potential allies in your proposed effort. · Why would you select them as allies? · What would you ask them to ‘bring to the table’? · What would their roles be? · Discuss the benefits and disadvantages of each of these allies B.​ ​Highlight what information, updates or training these Social Action partners would need C. Identify potential opposition to your effort. How might they hinder your efforts? What is your contingency plan to ‘manage’ them? D. Discuss the anticipated​ ​challenges of working with a coalition IV. Specific Social Action Plan Steps & Feasibility Considerations A. Present with detail the specific Social Action Plan steps or areas of change you intend to take, noting how they are applied at the micro, mezzo, and/or macro level ·​ ​Create a timeline of action for your social action plan and discuss why you selected the focus [targets] for your social action plan, specific action [or ‘to do’] items, and the timeframe for executing those actions B. Highlight feasibility issues (including resources, funding, timing) and indicate how these would be addressed C. Identify your role as change agent. How would you guide this effort and what is your rationale for this role? D. Describe your own social/professional/personal location and the sources of your political/social capital as they relate to your plan V. Differential Impacts that may affect Stakeholders A.​ ​Discuss anticipated outcomes of your social action plan, if it were implemented. B.​ ​Would the anticipated outcomes be consistent across all individuals, groups or communities? Briefly discuss what differential impacts there may be, should your social action plan be implemented. VI. Social, Economic, environmental Justice A. Discuss how the proposed social action effort addresses social, economic and/or environmental justice VII. Proposed Evaluation of Social Action Effort A.​ ​Reflecting on the goals of your​ ​Social Action Plan, discuss: ·​ ​What efforts, activities, or outcomes are you proposing to evaluate? (What does success look like? Or How would you be defining success?) ·​ ​What would be the three key messages reflected in your proposed effort? B.​ ​Discuss the rationale for selecting this evaluation focus and plan, the resources needed, and its feasibility C. How would you continue to monitor/evaluate the proposed Social Action effort? VIII. Reflection

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A​.​ Discuss how this assignment has contributed to the development of your identity as a change agent and/or social work leader or contributor B​.​ Discuss the importance of advocacy and social action to enhance rights, benefits, and services for individuals, families or communities that are oppressed or marginalized C. Discuss what you will do next to advance the work of this social action plan Paper length is 10-12 pages. Use appropriate APA format for citations & references.

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COURSE OUTLINE

CLASS 1 ​Setting the State for Change Introductions, getting acquainted, overview of course, and expectations.

Objectives/Agenda: 1. Overview of the course, syllabus, and assignments. 2. Clarify values of students and of the profession. 3. Explore integrations of advocacy into practice. 4. Comparative analysis of social work assumptions vs. societal assumptions. 5. Understand the importance of the ethic of care in advocacy practice. 6. Understanding the similarities between generalist micro and macro practice. Required Reading: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). ​Policy practice for workers: New strategies for a new era ​ . Allyn & Bacon. ● Chapter 1: Defining policy practice and social work. ● Chapter 2: History of policy practice in social work.
(T) Hoefer, R. (2016). ​Advocacy practice for social justice ​ . Chicago, IL: Lyceum Books. ● Chapter 2: Social justice and advocacy practice.

Recommended Reading: (T) Ezell, M. (2001). ​Advocacy in the human services ​ . Brooks/Cole (Thomson Learning). ● Chapter 2: Understanding advocacy. ● Chapter 3: The ethics of advocacy.

(E) Kush, C. (2004). The one-hour activist. San Francisco, CA: Jossey/Bass. ● Action 1: Learn how grassroots advocacy works. ● Action 2: Pick your issues and your angle. ● Action 3: Identify your representatives. ​http://library.simmons.edu/record=b2107756~S0
CLASS 2 Identifying Needs of Oppressed Client Groups and Theories of Social Action Objectives/Agenda: 1. Discuss the target/agent identify framework as it pertains to advocacy. 2. Discuss various ways to fully understand a policy or social issue. 3. Recognize the applicability of theoretical frames to social action practice. 4. Discuss strategies to identify the needs of oppressed client groups. 5. Discuss the role of institutional racism in policy formation and change.
Required Reading​:

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(D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). ​Policy practice for workers: New strategies for a new era ​ . Allyn & Bacon. ● Chapter 9: Social problems and policy analysis: An ethic of care approach.
(T) Hoefer, R. (2016). ​Advocacy practice for social justice ​ . Chicago, IL: Lyceum Books. ● Chapter 4: Understanding the issue.
(E) Inglehart, R. and Norris, P. (July 29, 2016). ​Trump, Brexit, and the rise of populism: Economic have-nots and cultural backlash. ​ HKS Working Paper No. RWP16-026.
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice. ​ Wiley. ● Chapter 1: Introduction to community-based policy practice.
(W) Social Work Policy Institute (2014). ​Achieving racial equity: Calling the social work profession to action ​ . Washington, DC: National Association of Social Workers. http://www.antiracistalliance.com/SWPIRacialEquityReport.pdf

Recommended Reading: (E) Bowes, A., & Sim, D. (2006). Advocacy for black and minority ethnic communities: Understandings and expectations. ​British Journal of Social Work, 36 ​ , 1209–1225. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =sih&AN=23284114&site=eds-live&scope=site
(E) Staples, L. (2004). ​Roots to power: A manual for grassroots organizing ​ (2nd ed.). Westport, CT: Praeger Press. ● Chapter 3: Organizing models and methods (pp. 47–99). ● Chapter 4: Analyze, strategize, and datalyze (pp. 99–141). http://library.simmons.edu/record=b2107707~S0

CLASS 3 Introduction to Advocacy
Objectives/Agenda: 1. Review the NASW Code of Ethics and how it guides the social work profession in advocacy practice. 2. Discover resources for the course and beyond, such as Social Work Speaks. 3. Discuss the importance of advocacy practice for professional social workers. Required Reading​:
(W) National Association of Black Social Workers. ​Code of ethics ​ . Retrieved from https://www.nabsw.org/page/CodeofEthics​.
(W) United Nations. ​The universal declaration of human rights ​ . Retrieved from http://www.un.org/en/documents/udhr/

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Social Work Speaks. ​NASW policy statements 2015–2017 ​ (10th ed.). (Search using WorldCat to see if this is available in a library near you. See instructions below.)
(T) Hoefer, R. (2016). ​Advocacy practice for social justice ​ . Chicago, IL: Lyceum Books. ● Chapter 1: The unified model and advocacy practice. ● Chapter 3: Getting involved. ● Chapter 11: Integrating advocacy practice into your social work practice.
(D) Specht, H., & Courtney, M. (1994). ​Unfaithful angels: How social work has abandoned its mission ​ . ● Chapter 5: The movement of social work into private practice. New York, NY: The Free Press. (E) Swenson, C. R. (1998). Clinical social work’s contribution to a social justice perspective. ​Social Work, 43 ​ , 527–537. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =ccm&AN=1999038867&site=eds-live&scope=site

Recommended Reading: (W) National Association of Social Workers (1999). ​Code of ethics ​ . Washington, DC. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics
(E) McLaughlin, A. M. (2009.) Clinical social workers: Advocates for social justice. ​Advances in Social Work, 10 ​ (1), 51–68. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =sih&AN=48407165&site=eds-live&scope=site

Here are the steps to use WorldCat to find a book in a library near you:
1. Go to ​WorldCat​ through ​Browse Databases​ on the ​Simmons Library​ homepage. 2. Search using the book title. 3. From the results list, click on the ​book title​ (and make sure it’s the edition you’re looking for!) 4. Scroll down and click on the “+” next to ​Worldcat​ underneath ​Find a copy in a library. 5. Enter your zip code and click ​Find libraries.
You’re now looking at a list of libraries that have a copy of the book you’re looking for. (Check with the individual library on their borrowing and access policies.)

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CLASS 4 The Role of Government in Policy Development and Legislative Action, Part 1 Objectives/Agenda​: 1. Learn the formal legislative process: laws, budgets, and regulations using the Commonwealth of Massachusetts as a case study. 2. Understand informal means by which policy is made. 3. Assess how power and influence affects legislative process. 4. Recognize ethical issues in legislative advocacy. 5. Develop beginning mastery of lobbying skills. 6. Understanding planning, communication, and technology use in advocacy​.
Required Reading​: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). ​Policy practice for workers: New strategies for a new era ​ . Allyn & Bacon. ● Chapter 4: The forces that move and shape policy work.
(T) Hoefer, R. (2016). ​Advocacy practice for social justice ​ . Chicago, IL: Lyceum Books. ● Chapter 5: Planning in advocacy practice.
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice. ​ Wiley. ● Chapter 8: Essentials of legislative policy practice.

CLASS 5 The Role of Government in Policy Development and Legislative Action, Part 2 Objectives/Agenda: 1. Learn the formal legislative process: laws, budgets, and regulations. 2. Understand informal means by which policy is made. 3. Assess how power and influence affects legislative process. 4. Recognize ethical issues in legislative advocacy. 5. Develop beginning mastery of lobbying skills. 6. Understanding planning, communication, and technology use in advocacy​.
Required Reading​: (D) Ezell, M. (2001). ​Advocacy in the human services ​ . Brooks/Cole (Thomson Learning). ● Chapter 5: Legislative advocacy.

(T) Hoefer, R. (2005). Altering state policy: Interest group effectiveness among state-level advocacy groups. ​Social Work, 50 ​ (3), 219–227.
Recommended Reading​: (E) Linhorst, D. M. (2002). Federalism and social justice: Implications for social work. ​Social Work, 47 ​ (3), 201– 208. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =edsjsr&AN=edsjsr.23717981&site=eds-live&scope=site

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(T) Meredith, J. (2000). ​Lobbying on a shoestring: Massachusetts continuing legal education ​ (3rd ed.). ● Chapter 2: Life in the legislative arena. ● Chapter 3: Drafting and filing the bill. ● Chapter 4: Committees and committee meetings.

CLASS 6 Principles of Community-Based Advocacy and Change
Objectives/Agenda: 1. Develop skills of community assessment. 2. Become conversant with principles of community development and organizing. 3. Understand issues of mission, formal and informal structures, power, and influence in communities. 4. Understand theories of organizational change.
Required Reading​:
(E) Hardcastle, D. A., & Powers, P. R. (2004). ​Community practice: Theories and skills for social workers. ​ New York, NY: Oxford University Press. ● Chapter 13: Using organizing: Acting in concert. http://library.simmons.edu/record=b1857290~S0
(D)​ ​Kaye, G. (1997). The six r’s of participation. In M. Minkler (Ed.), ​Community organizing and community building for health ​ (pp. 372–373). New Brunswick: NJ: Rutgers University Press.

(E) Mizrahi, T., & Rosenthal, B. (2001). Complexities of coalition building: Leaders’ successes, strategies, struggles, and solutions. ​Social Work, 46 ​ (1), 63–78. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =ccm&AN=2001050582&site=eds-live&scope=site
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice. ​ Wiley. ● Chapter 7: Essentials of community-based policy practice.
(E) Staples, L. (2004). ​Roots to power: A manual for grassroots organizing. ​ Westport, CT: Praeger Press. ● Chapter 1: Power to the people (pp. 1–20). ● Chapter 4: Analyze, strategize, and catalyze (pp. 99–137). http://library.simmons.edu/record=b2107707~S0
(E) ​Sarah Stachowiak, S. (2013, October). ​Pathways to change: 10 theories to inform advocacy and policy change. ​ ORS Impact Brief​. ​ Retrieved from: http://orsimpact.com/resources/pathways-for-change-10-theories-to-inform-advocacy-and -policy-change-efforts-2013-2/

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Recommended Reading: (T) Ezell, M. (2001). ​Advocacy in the human services ​ . Brooks/Cole (Thomson Learning). ● Chapter 7: Community advocacy.

CLASS 7 Principles of Agency-Based Advocacy and Change
Objectives/Agenda: 1. Learn theories of community organizing and agency-based advocacy. 2. Understand issues of mission, formal and informal structures, power, and influence in organizations. 3. Develop skills in assessment of organizations.
Required Reading​: (E) Hardcastle, D. A., & Powers, P. R. (2004). Using your agency. In ​Community practice: Theories and skills for social workers ​ . New York, NY: Oxford University Press. http://library.simmons.edu/record=b1857290~S0
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice. ​ Wiley. ● Chapter 9: Monitoring the bureaucracy and creating change Within organizations.
(D)​ ​Schneider, R. L., & Lester, L. (2001). ​Social work advocacy: A new framework for action ​ . Belmont, CA: Brooks/Cole. ● Chapter 8: Administrative advocacy.

CLASS 8 Political Advocacy and the Role of Social Workers
Objective/Agenda: 1. Explore the political process and points of entry for social workers. 2. Role of unions in social work agencies and political advocacy. 3. Understand predictors of social workers’ involvement in political advocacy. 4. Learn when, where, and how political advocacy and legislative advocacy intersect.
Required Reading​: (D) Alexander, C. (1982). Professional social workers and political responsibility. In M. Mahaffey & J. Hanks (Eds.), ​Practical politics: Social work and political responsibility ​ (pp. 15–31). Silver Spring, MD: National Association of Social Workers.
(D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). ​Policy practice for workers: New strategies for a new era ​ . Allyn & Bacon. ● Chapter 3: The politics of policy practice.

