What differences have arisen within your friendship or acquaintanceship due to culture? What challenges have occurred? How has the friendship or acquaintanceship affected your intercultural competence?

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Intercultural Competence

Think of a friend or an acquaintance you have who represents a culture different than your own. What differences have arisen within your friendship or acquaintanceship due to culture? What challenges have occurred? How has the friendship or acquaintanceship affected your intercultural competence?

In what ways might your cultural lens have colored your reactions to your field agency and/or the clients it serves? Describe at least one experience or incident in your fieldwork in which you experienced an ethnocentric reaction.

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Culture

Directions
When it comes to cultural competence, it’s easy enough to submit papers indicating that one will be open, receptive, and neutral with clients and that this will come naturally and with ease. However, there is nothing like real-life experience to bring into sharp relief our beliefs, values, and biases. Having to confront and manage one’s ethnocentric and cultural biases head-on is the best way to learn how to manage these human ways of being. All of us are ethnocentric, we are just ethnocentric in our own way.

Complete Exercise 7.3 on pages 207-208. Submit a .pdf copy of this exercise into the assignment box. If you handwrite your responses, be sure that you use black ink and that your responses are legible and easy to read. It is suggested that you make a copy of this worksheet if you do not wish to write in your textbook. Once you have completed this, review the Case Example: One Placement + Two Students = Cultural Insight, found on pages 210-211. Using the case example, and exercise 7.3 responses as a springboard, answer the questions below:

Think carefully about the discussion of ethnocentrism, as well as the case example, along with the results of your completed exercises.

In what ways might your cultural lens have colored your reactions to your field agency and/or the clients it serves? Include information about how you may also have had ethnocentric responses to the agency staff.

Describe at least one experience or incident in your fieldwork in which you experienced an ethnocentric reaction.

What thoughts and feelings did you have in that situation? Describe in detail.

As you describe the incident, explain the specific aspects of your own cultural experience (including family beliefs and values, religious beliefs, educational beliefs, etc) that played into your reaction.

Sum up your understanding of ethnocentrism and culture and give at least three reasons it is important for you to be aware of your cultural beliefs so that you can be a more effective, neutral HUS professional.

 

Use the eight photos provided to themes we choose and create a photo essay consisting of 800-1000 words and at least 8 photos explaining the ideas and themes you wish to convey through images and words.

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Urban Planning& Public Policy Photo Analysis

Think about how the Covid-19 pandemic changed the apartment housing area, including reconstructing, moving are planning, public facility analysis from the photos. Use the eight photos provided to themes we choose and create a photo essay consisting of 800-1000 words and at least 8 photos explaining the ideas and themes you wish to convey through images and words.

Here is an example of a photo essay you can look at to see what the format looks like:

Use the Chicago format to cite the Photo.

Provide a brief summation of who they are and how they contribute to the community. Are they met with conflict and aggressive hostility? Have they had documented success? What challenges do they face?

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Social justice

Research and locate a person who is making a change either on a micro( individual Ex: grassroots) or Macro (large scale, Ex: government policy) towards reducing racial oppression and elevating Civil Liberties for the communities that are oppressed. Provide a brief summation of who they are and how they contribute to the community. Are they met with conflict and aggressive hostility? Have they had documented success? What challenges do they face?

Explore one of your cases consider what social work theory would inform your practice and what would you use to intervene.

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Social work theory

Explore one of your cases consider what social work theory would inform your practice and what would you use to intervene.

What rates and levels of STS will be found among social work students? What contribution will the research variables make in explaining the STS variance among social work students? Does the interaction between supervision satisfaction and mastery make a unique contribution to STS?