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(E) Ritter, J. A. (2008). A national study predicting licensed social workers’ levels of political participation: The role of resources, psychological engagement, and recruitment networks. ​Social Work, 53 ​ (4), 347–356. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =ccm&AN=2010061379&site=eds-live&scope=site
(E) Simmons, L. (2004). Community-labor coalitions. In L. Staples (Ed.), ​Roots to power: A manual for grassroots organizing ​ (2nd ed.) (pp. 302–309). Westport, CT: Praeger Press.
CLASS 9 Evaluating and Monitoring Change Objectives/Agenda: 1. Discuss the regulatory process that follows the successful passage of legislation. 2. Learn the importance of evaluating advocacy and ongoing monitoring. 3. Develop an understanding of the implementation of policy changes and changes within organizations.
Required Reading​: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). ​Policy practice for workers: New strategies for a new era ​ . Allyn & Bacon. ● Chapter 13: Evaluating policy implementation and outcomes.
(D) DiNitto, D. M. (2000).​ ​ Implementing and evaluating social welfare policy: What happens after a law is passed. In ​Social welfare: Politics and public ​ ​policy ​ (Chapter 12, pp. 407–432). Boston, MA: Allyn & Bacon.
(T) Hoefer, R. (2016). ​Advocacy practice for social justice ​ . Chicago, IL: Lyceum Books. ● Chapter 9: Evaluating advocacy. ● Chapter 10: Ongoing monitoring.
Recommended Reading​: (T) Meredith, J. (2000). ​Lobbying on a shoestring: Massachusetts continuing legal education ​ (3rd ed.). ● Chapter 9: Implementation blues.
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice ​ . Wiley. ● Chapter 9: Monitoring the bureaucracy and creating change within organizations.

CLASS 10 Economic Justice and Budget Advocacy
Objectives/Agenda: 1. Utilize the Massachusetts State Budget as a case study for advocacy. 2. Delineate differences between state and federal budgets. 3. Discuss resources to help explore state and federal budgets. 4. Review the importance of social workers advocating for economic justice.

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Required Reading​: (D) Lewis, M. A., & Widerquist, K. (2002). ​Economics for social workers ​ . Columbia University Press. ● Chapter 9: The economics of poverty.
(D) Meredith, J. (2000). ​Lobbying on a shoestring: Massachusetts continuing legal education ​ (3rd ed.). ● Chapter 7: The Committees on Ways and Means and the state budget.

(E) Paquin, G. (1998). The federal budget process: Necessary knowledge for social policy education and practice. ​Journal of Social Work Education, 34 ​ (3), 401–413. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =edsjsr&AN=edsjsr.23043392&site=eds-live&scope=site

CLASS 11 Managing Your Message
Objectives/Agenda: 1. Increase understanding of how to effectively present information to elected officials, affected constituents, and other key players. 2. Learn how to develop effective messages to win a campaign. 3. Develop an understanding of how the media and technology can be used in advocacy.
Required Reading​: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). ​Policy practice for workers: New strategies for a new era ​ . Allyn & Bacon. ● Chapter 7: The media and public opinion in policy.
(T) Hoefer, R. (2016). ​Advocacy practice for social justice ​ . Chicago, IL: Lyceum Books. ● Chapter 6: Advocating through negotiation and persuasion. ● Chapter 7: Presenting your information effectively. ● Chapter 8: Electronic advocacy.
(D) Lakoff, G. (2004). Framing 101: How to take back public discourse. In ​Don’t think of an elephant: Know your values and frame the debate ​ (pp. 3-24). VT: Chelsea Green.
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice. ​ Wiley. ● Chapter 3: Essentials of effective interpersonal communication and participation. ● Chapter 4: Communicating with the public through the media. ● Chapter 5: Utilizing technology in policy practice.

Recommended Reading: (T) Meredith, J. (2000). ​Lobbying on a shoestring: Massachusetts continuing legal education ​ (3rd ed.). ● Chapter 8: Using the media in a legislative campaign.

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(E) Roberts-DeGennaro, M. (2004). Using technology for grassroots organizing. In L. Staples (Ed.), Roots to power: A manual for grassroots organizing ​ (2nd ed.) (pp. 270–272). Westport, CT: Praeger Press.
(E) Weltman, E. (2004). Media relations. In L. Staples (Ed.), ​Roots to power: A manual for grassroots organizing ​ (2nd ed.) (pp. 264–270). Westport, CT: Praeger Press.
CLASS 12 Pre-Wrap-Up Session Objectives/Agenda: 1. Finalize preparation to give mock testimonies before mock committees in the live session. 2. Students should continue to work on the final paper and the Social Action Reflection Paper (if not yet completed).

Required Readings: (E) Kush, C. (2004). ​The one-hour activist ​ . San Francisco, CA: Jossey/Bass. ● Action 17: Testify at a public hearing. http://library.simmons.edu/record=b2107756~S0
(T) Rocha, C. J. (2007). ​Essentials of social work policy practice ​ (pp. 140–143)​. ​ Wiley.
(E) Kleinkauf, C. (1981). A guide to giving legislative testimony. ​Social Work ​ , ​26 ​ (4), 297-303. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =sih&AN=5272955&site=eds-live&scope=site

CLASS 13 Student Testimony, Part 1
Objectives/Agenda: 1. Completion of mock testimonies before mock committees. 2. Put the finishing touches on your final paper and the Social Action Reflection Paper (if not yet completed).

CLASS 14 Student Testimony, Part 2
Objectives/Agenda: 1. Plan for your social work role as an advocate and social activist. 2. Completion of mock testimonies before mock committees.

REVISION DATE: June 2019

SW590 ~ Midterm Assignment: Social Action Plan ~ Issues & Background Student Name Levels/Criteria Below Expectations Near Expectations Meets Expectations Exceeds Expectations
Comments
I. COMMUNITY NEEDS, GAPS IN SERVICES: A. Introduce and/or client/consumer needs as related to the problem of focus. 1. Discuss community and/or client/consumer needs as related to the problem of focus. B. Discuss gaps in services and/or thinking that contribute to those needs going unmet C. Describe impact of these gaps on community, client or consumer – universal as well as for specific groups

II. FORMAL & INFORMAL POLICIES THAT INFLUENCE ISSUES/CONCERNS: A. Describe current formal, informal, or alternative policies that may be affecting issues/concerns 1. Briefly describe expected impact of policies 2. Highlight current or recent critiques of existing policies B. Describe any differential application of these policies indicating issues of discrimination, oppression or marginalization 1. Discuss recent or current efforts to address these efforts C. Discuss historical roots or context in social work relevant to the social issue you have identified and the presence or absence of a commitment to social change through advocacy at multiple levels

III. THEORIES/THEORETICAL PERSPECTIVES THAT INFORM UNDERSTANDING OF ISSUES OR STRATEGIES OF CHANGE A. Briefly present relevant theories and supporting literature B. Discuss how theories contribute to the issues under consideration C. Discuss how theories inform social action efforts

Levels/Criteria Below Expectations
Near Expectations
Meets Expectations
Exceeds Expectations

Comments
IV. RESEARCH/EMPIRICAL EVIDENCE A. Discuss findings from at least 6 empirical studies (e.g., large scale studies, epidemiological research, best practices, small-scale exploratory studies, evaluations) that may offer information to inform current efforts to address the problem B. Highlight any limitations in this research/evaluation in terms of a universal focus on client/consumer populations or a narrower focus on particular groups

V. BARRIERS AND FACILITATING FACTORS A. Identify key stakeholders in effecting change 1. Identify at least 3 potential allies in your effort. Why would they be selected as allies? 2. What would you ask them to bring to the table? What would their roles be? B. Identify barriers and facilitators to change 1. Identify any potential opposition to your effort. How might they hinder your proposed efforts? 2. What is your contingency plan to manage them? C. Highlight potential strategies or resources that may address potential barriers

VI- PROPOSED SOCIAL ACTION PLAN Considering what you learned thus far, briefly discuss your initial thinking about what sort of social action or organizational change effort you might proposed.

OVERALL: Use of readings & other sources to support ideas
Few or no readings referenced
Inconsistently demonstrates use of course readings & other sources to support ideas
Consistently demonstrates use of course readings & other sources to support ideas
Demonstrates excellent use of course readings & other sources to support ideas

OVERALL: Paper organization Logical flow not present in most or all sections; linkage between sections not clear
Logical flow of ideas inconsistent within sections; linkage between sections not consistently clear
Flow of ideas logical in most sections; linkage between sections moderately clear
Logical flow of ideas; clear linkage between sections

OVERALL: Writing Mechanics Many spelling, grammatical, punctuation errors; sentences are incomplete; use of informal language or slang
Spelling, grammatical, punctuation errors; sentence structure often does not convey intended meaning
Few or no spelling grammatical, punctuation errors; sentence structure generally conveys meaning
No spelling, grammatical, punctuation errors; excellent sentence structure

OVERALL: Use of APA format; appropriate citations
Minimal use of APA citation of references; evidence of intentional plagiarism
Inconsistent use of APA citation of references
Some errors in APA citation of references
Accurate & consistent use of APA citation of references

GRADE:

SW590 Final Assignment ~ Social Action Plan: Proposed Effort Student name Levels/Criteria Below Expectations Near Expectations Meets Expectations Exceeds Expectations Comments
I. SOCIAL ACTION PLAN: A. Describe the issue that you are proposing to address and the goals of your Social Action Plan B. Integrate how the NASW Code of Ethics informs your Social Action Plan C. Present the rationale for the plan, incorporating appropriate support from the literature (e.g., peerrelated journals, texts, and grey literature.

II. STAKEHOLDERS: A. Identification of key stakeholders 1. Identify who the key leaders and opinion makes are in the area you are proposing to change B. Present a stakeholder analysis that explores power differentials 1. Who might be your biggest champion? 2. Who might be your biggest opponent? 3. Describe the power structure within the arena you are trying to change. How might that impact your strategy?

III. SOCIAL ACTION PARTNERS: A. Identify at least 3 potential allies in your proposed effort 1. Why would you select them as allies? 2. What would you ask them to ‘bring to the table’? 3. What would their roles be? 4. Discuss the benefits & disadvantages of each of these allies B. Highlight what information, updates or training these Social Action partners would need. C. Identify potential opposition to your effort. How might they hinder your efforts? What is your contingency plan to ‘manage’ them? D. Discuss the anticipated challenges of working with a coalition

IV. SPECIFIC SOCIAL ACTION PLAN STEPS & FEASIBILITY CONCERNS A. Present with detail the specific Social Action Plan steps or areas of change you intend to take, noting how they are applied at the micro, mezzo, and/or macro level 1. Create a timeline of action for your sa plan B. Highlight feasibility issues (including resources, funding, timing) & indicate how these would be addressed C. Identify your role as change agent. How would you guide this effort and what is your rationale for this role? D. Describe your own social/professional/personal location and the sources of your political/social capital as they relate to your plan

Levels/Criteria Below Expectations
Near Expectations
Meets Expectations
Exceeds Expectations
Comments
V. DIFFERENTIAL IMPACTS THAT MANY AFFECT STAKEHOLDERS A. Discuss anticipated outcomes of your social action plan, if it were implemented. B. Would the anticipated outcomes be consistent across all individuals, groups, or communities? Briefly discuss what differential impacts there may be, should your social action plan be implemented.

VI. SOCIAL, ECONOMIC, ENVIRONMENTAL JUSTICE A. Discuss how the proposed social action effort addresses social, economic, and/or environmental justice.

VII. PROPOSED EVALUATION OF SOCIAL ACTION EFFORT A. Reflecting on the goals of your Social Action Plan, discuss: 1. What efforts, activities, or outcomes are you proposing to evaluate? (What does success look like? How would you be defining success?) 2. What would be the three key messages reflected in your proposed effort? B. Discuss the rationale for selecting this evaluation focus and plan, the resource needed, and its feasibility C. How would you continue to monitor/evaluate the proposed Social Action effort?

VIII. REFLECTION A. Discuss how this assignment has contributed to the development of your identify as a change agent and/or social work leader or contributor B. Discuss the importance of advocacy and social action to enhance rights, benefits, and services for individuals, families or communities that are oppressed or marginalized C. Discuss what you will do next to advance the work of this social action plan.

OVERALL: Use of readings & other sources to support ideas
Few or no readings referenced
Inconsistently demonstrates use of course readings & other sources to support ideas
Consistently demonstrates use of course readings & other sources to support ideas
Demonstrates excellent use of course readings & other sources to support ideas

OVERALL: Paper organization Logical flow not present in most or all sections; linkage between sections not clear
Logical flow of ideas inconsistent within sections; linkage between sections not consistently clear
Flow of ideas logical in most sections; linkage between sections moderately clear
Logical flow of ideas; clear linkage between sections

OVERALL: Writing Mechanics Many spelling, grammatical, punctuation errors; sentences are incomplete; use of informal language or slang
Spelling, grammatical, punctuation errors; sentence structure often does not convey intended meaning
Few or no spelling grammatical, punctuation errors; sentence structure generally conveys meaning
No spelling, grammatical, punctuation errors; excellent sentence structure

OVERALL: Use of APA format; appropriate citations
Minimal use of APA citation of references; evidence of intentional plagiarism
Inconsistent use of APA citation of references
Some errors in APA citation of references
Accurate & consistent use of APA citation of references

• The paper does not approach advocacy from a perspective that uses a logical, scientific, and evidence-based or evidence-informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper does not clearly reflect an approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change

• The paper reflects a poor analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects a poor understanding that social action and advocacy works within an ever-changing landscape within political
• The paper approaches advocacy from a perspective that uses in a minimal way logical, scientific, and evidence-based or evidence informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper reflects a limited approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change.

• The paper reflects a limited analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects a limited understanding that social action and advocacy works within an ever-changing landscape within political
• The paper approaches advocacy from a perspective that uses in an adequate way logical, scientific, and evidence-based or evidence informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper reflects an adequate approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change.

• The paper reflects an adequate analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects an adequate understanding that social action and advocacy works within an ever-changing landscape within political
• The paper approaches advocacy from a perspective that uses in a comprehensive way logical, scientific, and evidence-based or evidence informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper reflects a comprehensive approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change.

• The paper reflects a comprehensive analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects a comprehensive understanding that social action and advocacy works within an ever-changing landscape within political

1 Knowledge, Value, Skills, Cognitive and Affective Processes (includes critical thinking, affective reactions, and exercise of judgment
NOTE: ASSIGNMENTS NOT SUBMITTED ARE RATED WITH A ZERO (0)

processes and governmental/organizational policies that affect the social, economic and environmental well-being of individuals, families, communities, and organizations, as well as social work practice itself

• Minimal to no references are provided.
processes and governmental/organizational policies that affect the social, economic and environmental well-being of individuals, families, communities, and organizations, as well as social work practice itself.

• Several references are included with correct APA format, but the total falls under the required number.
processes and governmental/organizational policies that affect the social, economic and environmental well-being of individuals, families, communities, and organizations, as well as social work practice itself.

• The references are correct in number and APA format, and they adequately support the author’s assertions.

processes and governmental/organizational policies that affect the social, economic and environmental well-being of individuals, families, communities, and organizations, as well as social work practice itself.

• The references exceed the required number, are correct in APA format, and they fully support the author’s assertions.
Course Title & number: Social Work Evaluation SW590/FINAL Assignment: Social Action Plan Paper Ratings key 4. Exceeds Expectations: beyond expectations; high degree of competence and proficiency 3. Meets Expectations: solid, average, meets competency (minimum) 2. Near Expectations developing toward competency but work is barely passing or barely demonstrates competency (insufficient, uneven, or superficial understanding) 1. Below expectations: does not meet expectations; student not able to demonstrate basic level of understanding and proficiency 0. Assignment not submitted
Embedded Measure Rubric SW590

• Paper discussions reflect a poor understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families and communities who are oppressed or marginalized.

• The development of a social action plan presented in the paper represents a poor understanding of social justice principles.

• The paper does not emphasize the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects a poor or minimal understanding of the social worker’s role as an agent of positive change through critical thinking skills in the areas of social,
• Paper discussions reflect a limited understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families and communities who are oppressed or marginalized.

• The development of a social action plan presented in the paper represents a limited understanding of social justice principles.

• The paper emphasizes in a limited way the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects a limited understanding of the social worker’s role as an agent of positive change through critical thinking skills in the areas of social, distributive,
• Paper discussions reflect an adequate understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families and communities who are oppressed or marginalized.

• The development of a social action plan presented in the paper represents an adequate understanding of social justice principles.

• The paper adequately emphasizes the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects an adequate understanding of the social worker’s role as an agent of positive change through critical thinking skills in the areas of social, distributive,
• Paper discussions reflect a thorough understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families, and communities who are oppressed or marginalized. • The development of a social action plan presented in the paper represents a thorough understanding of social justice principles.

• The paper strongly emphasizes the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects a strong understanding of the social worker’s role as an agent of positive change through enhanced critical thinking skills in the areas of social,

1 Knowledge, Value, Skills, Cognitive and Affective Processes (includes critical thinking, affective reactions, and exercise of judgment distributive, political, environmental, and economic justice.

• Minimal to no references are provided.
political, environmental, and economic justice.

• Several references are included with correct APA format, but the total falls under the required number.

political, environmental, and economic justice.

• The references are correct in number and APA format, and they adequately support the author’s assertions.

distributive, political, environmental, and economic justice.

• The references exceed the required number, are correct in APA format, and they fully support the author’s assertions.
Course Title & number: Social Work Evaluation SW590/FINAL Assignment: Social Action Plan Paper Ratings key 4. Exceeds Expectations: beyond expectations; high degree of competence and proficiency 3. Meets Expectations: solid, average, meets competency (minimum) 2. Near Expectations developing toward competency but work is barely passing or barely demonstrates competency (insufficient, uneven, or superficial understanding) 1. Below expectations: does not meet expectations; student not able to demonstrate basic level of understanding and proficiency 0. Assignment not submitted
Embedded Measure Rubric SW590

Competency Assigned competency
Dimension(s)1
Below Expectations (1)
Near Expectations (2)
Meets Expectations (3)
Exceeds Expectations (4)
C2: Engage Diversity and Difference in Practice Maps to the assignment at #1, 5, 6, 7, 8
Knowledge, Skills, Cognitive/ Affective

• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are not sufficiently considered throughout the paper.

• The development and design of a social action plan or effort presented in the paper reflects a poor understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services. • The paper demonstrates a poor understanding of the
• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are considered but in a limited way throughout the paper.

• The development and design of a social action plan or effort presented in the paper reflects a limited understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services. • The paper demonstrates a limited understanding of the professional ethical
• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are adequately considered throughout the paper.

• The development and design of a social action plan or effort presented in the paper adequately reflects an understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services.

• The paper demonstrates an adequate understanding of the professional ethical
• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are thoroughly considered throughout the paper.

• The development and design of a social action plan or effort presented in the paper reflects a clear understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services.

• The paper clearly demonstrates an understanding of the

1 Knowledge, Value, Skills, Cognitive and Affective Processes (includes critical thinking, affective reactions, and exercise of judgment.
NOTE: ASSIGNMENTS NOT SUBMITTED ARE RATED WITH A ZERO (0)

professional ethical responsibilities that social workers have in improving the quality of life, through social action and social justice, for individuals, families, and communities who are oppressed or marginalized.

• Minimal to no references are provided.
responsibilities that social workers have in improving the quality of life, through social action and social justice, for individuals, families, and communities who are oppressed or marginalized.

• Several references are included with correct APA format, but the total falls under the required number.

responsibilities that social workers have in improving the quality of life, through social action and social justice, for individuals, families, and communities who are oppressed or marginalized.

• The references are correct in number and APA format, and they adequately support the author’s assertions.

professional ethical responsibilities that social workers have in improving the quality of life, through social action and social justice, for individuals, families, and communities who are oppressed or marginalized.

• The references exceed the required number, are correct in APA format, and they fully support the author’s assertions.
Course Title & number: Social Work Evaluation SW590/FINAL Assignment: Social Action Plan Paper Ratings key 4. Exceeds Expectations: beyond expectations; high degree of competence and proficiency 3. Meets Expectations: solid, average, meets competency (minimum) 2. Near Expectations developing toward competency but work is barely passing or barely demonstrates competency (insufficient, uneven, or superficial understanding) 1. Below expectations: does not meet expectations; student not able to demonstrate basic level of understanding and proficiency 0. Assignment not submitted.

What opportunities and obstacles are there in promoting the right to self-determination for old people (Mental Health) and their carers.

Ethic Essay question:

What opportunities and obstacles are there in promoting the right to self-determination for old people (Mental Health) and their carers.

Words count – 4125 without bibliography

Essay should consider the following-

Disability and the disabling society-Negative labels, how service provision can devalue disabled people and perpetuate exclusion. Promoting anti-discriminatory and anti-oppressive approaches in social work practice.

Ageism and Age discrimination-Societal attitudes to older people, ageism and the role of social work in combating discrimination.

Social work values, power and ethical practice- Focus on working with involuntary/’reluctant’ service users.

Service user and carer involvement: empowerment possibilities and challenges- The complex nature of empowerment- service user and carer movements, barriers and opportunities.

Gender and Gender Diversity-Role of gender in social work, exploring stereotypes of gender identities, feminist social work.

Consider Professional capability framework below (PCF 2,3 and 4)

50 reference – mostly academic British Journals of social work and other academic discipline

Assignment marking criteria

 

  70+% 60-99% 50-59%
Ability to apply underpinning theoretical ideas, appropriate literature and research findings and use of relevant and up to date sources (25%) Evidence of extensive reading with excellent integration of source material and referencing Very good range of reading, referencing and integration of source material

 

Generally good range of reading, referencing and integration of source material
Awareness of contemporary social work practice, initiatives and developments (20%) Outstanding grasp of contemporary social work practice and developments applied to the assignment title Very good grasp of contemporary social work practice and developments applied to the assignment title Generally sound grasp of contemporary social work practice and developments applied to the assignment title
Application of a professional value base. Consideration of anti-oppressive practice, ethical issues and dilemmas (20%) Value issues exceptionally well integrated throughout in a relevant and sensitive manner demonstrating very high level understanding Value issues very well integrated throughout in a relevant and sensitive manner demonstrating high level understanding

 

Value issues well integrated throughout in a relevant and sensitive manner showing a generally good level of understanding
Integration of critical reflection and analysis (20%)

 

Critical reflection on the assignment title and highly developed ability to think analytically evident in discussion Critical reflection on the assignment title and good ability to think analytically evident in discussion

 

Generally sound reflection on the assignment title and some evidence of ability to think analytically
Coherent writing.  Attention to spelling and grammar.  Use of required reference system (15%) Exceptionally coherent and well presented.  Free from errors Very good coherency and presentation; free of all but the most minor errors Generally good coherence and presentation with occasional errors and / or lapse of spelling / grammar

 

To what extent do the main agencies in the Criminal Justice System work co-operatively?

2 main agencies in the criminal
justice system
File name: 2_main_agencies_in_the_criminal_justice_system_840431_1794847043.docx (30.75K)
Word count: 1654
Character count: 9388

1
Format
2
Structure
?
?
3
4

5
6
Structure

57%
SIMILARITY INDEX
23%
INTERNET SOURCES
0%
PUBLICATIONS
57%
STUDENT PAPERS
1 15%
2 11%
3 7%
4 5%
5 4%
6 4%
7 4%
8 3%
2 main agencies in the criminal justice system
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Colorado Technical University
Online
Student Paper
Submitted to Pennsylvania State System of
Higher Education
Student Paper
Submitted to Los Angeles Harbor College
Student Paper
Submitted to Brickfields Asia College
Student Paper
Submitted to University of Portsmouth
Student Paper
Submitted to Kaplan University
Student Paper
Submitted to South University
Student Paper
Submitted to Stourbridge College
Student Paper
9 2%
10 1%
11 1%
Exclude quotes On
Exclude bibliography On
Exclude matches Off
en.wikipedia.org
Internet Source
Submitted to University of East London
Student Paper
Submitted to University College Birmingham
Student Paper
FINAL GRADE
36/100
2 main agencies in the criminal justice system
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
Strengths
– You have provided a response which demonstrates
an understanding of the role and functions of the CJS
agencies
– You have consulted some academic sources
Areas for Development
– You need to ensure that you have clearly understood
what the question is asking of you – you haven’t really
answered the question sufficiently.
– Large proportions of your work focuses on the Justice
System in America, and therefore is not relevant to the
CJS in England and Wales
– You work is largely descriptive, and often doesn’t
relate to the question.
– Your work should be underpinned by a wider range of
appropriate academic sources
– There is a high similarity score, with a significant
proportion of your work showing similarity to individual
papers. In these sections, you have often failed to cite
the sources of your work, and therefore it is unclear
where you have obtained this information from
Writing and Referencing (writing clarity,
presentation, referencing, citation)
– Your work is adequately written
– Your work is adequately structured, however, this is
an area for development for you – I would encourage
you to have a clear idea of the points that you want to
make in your response so that when you start writing
QM
you know what the purpose of each paragraph is and
how this relates back to the question. This will help you
to be focused and concise in your response and strike
a good balance between description and analysis. This
will also support you with proof-reading as you will be
able to check whether your paragraph does what you
intended it to do.
– Scholarship is an area of development, you often do
not cite the source of your information
– You generally reference in accordance with APA
guidelines
First Marker: Julie Eden 11/11/19
***Please ensure adequate paraphrasing and
referencing , in order to avoid possible plagiarism
claims. You may find it useful to see Gordon
Scruton, Learning Development Tutor at ICJS. ***
Nick Pamment, Associate Head (Students)
PAGE 1
PAGE 2
Comment 1
Please ensure that you include the full essay question that you are answering.
Format
Please ensure that you are paying attention to the format specified in the assignment brief.
Additional Comment
Sub-headings are not appropriate for academic essays
Comment 2
What does this mean?
QM
QM
QM
Structure
You would benefit from spending some more time working on structure. This Basic Essay Structure
Guide may be useful for you.
Additional Comment
A good attempt at an introduction here – well done – however, this needs to be developed further; an
introduction needs to define and explain keywords, phrases or themes and sign-post the reader to
the main points that will be explored in the main body.
?
?
Additional Comment
I’m not sure what you mean here?
PAGE 3
?
?
Additional Comment
What do you mean?
Comment 3
You demonstrate some understanding of the agencies of the criminal justice system and their roles.
However, you have not consistently cited your sources of information here, and this is very
descriptive.
PAGE 4
Comment 4
You demonstrate some understanding of the role and function of the police force. However, you have
only made one citation, and this is largely descriptive. How does what you have written relate to the
question?
PAGE 5
PAGE 6
Comment 5
There are a lot of references in this paragraph to the American legal system. I can see from the
QM
There are a lot of references in this paragraph to the American legal system. I can see from the
similarity checker that this paragraph has a high similarity to a paper submitted to the University of
Colorado – I’m not sure where you have obtained this information as you have not cited your sources,
but it is important to do so, so that we can support you in making sure that you are accessing suitable
resources.
Again, this is very descriptive and it is not clear how what you have written relates to the question.
Comment 6
This does not relate to the CJS in England and Wales.
Structure
You would benefit from spending some more time working on structure. This Basic Essay Structure
Guide may be useful for you.
Additional Comment
An adequate attempt at a conclusion here, but this is an area of development for you; a conclusion
must summarise the main points that you have made in the main body, and then draw to a
conclusion on your own positionality.
PAGE 7

What areas have you identified which would help you to develop your coaching practice?

  Coaching in Organisati

 

Coaching Portfolio Workbook

 

Programme start date: September 2019

 

 

 

Version 2019/03

Assignment 2 :

Part One :- Recording your coaching practice

This section should summarise all coaching undertaken and evidence a minimum of six hours coaching practice and is worth 40% of CIO module mark .

A failure to provide sufficient evidence of your coaching practice will mean you will not be awarded the ILM award in coaching in the workplace

You must provide evidence of coaching  one or more individuals in the workplace for a period of 6 hours total.

The following documentation is required as evidence of engagement with each coaching client:

A coaching contract – 1 per coachee

Coaching notes – 1 for every session undertaken

Feedback from coachee – 1 for every session undertaken

Reflection on coaching – 1 for every session undertaken

 

Internal Coachee  Reference   Date Coaching

Hours 

  External Coachee  Reference    Date Coaching

Hours 

 

 

       

 

 

   
 

 

 

       

 

 

   
 

 

 

       

 

 

   
 

 

 

       

 

 

   
 

 

 

       

 

 

   
 

 

 

       

 

 

   

 

Contracting guidelines

What should you contract about?

The contract should cover: –

  • The Process or Mechanics of the interview
  • The Content or Scope of your service
  • The Ethical Boundaries
1 Process 2 Content or Scope 3 Ethical Boundaries
Timing

·         How long will the interaction take?

·         How many times can the client return for further advice?

·         When and how can they make follow up?

·         Where will it take place?

 

Cost

·         Is advice free?

·         If not, how much?

·         Is there any subsidy?

 

Written records

·         If you take notes, what are they used for?

·         Will the client receive any written information?

Roles &

Responsibilities

·         What can you help with?

·         What can you not help with

·         Can you refer on to others within or outside your organisation? If so, what can they offer?

·         What is the client expected to do?

 

Structure

·         What will be discussed during the interaction, and in what order?

·         How will you work with the client (e.g. in groups, one-to-one, is the client expected to listen, to speak, to produce written work)?

Impartiality

·         Is your information comprehensive, or is it limited, or is it limited to one provider or one type of provider?

·         Is your advice completely client-centred and independent, or do you have loyalty to an organisation or a policy?

 

Confidentiality

·         Who else, apart from you and the client, will be told about what is discussed?

·         How is the client’s personal information protected from being seen by others?

·         When will any records be destroyed?

 

Cooper, J. and Reynolds, A. (2008) The One To One Toolkit. Peterborough: Career Train Publish

 

Data Protection Guidelines

As you may collect  sensitive and personal information from your coachees, which will be shared with UWE and ILM assessors, all information must be anonymised and any indicators that could identify the coachee, e.g. name, place of work etc must be removed when submitting your course work, including any personal information given on coaching logs and the coaching contract

Guidelines read and understood Yes/No

Please ask your tutor if you have any questions

 

 

Independent Coaching Sessions

 

Coaching Contracts

This section should include a copy of your coaching contract for EACH person you coach.

Both parties agree to :

Be honest and committed to the contracted activity

Keep all appointments and ensure prompt rescheduling when cancellation is unavoidable

Maintain confidentiality regarding discussions

To be open to receiving and giving feedback

To review the coaching contract after 3 sessions

Coachee number:
Coaching diagnostics details –
Purpose of coaching: What are the anticipated benefits of coaching for this coachee?

Agree appropriate work-based topics, goals and outcomes relevant to the context of the individual being coached

 

 

Coachees learning style:- Include details of your coachees learning style here and outline how you might use this knowledge to help plan your coaching sessions.

 

Coachee’s SWOT analysis
Strengths Weaknesses /Areas for development
Opportunities Threats /Barriers
Outline the coaching style you intend to adopt ( traditional, transactional, transformational/ levels of challenge )
Structure of sessions: Think about what coaching model you will use, timing etc.
Boundaries: : Think about what should and shouldn’t be included in your coaching session
Confidentiality agreement:

Your personal details will be anonymised when this form is submitted as part of the coach’s coursework assessment. Data protection statement read and agreed (yes/no)

 

Referral: Should you feel the coachee’s requirements fall outside your competence or comfort zone who could you signposted them to?
Where you will meet for the coaching? Include details of why you feel this venue is suitable.

 

 

 

Session number   1 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.

 

 

 

Agreed action points
Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

 

Session number   2 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.

 

 

 

Agreed action points

 

 

 

Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

 

 

Session number   3 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

 

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.

Agreed action points
Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

 

Session number   4 Coachee number:                                   Date
Preparation for coaching  (could include reading, review of progress, preparation of coaching resources, space etc. )

 

Coachee’s goals for today’s meeting

 

 

Areas covered in coaching conversation

Reality – current situation

Options generated to achieve goal

Chosen option and target date

Willingness of coachee to complete action

Feedback  given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.

 

 

 

Agreed action points

 

 

Date and venue of next coaching session
Feedback from the coachee on the coaching session

In your opinion what went well in this coaching session?

In your opinion what went not so well?

How could it have been improved?

How far did the session go towards meeting your agreed goals?

What made the biggest impact on you?

 

Reflection on coaching

How well did you use questioning in the session? Please give examples

How well did you use listening in the session? Please give examples

What was the impact of the feedback given to the coachee in this session?

How could you improve your coaching for the next session? ( include your response in your personal development plan)

 

 

 

Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session

 

Key coach attributes Poor                 Good
  1 2 3 4 5 6 7 8 9 10
Builds rapport                    
Is non-judgemental                    
Shows listening skills                    
Uses questioning skills to help me self-reflect                    
Has a structured approach to sessions                    
Is friendly                    
Helps me set my goals                    
Shows empathy                    
Shows respect                    
Is supportive                    
Maintains confidentiality                    
Has patience                    
Gives feedback when appropriate                    
Accepts feedback                    
Helps me achieve my goals                    
Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals                    
If you have given any low scores, please suggest how your coach could improve?                    

 

Assignment 2 : Reflection on coaching practice

This section will help you to identify themes and areas of interest to use when writing your essay.

Your essay is worth 30% your Coaching in Organisations module mark.

 

A failure to provide sufficient evidence of reflective practice will mean you will not be awarded the ILM award in coaching in the workplace

 

 

Section 1:  Developing your coaching practice :

As part of your development as a coach you are expected to provide evidence of an analysis of your coaching skills, identification of  your development requirements and  the steps you will take to develop your coaching practice and  evidence of how you  update and evaluate your progress throughout the module

 

How do I know what I need to develop?  

We have provided some ideas to get you started but you may also use feedback from your coachees and learning identified through lectures and in seminars.

 

Questioning and listening assessment (Bennet & Bush, 2014, page 33)

 

Read each question carefully and circle the number that best describes your actual not ideal behaviour.

This questionnaire will help you to identify areas you already are strong in and areas you can focus on developing during the module.

  Almost never Rarely Sometimes Frequently Nearly always
I ask questions in order to draw out someone and more clearly understand their perspectives and desires 1 2 3 4 5
I spend more time listening to get clarity about the “ whole situation” than sharing my point of view or experiences 1 2 3 4 5
I help other people move forward with their desired changes 1 2 3 4 5
I encourage others to try new behaviours and approaches 1 2 3 4 5
I encourage people to see different perspectives 1 2 3 4 5
I assist people in seeing different perspectives 1 2 3 4 5
I give honest, clear feedback about individual behaviours in a caring manner 1 2 3 4 5
I focus on the desired outcomes of others than the specific details of the problem 1 2 3 4 5
I help people see the benefits of collaborating/partnering with others to achieve their outcomes 1 2 3 4 5
I share observed behaviours with others in a timely manner. 1 2 3 4 5
I am ok with not knowing the answers 1 2 3 4 5
I honour the confidentiality of others 1 2 3 4 5
Subtotal (total each column)          
Total          

Total scores:

50-60   Continue to build on strengths

36-49   Focus development

12-35   Develop capabilities

 

What areas have you identified which would help you to develop your coaching practice?

1.

2.

 

Include  both these areas in your development plan and identify the actions you will take to improve your practice.

 

COACHING SWOT ANALYSIS – this can be used to help you understand your strengths and weaknesses as a coach. Use your reflections to inform your personal development plan.

Some new coaches find it of value to review their skills using a series of prompts. We have included some questions below to help facilitate this process.

Include any new ideas in your development plan and identify what actions you will take to improve your practice

 

 SWOT Analysis Use the questions below to help you to identify how you will develop your coaching further
Strengths

What coaching behaviours have I used in UWE and/or work?

What skills and experience do I bring to coaching?

What am I doing outside of UWE that I could usefully use in my coaching?

 

 

 

 

 

Weaknesses

What gaps have I identified in my coaching knowledge or skill base?

What aspects of coaching do I feel insecure about? Why is this?

What aspects of coaching do I avoid and why is this?

What do I see others doing in coaching that I would like to be able to do?

Opportunities – How might I develop my coaching?

What opportunities do I have to develop my coaching skills or knowledge further?

Where and how will I practice the coaching skills I have already developed?

Where could I get feedback on my coaching?

How could I stretch myself just outside of my comfort zone to become a better coach?

 

Threats

What might get in the way of my achieving my learning objectives?

What could I do to alleviate this?

Where are my pinch points? The coaching challenges which are difficult to think about or try because I am worried or embarrassed to practice?

Personal Development Plan

(Evidence of ongoing engagement in the development of your coaching practice)

 Please ensure you have completed each section of the plan.  Include timescales and measures of success.

Area of development

Include examples of knowledge, skills and behaviour

What will I do to develop in this area? How I will review/evaluate my progress in this area?
1.

 

   
 

2.

   
3    
4.

 

   
Insert more rows as required. E.g. learning from your SWOT,  analysis, what you have learnt from feedback from your coachee or reflection on your practice,  specific areas which capture your interest etc.    

 

 

 

 

Page down for details of the reflective essay.

 

 

 

 

 

 

 

Section 2: Reflection on your coaching practice

This section requires you to complete a 2000 word essay reflecting on your coaching practice and should be informed by relevant theory. You must include reference to your questioning and listening skills, the tools and techniques used to support your coaching and your use of feedback.

 

You may use pictures, mind-maps , reflective templates, your coaching notes and feedback from your coachee  to inform your input.

 

Your essay MUST  include reference to the following areas of your coaching practice

  1. The coaching tools and techniques you used

When answering this section  think about how you and your coachee responded to the use of different coaching tools and techniques, what worked well or not so well , what themes emerged in your coaching,  how did the tools impact on your role as coach etc.

 

  1. Questioning and listening within a coaching context

When answering this think about different question techniques, levels of listening, your use of body language , levels of listening and the development of your listening skills, who held the power during your coaching sessions etc.

 

  1. Your ability as a coach to develop and improve others performance

When answering this think about what this means in relation to your competency as a coach, what you do well and less well and what you might wish to improve on going forward.

 

  1. The effectiveness of the feedback you gave to the coachee on performance

Think here about what feedback you gave on verbal and non –verbal behaviours, motivation expressed or exhibited; emerging themes, progress on goals, workplace performance etc.  Think about when you directed or chose not to direct the coaching conversation, what impact did this have on the outcome?

 

 

 

ILM Pass/Fail

 

 

 

 

 

 

 

 

Assessment Criterion for Coaching in Organisations

Assignment Portfolio evidencing 6 hours coaching practice

 

Mark Assessment criterion
70-100 An excellent portfolio of coaching practice, showing engagement with and development of your coaching practice using a wide range of tools and techniques.

Consistent demonstration of the development of your coaching skills including your use of questioning and listening.

Documentation is clear and completed in full and demonstrates a detailed audit trail.

Feedback from your coachee and individual reflection has been used consistently to inform your development as a coach.

60- 69 A very good portfolio evidencing your coaching practice, showing engagement with and development of your coaching practice using a range of tools and techniques.

Evidence of ongoing development of your coaching skills including questioning and listening.

The majority of documentation is completed in full and in the main demonstrates a clear audit trail.

Feedback from your coachee and individual reflection has been used on ongoing basis to inform your development as a coach.

50-59 A good portfolio showing sufficient evidence of your coaching practice, using some tools and techniques.

Some evidence of the development of your coaching skills including questioning and listening.

Documentation is adequate but may contain some errors or gaps.

Feedback from your coachee and individual reflection has been used to inform your development as a coach.

40-49  An adequate portfolio showing some evidence of coaching practice with adequate engagement with coaching tools and techniques. Adequate evidence of   the development of your coaching skills including questioning and listening.

Documentation exists but is not sufficient for audit purposes and may contain some errors or gaps.

Feedback from your coachee and individual reflection been used to some extent to inform your development as a coach.

37- 39

ILM Fail

 A limited portfolio showing limited evidence of coaching practice. Limited engagement with coaching tools and techniques.

Limited evidence of your development of your coaching skills including questioning and listening.

Documentation is not sufficient for audit purposes and contains multiple errors or gaps

Limited evidence of your use of feedback and individual reflection to inform your development as a coach.

 

21-36

ILM Fail

 A poor portfolio showing very limited evidence of coaching practice.

Very limited engagement with coaching tools and technique.

Very limited evidence of development of your coaching skills including questioning and listening.

Very limited evidence of your use of feedback and individual reflection to inform your development as a coach.

 

0-20

ILM Fail

There is no evidence of coaching practice.

No engagement with coaching tools and techniques.

No evidence of the development of your coaching skills including questioning and listening

No evidence of your use of feedback and reflection to inform your development as a coach.

 

ILM Pass/Fail

Evidence of 6 hours coaching practice ILM Pass/Fail

 

Feedback:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Criterion for Coaching in Organisations

Assignment Portfolio: Reflective Essay (2,000 words) and Personal Development Plan

Mark Assessment criterion
70-100 Consistently deep and critical reflection using sophisticated reasoning and a wide range of literature to inform your understanding of  your coaching practice

Excellent evidence of self- awareness in your reflections on your coaching practice.

Evidence of excellent engagement in planning for and development of your coaching practice

60- 69 Good examples of deep and critical reflection. Reasoning is sound and a good range of literature is used to inform your understanding of your coaching practice.

Good evidence of self-awareness in your reflections on your coaching practice

Evidence of  very good engagement in planning for and development of your coaching practice

50-59 Some examples of critical reflection although this may lack depth.

Reasoning is generally sound and an adequate range of literature has been used to inform your understanding of your coaching practice.

Sufficient evidence of self -awareness in your reflections on your coaching practice

Evidence of  good engagement in planning for and development of your coaching practice

40-49  Some examples of reflection but may be superficial. May show gaps in your understanding of coaching practice.

Some evidence of self- awareness in relation to  your coaching practice.

Some engagement with relevant coaching literature to help inform your understanding of your coaching practice.

Evidence of some planning for and development of your coaching practice

37- 39

ILM Fail

 Few examples of critical reflection with only superficial understanding of coaching demonstrated.

Limited self- awareness when reflecting on  your coaching practice.

Limited engagement in relevant coaching literature to help inform your understanding of your coaching practice.

Limited evidence of  planning for and development of your coaching practice

21-36

ILM Fail

 Very limited evidence of critical reflection

Very limited evidence of self-awareness when reflecting on your coaching practice

Very limited evidence of your use of relevant coaching literature to inform your reflections

Very limited evidence of planning for and development of your coaching practice.

0-20

ILM Fail

There is no evidence of critical reflection, no evidence of self- awareness when reflecting on your coaching practice. No evidence of your use of relevant coaching literature to inform your reflections

No evidence of planning  for and development of your coaching practice

 

 

ILM Pass/Fail

Feedback:

 

 

Resources to support the development of your coaching skills

 

http://www.youtube.com/watch?v=UY75MQte4RU – short clip on how coaching works

http://www.youtube.com/watch?v=nFx6yKZrzco – a private consultancy advertising clip but provides a succinct explanation of what coaching is and what it involves

http://www.youtube.com/watch?v=WrR_EgmUc3Q – how not to coach

http://www.youtube.com/watch?v=xNLRo3jWPcg – covers GROW model and excellent for questioning skills

http://www.youtube.com/watch?v=0Mi9_XEXQqc – good for writing and agreeing SMART goals

http://www.youtube.com/watch?v=0Mi9_XEXQqc – good for listening skills

http://www.youtube.com/watch?v=7PFX23Ynkfs – goes into depth on listening skills

Resources hint, refer to these for reflection:

http://www.associationforcoaching.com/pages/publications/papers-and-articles/papers-and-handy-guides/spotlight-critical-reflection

http://www.associationforcoaching.com/pages/publications/papers-and-articles/papers-and-handy-guides/spotlight-critical-reflection

 

and these for characteristics of effective coaches

https://www.dawsonera.com/readonline/9780203859902/startPage/20

https://www.dawsonera.com/readonline/9780335235537/startPage/12

 

 

Explain the purpose of the codes of practice Scottish Social Services (SSSC) and describe three duties and responsibilities related to safeguarding individuals in the care services in Scotland.

Health Wellbeing and Safeguarding Assessment – HNC Social Sevices            

ASSESSMENT TASK 3 – Report (1500 – 1700)

Explain the purpose of the codes of practice Scottish Social Services (SSSC) and describe three duties and responsibilities related to safeguarding individuals in the care services in Scotland

Introduction

Explain the purpose of the codes of practice Scottish Social Services (SSSC) and describe three duties and responsibilities related to safeguarding individuals in the care services in Scotland

The Scottish Social Services Council (SSSC) Codes of Practice are an important part of controlling and improving the quality of care for people who are service users in the care practice. These guidelines promotes positive practice across social care sector and to empower workers to ensure that they are encouraged. To carry out procedures and training opportunities to combat discrimination or unfair treatment. (HNC Social Care)   The codes of practice will let the service users know what to expect from social service workers and the criteria that is to be met every day. We first published the Codes in 2003, setting out the national standards of conduct and practice that apply to all social service workers. The 2016 revised Codes is the second edition and takes account of developments in social services policy and practice. Scottish Social service’s council (SSSC) is a register that was set up under the Regulation of Care (Scotland) Act 2001. This protects the public by registering social service workers setting codes of conduct, training and regulating learning and development of the social service workforce in Scotland. There are more than 203,000 people working in the social services in Scotland, This includes social care workers, Social workers, social work students and early year in a range of day centres, residential, community facilities and people’s homes (Scottish Social Services council, 2019).

The codes of practice are intended to reflect existing good practice and it is expected that workers and employers will recognise that the codes standards are met. Councils promote these standards by making them widely available throughout Scotland.(Scottish social services council)

 

Look at the codes of practice and identify three duties and responsibilities related to safeguarding individuals in the care services in Scotland

For the following areas:

Of employers

Of employees

Of care inspectorate

Duties

Employers

The SSSC codes of practice sets out the guidelines and obligations of employees in the regulation of social service employers. Employers are accountable in making sure that they meet the required standards and that they are supporting their teams and workers to meet the standards that are set out in the codes of practice. To regulate the social service workforce a social service employee must ensure people are suitable to enter the workforce and to understand their roles and responsibilities. The duties that are required by the employers to have policies and procedures in place so that the social service workers can meet the (sssc) by providing training and development this will enable workers to reinforce their skills and knowledge. Employees need to put into place measures so that discriminatory or dangerous behaviour is not tolerated with in practice.      (careimprovementsscotland)  the Codes are a tool for employers and for workers to use to think about how they can continually improve their practice. The Codes let people who use social services and carers know what they can expect from the workers who support them.’ (SSSC 2016, page 2)

‘The SSSC regulates the workforce and aims to make sure that the people of Scotland can count on social services being provided by a trusted, skilled and confident workforce.’ (SSS rights C PG3

 

Employees

 

Social service workers

Promote the rights and promote the interests of services users and carers. Maintain the trust and support of the service users and the carers. Duties are to promote the independence of the service users and to safeguard them from harm. The duty is to respect the service user’s rights so no harm is caused to themselves or other people Service workers are responsible for their practice n and retain their knowledge and skills.

 

 

 

1.Code for Employers of Social Service Workers If you are an employer, the Code for Employers of Social Service Workers sets out your responsibilities for making sure your workforce is trusted, skilled and confident. You have a responsibility to support your workers to achieve the standards set out in the Code for Social Service Workers and should use both parts of the Codes as a tool for continuous improvement.

 

  1. Code for Social Service Workers If you work in social services, the Code for Social Service Workers sets out clear standards that you are expected to meet. It is your responsibility to meet these standards and you should use the Code to reflect on your practice and identify how you can continually improve.

 

Care Inspectorate

 

The Care Inspectorate take the Codes of Practice into account during inspection of services and may take action to support improvement or require change if providers don’t meet the required standards. The Care Inspectorate regulates and inspects care services to make sure they meet the right standards. It also works with providers to help them improve their service and make sure everyone gets safe, high-quality care that meets their needs.(re-write)

 

 

Identify and describe three signs of neglect, harm and abuse that are related to vulnerability factors within the elderly in Angus, Scotland.

 

Neglect, Harm and abuse

Abuse vs Neglect

Abuse and neglect, they both have different meanings, but are associated with the emotional and physical wellbeing of a person. Abuse means maltreatment of a person, both physically as well as psychologically, and neglect means the failure to give proper care to a person, both in terms of physical and or psychological. Improper use or practice is abusing something, and failing to do something is neglecting somebody.(Re-Write)

Read more: Difference Between Abuse and Neglect | Difference Between http://www.differencebetween.net/science/difference-between-abuse-and-neglect/#ixzz5DWuVjKrO

 

. Harm and abuse terminology

Adults – at risk of harm – Useful websites

http://www.dundeeprotects.co.uk/

Dundee protects website with resources and information on adults at risk of harm

Here you will find everything you need to know about what abuse is and signs/recognising abuse

 

3. What are the main types of abuse?

  • Physical abuse
  • Sexual abuse
  • Neglect
  • Failure to thrive
  • Emotional abuse
  • Financial abuse

Types of harm Adult Support and Protection 2007

  • Sexual
  • Neglect
  • Physical
  • Psychological/emotional
  • Institutional
  • Verbal
  • Financial
  • Discriminating
  • Self Harm

Abuse is the misuse of power, person and trust, whereas neglect is the deliberate act of forgetting and not caring. Abusing is harming someone or something, whereas neglect is not preventing the harmful action.

There are types of abuse which include physical, sexual, emotional, verbal, psychological, spiritual and financial. Neglect has also many types, such as physical, educational, medical and emotional neglect.

Physical abuse is when a person hits, slams, pulls hair, harms by the use of weaponry, murder, bites or burns etc., whereas physical neglect is failure or delay to provide healthcare, abandonment and expulsion. Neglect also includes leaving a child under inadequate supervision, nutrition, hygiene and clothing, and as well as in regards to safety and welfare.

Sexual abuse includes forced or unwanted sexual contact and harassment, and verbal abuse includes insult, blames and threats etc. Spiritually, a person is abused when he is deliberately prevented from following his beliefs and religious practices, and financial abuse means to steal, withhold money, or prevent access to employment and financial information around the household.

Psychological neglect is also different from psychological abuse, as neglecting a person means delaying or refusing to provide physiological care to a person, and allowing abusive behaviors. Emotional abuse is inadequate emotional as well as physical care, isolation, withholding care and love etc.

 

  • Main risk factors for adults
  • Families where there is a culture of violence
  • High levels of personal care needs or physical needs – moving and handling, toileting, dressing etc
  • Family dynamics
  • Loss of familial relationships
  • Being in a minority
  • Over protection
  • Families where there are other issues, mental illness, addiction, misuse of drugs
  • Where the cared for individual manifests behaviour which is challenging
  • The natural and main communication partner is no longer around
  • Where there are poor care practices in organisations

     7. Where is abuse/harm most likely to take place?

  • Home 67%
  • Care Home 22%
  • Hospital 5%

 

Describe and evaluate two examples of risk enablement which promote individuals rights Within a care practice for the elderly in Scotland.

(Examples Below)  

1. Risks

  • Risks are part of everyday life
  • Risks can be calculated, foreseen, unforeseen, minimal or major
  • Risk taking is a right to make informed decisions about how we live our lives and take part in activities

 

 

2. Risk Assessment

Is to reduce the risk by controlling the hazard

But:

  • The individual has right to make informed decisions
  • Has a choice about own lifestyle
  • Perception of risks and risk taking
  • Social and cultural aspects
  • Taking risks can have beneficial outcomes

Been increased in recent years primarily because of change from institutional care to community based care

  • Increased awareness of accountability and fear of litigation
  • Staff can be more cautious
  • Rather than a balanced approach to risk being incorporated into care plan
  • Media also plays a part
  • May be proof of negligence
  • Organisations have to manage rea

Needs to be put into correct context for see able risks

 

 

 

The service users that use the health care services should be treated with dignity and respect. The service users need to be safe from harm and abuse and have quality of care that they deserve.

Individuals dignity sense of worth

Choice

Safety

Social Justice

 

To promote well-being and prevent abuse and neglect from happening in the first place

  • Ensure the safety and wellbeing of anyone who has been subject to abuse or neglect
  • Take action against those responsible for abuse or neglect taking place
  • Learn lessons and make changes that could prevent similar abuse or neglect happening to other people (e.g. through learning and development programmes for staff).

To promote well-being and prevent abuse and neglect from happening in the first place

  • Ensure the safety and wellbeing of anyone who has been subject to abuse or neglect
  • Take action against those responsible for abuse or neglect taking place
  • Learn lessons and make changes that could prevent similar abuse or neglect happening to other people (e.g. through learning and development programmes for staff). (cqc.org.uk)

educare.co.uk

 

Some major indicators of risk include:

  • physical symptoms such as injuries or loss of weight.
  • existing self-harming.
  • impaired cognitive functioning caused by brain injury, such as loss of memory and inability to concentrate.
  • no parent or carer available to care for a child.

 

Risk factors for abuse

  • Lack of mental capacity.
  • Increasing age.
  • Being physically dependent on others.
  • Low self-esteem.
  • Previous history of abuse.
  • Negative experiences of disclosing abuse.
  • Social isolation.
  • Lack of access to health and social services or high-quality information.

 

 

 

Conclusion

 

 

 

. Is it right to call what the German wears a uniform of power, the words that Breward chose to describe his suit?

The Quasi-Uniform of Angela Merkel: Impact, Intension and Public Perception of the German Chancellor’s Sartorial Choice in the Reflection of its Problematic Nature

One could argue that the variety of political women who shine in today’s spotlight is wide regardless of the fact that often, referring to their position in power, they play very different roles.

From former First Ladies Michelle Obama and Carla Bruni-Sarkozy who ‘regularly make the news’ to Secretary of State Hillary Clinton, celebrity turned politicians are a popular choice for gossiping (Behnke, 2017).

What they do have in common is that they attract the people’s attention and fascinate with the way they look. Their fitness, their health, their overall appearance and in addition, the way they dress – or are being dressed – is both commented on and judged, interpreted immediately for commercial purpose. Connotations are born that echo within society. Drawn is a picture that per se is usually black or white. Positive, critical or even cynical voices make their way after public performances and exposure. Regardless of their appearance, arguably each of these women gets the plenty of attention because society still seems to be very surprised, stuck with outdated, yet specific gender stereotypes that define what a women should and should not do, confused by seeing an authoritarian, liberated and outspoken female sex at the forefront of world politics in the 21st century. Whereas there are women indeed, who embellish their seemingly dominant, male counterpart – that happens to be a political leader or women, who decorate a whole country performing a predominantly representative role such as Queen Elizabeth II, now there are women who are active political leaders and sit at the ultimate positions of state control.

Angela Merkel is only one of them and her choice of clothing often consists of a classical two piece suit that reflects on formal, male dress. Since clothing ‘may be a means by which women are able to externalise their intensions in order to impact the will of others’ (Woodward 2007, p. 82), this body of work has the aim to enlist a variety of possible and likely reasons as to why the German Chancellor choses to wear what she wears and to research what influences her decision to select a specific attire.

As Christopher Breward depicts in his book The Suit, a ‘suit is usually characterised by a long-sleeved, buttoned jacket with lapels and pockets, a sleeveless waistcoat or vest worn underneath the jacket (if three-piece) and long trousers’ (2016 p. 10).

It is quintessential to take a brief look at the suit itself and some corner stones along its history, since it ‘is a complex, enduring vessel of meaning whose form raises questions about identity’ and secondly, because it is in ‘association with particular social groups and forms of labour’ (Breward, 2016 p. 35).

Even though the focus lies on women and their relationship with the suit, it is necessary to look at both sexes to draw a justifiable conclusion and interpret the results for the protagonist Angela Merkel in hindsight.

Gender has always played a predominant role in allocating garments to their wearer. After dressing up effeminate  and exuberant has been popular in England from around 1666 for both sexes, it became more fashionable for British men to dress modest , sober and develop a taste for classical, uniformly clothing, such as the original three-piece suit of 1666, after the Glorious Revolution of 1688. By doing so men formed a polar opposite to the still accepted luxurious female clothing standard. It was argued that whilst men have the chance to prove themselves and their values working in ‘employments by which honour is usually gained’ such as politics, women ‘needed to achieve honour by other means’ and  hence dressed to impress – which was seen as legitimate (Kuchta, 2002 pp. 121-126).

It can be noted that dating back as far as the 17th century, gender roles were bipolar in fact and clearly defined with the authoritarian man performing the administrative, political role and the  self-embellishing women practicing domestic work, both sexes attached firmly to a specific dress-code. The concept that gender determines, justifies or prohibits a certain way of dressing and ultimately living, is deeply rooted in our history and may still resonate within conservative societies that celebrate the past.

Traveling further in time to the end of the 19th century, Breward writes about characters such as Oscar Wilde or Max Beerbohm. He briefly reflects on their dandyesk way of dressing in direct relation to their eccentric, queer lifestyles, in contrast the ‘sober suit, in this context, signifie[s] adherence to the rules and values of the mainstream’ and is furthermore described as a ‘badge of conformity at Court and in business’ (2016 p. 116-118).

On the same note, he stresses how this ‘uniform of power’ served as a ‘vehicle for dissidence and disruption’ for people who life on the edge of the patriarchal centre – which did include women at the time (Breward, 2016 p.116). This point is revisited later, when the German Chancellor surprises the public by choosing an unexpected colour for one of her suits indeed.

It is crucial to observe the original associations that came along with a traditionally worn suit in order to comment on the latter in modern day and age, with the goal to analyse it’s deeper meaning and wordless, intuitive communication with the spectator.

Of course, originally the suit was introduced as a menswear garment. But it has been appropriated by women since early on, and ‘[t]ailored garments fashioned for the needs of newly active women, but adapted from the cut of men’s military and sporting costumes, had been a familiar part of the affluent Western woman’s wardrobe since the 1860’s (and could be traced further back, to the riding habits of the late seventeenth century)’ (Breward, 2016 p. 158).

But whereas, as the above passage indicates, this use of menswear clothing as an early form of activewear was fairly conventional, some women did ‘adopt masculine styles not for the reasons of disguise or functional ease, but as a means of asserting a counter-cultural identity and deriving pleasure from the resulting dissonance’ (Breward, 2016 p.161).

Concluding from this excerpt, along with the masculine style seems to go an identity which stems from certain characteristics that are associated with the idealised wearer of the suit, who is a man. Which is a phantasy in its own right.

However this identity seems to be subverted and used for an act of quiet, intellectual rebellion against the male dominated, patriarchal centre and for gender equality, when a women makes it her own. It comes as both a surprise and shock when it happens for the first time, for this very centre, because the female sex is naively expected to ‘share[ ] in a ‘primitive’ fascination for bright, ephemeral and intricate surfaces’. On the contrary, ‘men’s suits provide[ ] a rational and ordered metaphor for stability and civilisation’, but are now picked up by women (Breward, 2016 p. 170).

An early example for a women who appropriated men’s dressing habits for the sake of the style and vessel-effect, rather than the functionality, is Radclyffe Hall, a queer author and ‘pioneer of the tailored look for women’ – who can be seen in the photograph in Fig. 1, which dates back to 1928 (Breward, 2016 p. 160 – 161):

‘The man’s suit, in all of its supposed solidity, provided a remarkably unstable and thus suitably malleable vessel for such incendiary developments, which continued to smoulder through out the remainder of the twentieth century’ – writes Breward, summarising the retrospect of the 20th century in reference to the uniform of power (2016 p. 162).

On top of that, in the second half of the 20th century designers such as Yves Saint Laurent helped to promote the image of the suit for women within mainstream society and made the latter more acceptable, as his work was published in the popular fashion magazine Vogue. With an interpretation of the men’s formal dinner suit as a womenswear look in 1966, named Le Smoking, the lines between gender-stereotypical dress-codes began to blur even more. A development that asymptotically continues to this day. In addition, Christopher Breward explains figuratively, that ‘postmodernism exploded the sense of a situated identity and rendered the agency of dandyism obsolete’. Which, to sum up, made room for a new, reformed and more liberal chapter of dressing   (2016 p.162).

A chapter that witnesses the career of 1954 born Angela Dorothea Merkel and with that her rise as a politician, becoming Germanys first female chancellor at the head of a grand coalition indeed, that consisted of the centre-right Christian Democrats and Christian Social Union plus the  centre-left Social Democratic Party of Germany following the 2005 federal elections (‘Angela Merkel’, 2019).

In fact, coming back to Angela’s suit, she is seen in a specific outfit throughout her public life in a repetitive manner that reminds of a uniform. More precisely, the trousers of choice are  interchangeable and primarily black with straight legs. The jacket however, that has been created by German designer Bettina Schoenbach when Angela became Chancellorette initially, comes in more variations but is based on one very pattern regardless. In the course of the years, it developed from a straight contour with a single breasted three-button fastening to a slightly shorter, more bulky version, sometimes even collarless. There are other minor differences in details that do occur, but on the whole the changes are so minimal that the according “signature-silhouette” is striking and ever persistent (Böker, 2018).

Because ‘the influence of [ ] uniforms on civilian fashion has been “back and forth”’ as an excerpt from the book Uniforms Exposed, composed by Jennifer Craik, highlights – here referring especially to military uniforms – it is inevitable to analyse uniforms in the broadest sense. They are historically interwoven with the suit (2005, p.48).

To begin with, it is questionable whether the term uniform is justifiable for this study. Is it right to call what the German wears a uniform of power, the words that Breward chose to describe his suit?

Taking a brief look at the explanations of Nathan Joseph, who is referenced in Uniforms Exposed,

it is hinted by the former that ‘[u]niformed and quasi-uniformed bodies (people dressed individually but in similar ways – e.g. business people, clubbers, sports spectators) constantly proclaim a uniformed self (Joseph, 1986 cited in Craik,  2005 p. 4)

Since Joseph summarises that both uniformed and quasi-uniformed human beings convey a very similar picture of themselves, this allows to name what the Chancellor wears a uniform or more fittingly a quasi-uniform. Similar to somebody who works in the field of business or finance, a suit worn by a politician is perceived as a quasi-uniform and succumbs the codes of uniforms and their effects on the public in a very similar manner – in this body of work without further need for a deeper-rooted differentiation. After all a suit is the attire of choice for most male politicians at work who dress in similar ways, even though there might be minor differences in colour or cut.

In addition, Lawrence Langner, who himself is cited in the book, refers to individuals when he talks about uniforms. Uniforms which, according to Jennifer Craik, often are associated with quantities of people, where they ‘embody[ ] sameness, unity, regulation, hierarchy, status, roles’ which again makes the reference of Angela’s individual outfit as a quasi-uniform passable (2005 p. 5).

Langner notes that uniforms are tools to ‘demonstrate the authority of individuals or groups and [ ] transform this authority into the power of government’ – a statement that coincides fittingly and chronologically with the events of the election night of 2005, another point that is revisited later in the text (Langner, 1965 cited in Craik, 2005 p. 5).

It is striking how the suit itself is a vessel filled with information due its history and heritage, but that on top of this, it functions as a quasi-uniform. A quasi-uniform that standing alone is a very impactful, meaningful device and that ‘refer[s] to modes of dress that are consensually imposed as appropriate’ (Craik, 2005 p. 17).

Merkel’s outfit translates to a complex brace of information in disguise that becomes even richer in content, because she is a women.

Even though a suit on the body of a women, worn in traditional fashion, is by no means unexpected or shocking anymore, in the 21st century of central Europe and western society, one could argue that there are garments more suitable, more comfortable, more feminine, more individual and at the same time not less acceptable. For example the Kostüm – a coordinated combination of coat or jacket and skirt that is popular amongst business women.

So why is Madam Chancellor opting for the two-piece suit as a quasi-uniform? Uniforms in  general are strongly linked to attributes of the wearer and undoubtedly she takes advantage of this certainty.

Being a persona that operates under the public-eye and that is subjected to a positive resonance of votes, voters and the people, it makes sense that she ad hoc aims for the optimum in self-representation. In parts, this can be achieved by a specific look that comes with positive connotations. The outfit may represent ‘control not only of the social self but also of the inner self and its formation’ and in her position, Angela is a women who has to handle a lot of control (Craik, 2005 p.4).

Likewise, she is somebody with lots of responsibilities and consequently needs to come across convincing and trustworthy in order to be and remain successful.

After all, which other options are there? Dressing feminine and potentially more fashionable could be ‘labelled frivolous, (…) seem to … downplay the life of the mind’ (Steele, 1991 cited in Behnke 2017 p. 1)

But why are uniforms as well as quasi-uniforms communicating specific, appreciable character traits of the wearer? ‘Almost all uniforms we see nowadays in whole or part derive form traditional military or ecclesiastical uniforms and dress’ and now there are countless designs of uniforms in today’s society that reflect on their military heritage. Looking at quasi-uniforms, examples include ‘men’s “white-collar” suits; white or khaki “safari” suits in subtropical and tropical colonies; professional photographer’s multi-pocket vests and trousers; and professional women’s suits’ (Craik, 2005 pp. 21-22).

The answer to this question seems to lie in the following example: taking a look back at the Thirty Years’ War between 1618 and 1648, where France undoubtedly stood as the victorious nation, this desirable connotation of success that came along with the victorious uniform, a long woollen coat, the justaucorps, in effect made soldiers in the whole of Europe appropriate the latter (Bleckwenn, 1978 cited in Craik, 2005 p. 27).

So distinguishable elements of military uniform were picked up because they became a symbol for achievements in war thus everybody wanted to be associated with the latter, in a time where this success translated to the epitome of power.

But not only could military clothing symbolise success, besides it covered a trained body and mind, and ‘signified attributes of discipline and reliability’, when worn by ex-soldiers in civilian life, looking for new employment (Craik, 2005 p. 29).

To conclude, throughout the years of history, military uniform has also been described as a ‘link between masculine ideals and military power’, subjected to specific codes, after Britain responded to Napoleons introduction of military look-alike court-dress from the early 19th century,

establishing a modern hero cult through the likes of Nelson and Wellington that revolved around perfect masculinity (McDowell, 1997 cited in Craik, 2005 p. 35).

Moreover, Colin McDowell, another reference of Mrs Craik, argues that ‘this love affair with the spectacle of uniform and display of masculine attributes stemmed from the heady alignment of heroism, muscularity, sexual prowess and titillation’.

Craik summarises similarly, that ‘[o]f all the uniform “looks”, the military one remains the most desirable perhaps because of the heroism associated with war and the acts of soldiers’ (2005, p.48).

Looking back at Angela’s suit, we can see how it has been influenced by the history of military clothing and is hence charged with meaning. Of all the uniforms, the impact of the military uniform on the public has been the most distinct, which traces back from the late 18th century, when there was, according to Christopher Breward, an ‘increasing[ ] military appearance of elite masculine dress’ (Breward, 1995 quoted in Craik, 2005 p. 31).

Elements we can find in the modern suit as displayed by the German chancellor partially have their origin in military uniform. More specifically, the latter had an impact on elements such as ‘lapels, cuffs, straps, pocket flaps, extra buttons, buckles and sometimes rings’ as Anne Hollander depicts in Uniforms Exposed (1987, quoted in Craik, 2005 p. 31).

Besides the example of Angela Merkel, in the past other political leaders made the decision to appropriate military uniform more directly and without compromise, merging militaryesk elements with classical suit details. Such as Chinese revolutionist Mao Zedong, who can be seen in Fig.   2, when there was a ‘sharing of dressing practices between the Red Guards and their ‘great commander’’. In parts, Mao intended to symbolise his communist agenda of equality by dressing similarly to his student-led, paramilitary backers (Li, 2019 pp. 49 – 62).

Speaking of Merkel’s look as a quasi-uniform, one can’t help but notice how strongly her persona is linked to the latter, a fact that is highlighted by the following example:

In an edition of the weekly published, German news magazine, Der Spiegel from September 2018, a politically charged caricature can be found on the cover-page. It is illustrated under the art direction of Katja Kollmann and shows nothing but a red suit jacket on a coat-hanger that dangles from a rack with hooks, next to an easily recognisable necklace – which is known under the name of “Deutschlandkette”, the “Necklace of Germany”.

However, especially the red garment is used as a surrogate for the whole persona of Angela Merkel, being recurrent on another level. Since, apart from variations in colour and fabric, the base of the suit is mostly the same.

As the according, leading article by Markus Feldenkirchen in the magazine – depicts, her time as a dominant figure as the German federal chancellor is due to come to an end. ‘The Madam Chancellor should plan her resignation – as long as she can still take part in decision-making about it’. Feldenkirchen suggests just below the headline (2018 p. 6).

Figuratively, this decay is strongly hinted with different faults of the illustrated jacket. Such as a patch at the right sleeve that seems to cover a hole, frills coming off the hem at the other or a  smudge below the left breast. The best days of the garment seem to be count. The cover page with the very caricature can be seen in Fig. 3.

The Der Spiegel is a very popular magazine. The fact that the creative direction takes the risk to work with mentioned symbols, rather than feeling the need to be more obvious and addressing the punchline “What comes, when Merkel goes?” – that embellishes the cover page of the magazine in bold black letters, with a cartoon that features the actual persona non grata, indicates that the average reader is likely to identify Angela Merkel with this specific piece of clothing.

The exact jacket which is worn by Madam Chancellor on many occasions, which is used as a means of communication between the women and the outside world and supposed to signify positive features since, as analysed above, there is a historically rooted, positive connotation to the suit in general and secondly, because there is a connection to military uniform and its impressive attributes, has now become a medium to ridicule herself – in her function as a political leader. Unmistakably, Angela’s weakness is visualised in red.

Red, a colour that Angela wore several times, but that has been possibly most striking on the night of her re-election at the federal elections in October 2009. As opposed to the previous example, back then the red jacket worked as a very effective and successful medium. As Manuel Kaufmann, the author of the academical writing The Blazer-Colours of Angela Merkel points out, most striking, because the colours of her suit jacket at other occasions, for example  in the election night of 2005, were ‘very expectable and not spectacular’ (Kaufmann, 2010 p.10).

Back in 2005, these rather dull colours indicate, according to Kaufman, both the conservative direction of Angela’s grand coalition union parties and conventionalism. Conventionalism, since ‘the conventional colours of suit jackets over the past decades have been black and dark-blue’ (Kaufmann, 2010 p.10).

Even Christopher Breward points out that the ‘dark and restricted colour palette’ of a suit make it ‘appropriate as a symbol for the dominant concerns’ when he is analysing its history with a  prospect of the future (2016 p.46). After all it is the politicians who are supposed to deal with the people’s concerns. Figuratively speaking, this closes the circle to the assumption that Merkel’s wardrobe is subjected to social structures that make her wear this one quasi-uniform, a quasi-uniform in amongst many.

Manuel Kaufmann notes that, looking at women, these rules regarding the colour of clothing may not apply as precisely as to men, but certainly there’s a tendency ‘at least for the contexts work-life, politics, publicity’ (2010 p.10).

As mentioned briefly before, the 2005 federal elections turned out to be successful and Angela was appointed the first female chancellor of Germany. In sharp contrast and referring to colours, in October 2009 the Madam Chancellor surprised with a red suit jacket. Whilst Breward would very likely call the colour red of a suit inappropriate, Kaufmann summarises that this is an unexpected move, because both the colour red is widely associated with another political party, the SPD, the centre-left Social Democratic Party of Germany plus not a conventional colour (2010 p.10). It is a necessity to add that opposed to 2005, when Angela’s parties formed a grand coalition with the SPD, in 2009 these parties are no longer tied together (‘Angela Merkel’, 2019).

Is Merkel using the ‘uniform of power’ like Oscar Wilde and Max Beerbohm, or like any of the people who subverted the patriarchal centre by the end of the 19th century according to Breward, ‘including women, ethnic minorities, gay men and criminals’ since she arguably uses the red suit jacket as a tool, ‘as a vehicle for dissidence and disruption’ (Breward, 2016 p.116), too? Whereas this question might be hard to answer, certainly the choice over the colour of a garment opens up a window of opportunity as a means of communication here, at public or publicly broadcasted performances.

On the other hand there’s Jennifer Craik who argues that the actual meaning of a uniform often only comes to show by uniform “failures” – counterexamples, when the clothing is not set-up in an appropriate, corresponding manner. But was it all just a mistake, a failure to chose an atypical colour way? Kaufmann suggests, underlining his own interpretations with words of Jörg Meibauer,  that the shift to red, metaphorically, indicates that the future political program of the Christian Democrats approaches the one of the Social Democrats (Meibauer, 2001 cited in Kaufmann, 2010 p. 11). In other words, the choice is likely to be no coincidence, Angela’s aim is to reach out to another group of voters. SPD voters.

Nevertheless, the chosen colour could almost be described as a “failure by design”. Consciously, clothing rules, uniform rules are broken to surprise the audience, which in effect works subconsciously amongst the voters, opening doors for future opportunities.

The tactics go to plan and through both the intelligent use of symbolism and a speech, that sees the Madam Chancellor highlighting her party as a “Volkspartei”, a “people’s party for the broad centre of society, an astonishing 870.000 voters shift their vote from the SPD to the CDU (Kaufmann, 2010 p. 11).

Without failing to impress, the above example shows how clothing in the face of it’s own history, can become an opportunity, a useful medium to get information across. Which happens on a conscious or subconscious level, when words would potentially fail to convey the message in an acceptable manner. Representing a conservative party, Merkel would not ask the people literally, luridly, to not vote for the SPD but her party instead. However the seemingly sensible topic can be approached and communicated subtle, partially with the help of a tailored jacket.

In accordance with the fact that both the uniform’s and suit’s history influence what we see, or are supposed to see in the attire of Angela Merkel today, we have to take note that the two originate from a hierarchical power system that revolves around the male sex. That’s why it is important to take a closer look at the latter and especially at Merkel’s male colleagues. Colleagues who are visualised as hungry sharks in Fig 4. with helpless Angela finding herself surrounded by water with an angst-filled facial expression, still dressed in a tailored jacket (‘Im Haifischbecken der Macht’, 2005 pp. 6 – 9):

Freya Jansens, the author of the article Suit of power: fashion, politics and hegemonic masculinity in Australia analyses the correlation between dress and medial coverage referring to Australia’s female politicians, such as Julie Bishop, Quentin Bryce and Julia Gillard in juxtaposition with male politicians. Although her conclusions refer – as the title does suggest – primarily to Australia, she is pointing out that this consequent tension, this problematic imbalance between female and male politicians is both present ‘in Australia and abroad’ (Jansens 2018, p. 202). On top of that, she uses a lot of more general references that allow us to take her thought further and out of this more intrinsic context, interpreting it for our scenario and protagonist.

One of these references is Kathleen Hall Jamieson who in her book Beyond the Double Bind: Women and Leadership examines how women can struggle between two choices, ‘appearing competent or appearing feminine’ (H. Jamieson 1995, cited in Jansens 2018, p. 204).

Certainly appearing indicates the fact that there’s a second party involved, a spectator, which in the context of female politicians in their job positions means: male politicians plus a society that is subjected to ‘the male aesthetic norm’ (Jansens 2018, p. 202).

This also explains, why these two characteristics, being competent, being feminine, are allocated on polar opposites of a twisted spectrum that is a construct of bias in itself. Within this construct moreover, being female means not to be male, not to be male means not to be competent. And because arguably gender determines certain dress-codes, a correlation between dressing female and coming across less competent – and vice versa – seems to exist. With her choice of clothing, Angela Merkel clearly opts towards the one end of the spectrum by appearing competent, whereas arguably, Australia’s first female, former Prime Minister, Julia Gillard, who was often seen in a skirt-jacket combination, dressed more feminine when she was in office, and would be situated towards the other end of the spectrum which can be observed in Fig 5.

 

Interestingly, also the political success of both women is much different with Julia Gillard on the one hand, being Prime Minister for only three years between 2010 and 2013, and the German Chancellor on the other hand, reigning since September 2005, which equals almost 14 years to this day. This might indicate that exposure and public perception influences otherwise similar careers to the one or the other extreme.

Ms Jansens seeks an answer in further social structures and identifies hegemonic masculinity at the source of the problem. As a start, hegemonic masculinity is subject of many publications by authors such as Carrigan, Chapman, Cockburn, Connell, Lee, Lichterman, Messner and last but not least Rutherford, as Mike Donaldson summarises in his work What is Hegemonic Masculinity? (1993, p. 4). Collectively, they describe the latter as:

 

[T]he dread of and the flight from women. A culturally idealised form, it is both a personal and a collective project, and is the common sense about breadwinning and manhood. It is exclusive, anxiety-provoking, internally and hierarchically differentiated, brutal, and violent. It is pseudo-natural, tough, contradictory, crisis-prone, rich, and socially sustained. While centrally connected with the institutions of male dominance, not all men practice it. though [sic] most benefit from it. Although cross-class. it [sic] often excludes working-class and black men. It is a lived experience and an economic and cultural force, and dependent on social arrangements. It is constructed through difficult negotiation over a life-time. Fragile it may be, but it constructs the most dangerous things we live with. Resilient, it incorporates its own critiques, but it is none the less “unravelling” (Donaldson 1993, p. 4).

 

Here we can filter a couple of points that are relevant for our example and to begin with, politics have been a male dominated domain for a long while, with the quota of women on the rise only ever so slightly and erratically for the last century with people such as Angela Merkel making their way through to where they are now. Even though most of the parties have now introduced internal gender quotas, according to a fairly recent analysis of author Emily Schultheis, at the end of the year 2018 ‘Germany’s share of women in politics is only middling, and the percentage of women in the German Bundestag has reached a 20-year low’ (2018). A low that is visualised by following Fig. 6 to be more specific:

 

 

In fact, out of 709 elected parliamentarians there are only 218 women, which translates to 31 percent – this data has been identified after the 2017 federal elections (Schultheis, 2018). The accomplishment of being a politically successful women may in parts be due to Angela’s way of dressing, adapting to male clothing standards, rather than questioning or challenging them to another scale which in theory gives her a much higher chance of being accepted as a leader, hinting there’s an ability to perform just like a man would, leaving her beyond possible doubt in a system that pretends to be neutral when in reality there’s the potent accusation that it’s not.

 

Here, the ‘importance of the workplace and other organizations [sic] in the fashioning and display of masculine and feminine bodies’ has to be highlighted as a stand-alone point (De Casanova, 2015 p.3). This suggests that working at the German Bundestag or any other political stage implies a defined dress-code per se.

 

Referring to male politicians and the gender quota, Schultheis adds yet another angle to the conversation by introducing the theory that men prefer somebody that they feel comfortable around and can identify with, which potentially and unsurprisingly translates to yet another man as a successor or colleague who would be chosen for a certain job over a women. A theory that is backed by the opinion of female politicians and connects to the last passage when we make the assumption that by dressing man-like, the German Chancellor might grant the men she works and interacts with and possibly even voters, a common ground which makes them feel comfortable in the first place and hence wins their affection (Schultheis, 2018). Along the same lines, Freya Jansens declares:

‘The aesthetic elements that do not seem to comply with the hegemonic masculinity will not be seen as legitimate’  (Jansens, 2018 p. 205).

 

On top of linking the entire political sphere of Australia to the problematic behind hegemonic masculinity, she finds signs of this outdated social construct in gender specific, different portrayal of politicians in the media. Here this gender inequality translates to: Australian female politicians have been criticised over their choice of clothing and attributed a deprecative connotation whereas their political agendas have become secondary (Jansens, 2018 pp. 202-218).

Indeed these observations align with what can be observed with Angela Merkel: whether it’s the replacement of her whole persona by just her outer shell in the cover page of Der Spiegel in 2018 or the press meltdown at the opening of the Oslo Opera House in 2008, when Angela surprised in an atypically feminine dress that didn’t fail to polarise with a deep cut décolletage. The similarities to the casus Ms Jansens criticises are obvious: All of a sudden it seemed to become irrelevant that there was an opera-opening, the journalists and photographers focused on the Chancellorette, her physicalness and dress rather than the actual event (Riekel, 2008 p.7).

Although the choice of attire has been positively recognised by many within Germany, where the bravery and self-confidence of Merkel were praised amongst few critical voices, there was an outcry after this night on international level when especially the British and Turkish press reflected on the incident without hiding their disapproval. For instance, the British Daily Mail wrote about “weapons of mass-distraction” regarding Angela’s cleavage, whilst the Turkish newspaper Radikal appeared to be “shocked”. Even though the Chancellorette attended the opening in a representative and rather léger role than a political one, both reactions can indicate why most women in the political spotlight prefer to dress understated compromising their freedom of choice due medial pressure (Jäckel, Raagaard, 2008 p. 32).

 

To conclude, let’s draw a line to the concept of democracy and it’s key values, a democracy like the German, parliamentary one, where votes don’t determine the best possible, perfect political outcome – no, in fact they determine a fluid result with the one carrying column: self-determination for the German people.

For specification: the one best possible outcome does not exist, it would always be subjected to the singular opinion and standpoint of the beholder asked, yet it is a struggle to find two people who share the exact same opinion especially in regards to politics. With the judgement over an outfit it behaves similarly and Jennifer Craik stresses referring to uniforms, that “it is essential that the wearer and onlooker share a common code about the meaning of the item and how to wear it’ (2005, p.8) – which may be the case in a perfect world. This means, that any German national could analyse the outfit of Angela Merkel and come to a very different conclusion than a third person who is close to the Madam Chancellor, possibly a party colleague or a political insider. Regardless of Angela’s actual intention, the synopsis of the German national would not be wrong per se and mean something to that very person because it is highly unlikely that everybody shares a common understanding. Consequently, the one best possible outfit for a female politician does not exist, or does exist, depending on individual perception. And this broad spectrum of individual perception also distorts the message that only Angela knows for certain, sending it out wordlessly but non the less similarly to a game of Chinese Whispers. Whatever Merkel choses to wear and communicate, she will always be understood and misunderstood, always gain malice and praise from the public. The ironic contrariness of this fact has been expressed by medial expert Jo Groebel who states, regarding Merkel’s sartorial choice at the opera-opening: ‘Like any other women, our Madam Chancellor has the same right on a fashionable dress. It is false to criticise her for not being sufficiently fashionable and womanly dressed – and to now argue exactly the other way round’ (2008, quoted in Jäckel, Raagaard, 2008 p. 32).

 

No matter what any person interprets into the look of Germany’s politically most powerful woman, ‘Clothes are not just body coverings and adornments, nor can they be understood only as metaphors of power and authority, nor as symbols, in many cases, clothes literally are authority …. Authority is literally part of the body of those who possess it’ (Cohn, 1989 cited in Craik, 2005 p.41). Willingly living in a democracy and by doing so presume it’s amenities, the people has the potential to embrace a more liberal view and ‘the possibility of generosity in […] relations with others’ (Scarth 2004, p. 86), their way of dressing, their right on self-determination. Whilst judging Angela for her political performance is healthy, the decisions that she makes as a women regarding her wardrobe should be accepted.

 

By choosing to represent Germany in public, Merkel has become ‘vulnerable to penetration by the anticipated gaze of others’ (Woodward, 2007 p. 82) – to exploit this vulnerability distracts from what actually matters, which is neither the gender nor the clothing of a person, but their performance in office.

Bibliography:

 

Books:

 

  1. Behnke (2017) ‘The International Politics of Fashion’, Abingdon and New York: Routledge, p.1

 

  1. Breward (2016) ‘The Suit – Form, Function & Style’, London: Reaktion Books Ltd., pp. 10-35

 

  1. Kuchta (2002) ‘The Tree-Piece Suit and Modern Masculinity’, Berkley, London and Los Angeles: University of California Press, Ltd., pp. 121-126

 

  1. M. de Casanova (2015) ‘Buttoned Up – Clothing, Conformity and White-Collar Masculinity’, New York: Cornell University Press, p. 3

 

  1. Scarth (2004) ‘The Other Within – Ethics, Politics, And the Body in Simone de Beauvoir’, Lanham and Oxford: Rowman & Litterfield Publishers, Inc., p. 82

 

  1. Craik (2005) ‘Uniforms Exposed – From Conformity to Transgression’, Oxford: Oxford International Publishers Ltd., pp. 4-50

 

  1. Tynan, L. Godson, L. Li (2019) ‘Uniform: Clothing and Discipline in the Modern World’, London and New York: Bloomsbury Publishing Plc

 

  1. Kaufmann (2010) ‘Die Blazer-Farben der Angela Merkel’, Norderstedt: Grin Verlag, pp. 10-11

 

  1. de Beauvoir (1953) ‘The Second Sex’, London: Jonathan Cape Ltd., p. ???

 

  1. Woodward (2007) ‘Why Women Wear what they Wear’, New York and Oxford: Berg, pp. 6-82

 

 

 

Figures:

 

Fig. 1.  Getty Images (s.d.) ‘Radclyffe Hall, author of the novel of lesbian love The Well of Loneliness (1928) and pioneer of the tailored look for women’, The Suit – Form, Function & Style, 2016, London: Reaction Books Ltd., p. 160

 

Fig. 2. M. Riboud (1957) ‘The Consolidation of Power’, China – A Photohistory 1937-1987,  1988, London: Thames and Hudson, p. 82

 

Fig. 3. K. Kollmann, J. Unselt, S. Barrett, I. Kuhlmann (2018) ‘Was kommt, wenn Merkel geht?’, Der Spiegel, no. 40, 29 Sept 2018, Cover page

 

Fig. 4. A. Funke (2005) ‘Im Haifischbecken der Macht’, Super Illu, no. 41, 6. Oct 2005, Cover page & pp. 6-7

 

Fig. 5. C. Jackson, Getty Images (2012) Frank O’Shea: Aussie ‘sheila’ culture drove Gillard from office, Irish Independent, [Internet],  16 Dec 2019, Available from <https://www.independent.ie/opinion/analysis/frank-oshea-aussie-sheila-culture-drove-gillard-from-office-29382028.html> [Accessed 16 Dec 2019]

 

Fig. 6. bundestag.de, EAF Berlin (s.d.) ‘Development of proportion of women in the German federal parliament in percent’, In German politics, women still have a long way to go, Deutsche Welle, [Internet], 12 Nov. 2018, Available from <https://www.dw.com/en/in-german-politics-women-still-have-a-long-way-to-go/a-46226146> [Accessed 19 November 2019]

 

Magazines:

 

Jäckel K., Raagaard I. (2008) ‘Was für ein Auftritt! Große Oper in Oslo’, Bunte, no 17, 17 Apr. 2008, p. 32

 

  1. Feldenkirchen (2018) ‘Es ist Zeit’, Der Spiegel, no. 40, 29 Sept. 2018, p. 6.

 

Riekel P. (2008) ‘Mit den Waffen einer Frau’, Bunte, no. 17, 17 Apr. 2008, p. 7

 

 

Online Sources:

 

‘Angela Merkel’ (2019), Wikipedia, [Internet], 27 Oct. 2019, Available from <https://en.wikipedia.org/wiki/Angela_Merkel> [Accessed 4 November 2019]

 

  1. Böker (2018) ‘Jacke mit Hose’, Zeit Magazin, [Internet], 10 Nov 2018, Available from <https://www.zeit.de/zeit-magazin/mode-design/2018-11/angela-merkel-uniform-kleidung-stil-mode-aufmerksamkeit> [Accessed 4 November 2019]

 

Dr. T. Körner (2016) ‘Merkels sagenumwobene Deutschlandkette’, Arte,  [Internet], 2 Dec. 2016, Available from <https://info.arte.tv/de/merkels-sagenumwobene-deutschlandkette> [Accessed 18 September 2019]

 

  1. Schultheis (2018) ‘In German politics, women still have a long way to go’, Deutsche Welle, [Internet], 12 Nov. 2018, Available from <https://www.dw.com/en/in-german-politics-women-still-have-a-long-way-to-go/a-46226146> [Accessed 19 November 2019]

 

  1. Jansens (2018) ‘Suit of power: fashion, politics and hegemonic masculinity in Australia’ , Australian Journal of Political Science, [Internet], 12 Dec. 2018, Vol. 54, No. 2, 202 – 218, Available from <https://doi.org/10.1080/10361146.2019.1567677> [Accessed 8 December 2019]

 

  1. Donaldson (1993) ‘What is Hegemonic Masculinity?’ Faculty of Arts – University of Wollongong, [Internet], 1993, Available from <https://ro.uow.edu.au/artspapers/141/> [Accessed 8 December 2019]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Examine the impact of conflict on the psycho-social well-being of communities.

  1. Examine the impact of conflict on the psycho-social well-being of communities

Essay structure

Introduction (300)

Prolonged conflict as a ‘collective trauma’ (2200)

Scattered community (800)

Conclusion (200)

Reference

Key readings (these readings are just for conceptualising – use google scholar for specific reading about the subsections of each question)

  • Franko Aas, K. (2011) ‘Crimmigrant’ bodies and bona fide travellers: Surveillance, citizenship and global governance, Theoretical Criminology, 15(3) 331–346. Available at: https://journals.sagepub.com/doi/pdf/10.1177/1362480610396643
  • Ahmed, S. (2014, 2nd edition) The Cultural Politics of Emotion, Edinburgh,
  • Edinburgh University Press.
  • Bar‐Tal, D., Halperin. E. and De Rivera, J. (2007) Collective emotions in
  • conflict situations: Societal implications, Journal of Social Issues 63(2): 441-
  • Doná, G. (2014) The psychological impact of working in post-conflict
  • environments: A reflexive account on intersectional traumatization,
  • Intervention: International Journal of Mental Health, Psychosocial Work and
  • Counselling in Areas of Armed Conflict, 12 (1): 91-94
  • Eyerman, R., Alexander, J.C. and Breese, E.B. (2015) Narrating Trauma: on
  • the Impact of Collective Suffering, London: Routledge
  • Freire, P. (1963) The Pedagogy of the Oppressed, London: Penguin Books
  • Pedersen, D. (2002) Political violence, ethnic conflict, and contemporary wars:
  • Broad implications for health and social well-being, Social Science and
  • Medicine, 55: 175-190.
  • Tammam, A. and Christensen, L. (2012) ‘Psycho-social recovery’ in B. Wisner,
  • C. Gaillard, and I. Kelman (eds), The Routledge Handbook of Hazards and
  • Disaster Risk Reduction (2012): 569-579. (Google scholar)
  • Müller, T, R. (2008) Bare life and the developmental state: implications of the militarisation of higher education in Eritrea, Journal of Modern African Studies, 46(1): 111–131. Available at: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/72473257AF3BB9A6B07D5CD0746444C5/S0022278X07003096a.pdf/bare_life_and_the_developmental_state_implications_of_the_militarisation_of_higher_education_in_eritrea.pdf
  • Oksala, J. (2010). Violence and the Biopolitics of Modernity. Foucault Studies, (10), pp.23-43. Available at: file:///H:/PhD%20Readings/Violence%20and%20the%20Biopolitics%20of%20Modernity.pdf
  • Salter, M. B. (2008) When the exception becomes the rule: borders, sovereignty, and citizenship, Citizenship Studies, 12(4): 365-380: Available at: https://www.tandfonline.com/doi/pdf/10.1080/13621020802184234?needAccess=true

 

Available at: https://search.proquest.com/docview/228271571/fulltextPDF/945A7B7AE4DD414FPQ/1?accountid=14540

·        The collective body: Challenging western concepts of trauma and healing https://journals.co.za/content/track2/8/1/EJC111759

 

 

How did the organization develop? What is the story behind the work? How has it changed over time?

EDCO 705

COMMUNITY ORGANIZATION IMPACT PAPER INSTRUCTIONS

This is an investigative paper analyzing and assessing the effectiveness and impact of a mental health organization in your community. You will set up an appointment with an executive or director and conduct a face-to-face interview with him/her. Recording the interview is

recommended. While much of your paper will be based on information gleaned from the

interview, the substance should come from critical assessment and evaluation based on

secondary research and best practices articulated in scholarly research. You must incorporate the June & Black and the Scott & Wolfe texts in substantial and meaningful ways and draw on
recent journal articles. A minority of your sources may consist of professional web sources such as local news and the organization’s own materials. This must be a 12-15 page paper in current APA format with 12 sources, not counting the interview. Include the following content, using appropriate headings:

1   Demographic information about the organization: Disclose the name of the

organization; its location(s) and current address, phone number, website URL, etc. Name the person you interviewed, and explain his/her title and function within the organization.

2   History and funding: How did the organization develop? What is the story behind the
work? How has it changed over time?

3   Present status: What is the organization’s purpose/mission statement? Who does it
serve? How is it funded? (Private, public, fundraising, special interest groups, etc.)
Describe the staffing. How many counselors, social workers, psychiatrists, behavioral
specialist, etc. work with the organization?

4   Community collaboration: Who does this organization work with, collaborate with, or
network with to accomplish its goals? (Some organizations began a couple of decades
ago and worked from a “one stop shop” kind of model. Today, many of these same
organizations work with various mental health providers to provide the same services that
once were provided in-house.) Is collaboration a central focus of this organization?

5   Community impact: Describe the organization’s community impact and/or effectiveness
in serving its clients, both from the interviewees own perspective and from secondary
sources. Has public policy been impacted by this organization?

6  Evaluation: From your research and analysis, assess the organization’s strengths and
weaknesses. What does this organization do well and not so well? What do you see as
possible action plans to improve what this organization does and how they carry out its
mission and purpose?

Does the book stress the dangers of the voyage to make it exciting? Does this work for you?

This is an essay talking about how do you think what the author think after reading the book. This is an academic essay.That means that you must argue your point using evidence from your book.

To present the range of things they can write about in their essays.
To present various ways of organizing their essays.
To present ways of evaluating the quality of their own work.
To establish procedures for proofreading.

Things to discuss:
PARA1: (~200WORDS)
1)The origin and background of the writer
2)Reasons for travelling to the new country
3)Is the writer to any extent an insider to the foreign culture?
4)Ways of understanding the new country.

PARA3:
How does the writer present what is strange and amazing? ( ~250words

1)Something better than at home.
2)This makes me appreciate my home country more.
3)Finding the familiar in the unfamiliar.
4)Would you criticize the writer for just presenting things as “weird,” without any effort at human understanding?
5)Does the strange and amazing become familiar to the writer in the course of the book?

PARA4 (choose one to explain ~200words)
1)How does the writer use previous knowledge of the foreign culture? Did s/he do research, or is previous knowledge just vague? How does previous (or subsequent) knowledge appear in the book? Why does s/he present it in a particular way, in particular place in the text?
2)Does the writer see something visible, and try to think his/her way into a larger understanding, whether it is historical, political, cultural, or whatever? If so, how? If not, would you criticize the writer for not doing this?

PARA5 :
The writer as writer (choose 1-2 to talk about it ~300words)

1)How does the writer start and end the book? Why?
2)How does the writer start and end each chapter? Why?
3)Does this writer tell the story in the order in which it happened, or begin in the middle, and then go back? Or something else? Why?
4)Does the writer use metaphors to help the reader to understand ideas? How?
5)Does the writer use metaphors to make the reader feel something? How?
6)Does the writer ever use elements of a foreign language? Are they always translated? Why?
7)Is the book funny? How would you describe the humour of this writer? Give examples. Does the writer ever seem to be mocking the foreign culture? Does s/he ever seem to be mocking his/her own culture?
8)Does the book stress the dangers of the voyage to make it exciting? Does this work for you?
9)Does the writer use vivid description to make you feel that you are there? Is this successful, in your experience? If so, how did the writer achieve this?