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Critical appraisal

Social work students and secondary traumatic stress—the contribution of personal, professional and environmental factors

In recent years, there has been an increased recognition of the negative implications for therapists who work with trauma victims. Figley (1995) proposed the term ‘Secondary Traumatic Stress’ (STS), which refers to a situation in which traumatic events affect not only the victims them- selves but also the people in their environment. According to the number of studies, different kinds of therapist populations have shown varying degrees of STS (Adams et al., 2006; Ben-Porat and Itzhaky, 2009; Weitcamp et al., 2014; Tavormina and Clossey, 2017; Quinn et al., 2019). However, only a few studies have examined the existence of STS among social work students. Social work students are at risk of developing emotional distress due to their young age and lack of experience and skills (Litvack et al., 2010). For this reason, raising student awareness of the risks involved in working with trauma victims is the ethical obligation of the academic
institutions that train them (Sommer, 2008). In an attempt to map the factors that contribute to STS, many studies
have pointed to the personal, alongside the environmental, factors in a therapist’s life (Hensel et al., 2015). In that vein, this study aimed to examine the rate of STS among social work students and the contribution of background variables (age, gender and past trauma), personal resources (mastery and self-differentiation) and environmental resources (supervision satisfaction and peer support) to STS.

STS and social work students
Figley (1995) proposed that therapists who are exposed to descriptions of traumatic experiences relayed by clients who have been directly exposed may, like the clients themselves, also suffer from posttraumatic symptoms. According to Figley (1995), therapists can be ‘infected’ by atrauma victim and can experience a range of posttraumatic symptoms
similar to those experienced by their clients, such as intrusive thoughts about the (clients’) traumatic event, avoiding traumatic content, feeling emotionally numb and experiencing increased irritability. Indeed, in the most recent edition of the American guide to psychiatric diagnosis (APA, 2013), the definition of posttraumatic stress disorder (PTSD) now
includes what is known as criterion A, described as ‘indirect exposure to aversive details of the trauma, usually in the course of professional duties’. During the course of their field placements, social work students come into contact with a variety of traumatised populations, including children at risk, abused women and adolescents in distress. They are also exposed to traumatic material via discussions and case studies that are presented in the classroom (Butler et al., 2017). In addition, the motivation to be- come a social worker, which often includes values such as making the world a better place, as well as the wish (perhaps) to heal a personal wound, may put social work students at greater risk of denial of the emotional price that the profession exacts (Lev-Wiesel, 2003). The existence of this phenomenon (to one degree or another) among social work students has been revealed previously (Knight, 2010; Zosky, 2013; Shannon et al., 2014; Butler et al., 2017). However, due to the scar- city of such studies regarding the factors that contribute to this phenom-
enon among social work students specifically, there is a need to continue investigating them: that is, the factors that affect STS among social work students, including personal and environmental resources.

Personal resources
Mastery refers to the extent to which people typically feel in control of their lives and the extent to which they perceive that their lives are under their control rather than being a matter of fate (Duffy, 2010). Pearlman and Saakvitne (1995) suggested that a sense of mastery, for trauma therapists, is manifested in the therapists’ ability to separate between their personal and professional lives, to make decisions independently, to limit caseload and to acquire sufficient resources. Studies among social work students have indicated the importance of mastery to beliefs about their abilities (Mackie and Anderson, 2011). Studies that have examined the correlation between mastery and STS reveal a mixed picture. On the one hand, studies conducted among family violence workers and social workers after 11 September 2001 found a
negative correlation between mastery and STS (Adams et al., 2006; BenPorat and Itzhaky, 2009). On the other hand, Weiss-Dagan et al. (2016) did not reveal any correlation between these variables among social workers. Self-differentiation, a concept that was developed by Bowen (1978), refers to the extent to which individuals see their feelings, thoughts and activities as being their own and not the others. This concept resembles the idea of emotional maturity. One’s level of self-differentiation in a therapeutic framework would imply a therapist’s ability to separate between him/herself and the client while also having empathy towards the client, an important element of self-regulation (Wilson and Lindy, 1999). With regard to social work students, Ben Shlomo et al. (2012) noted that those students who had a high degree of self-differentiation were likely to be more successful in displaying flexible responses in stressful situations and in their field work. Indeed, a study conducted among social workers in hospitals found a significant negative correlation between the social worker’s ability to emotionally separate from the clients and STS (Badger et al., 2008). In addition, among social workers working with a variety of different populations in Israel, it was found that the lower the level of self-differentiation, the higher the level of STS (FinziDottan and Berckovitch-Kormosh, 2016).

Environmental resources
It is clear that when students are required to treat trauma victims, supervision is of the utmost importance (Carello and Butler, 2014). Supervision can normalise the students’ feelings and offer them support and information about the nature of traumatic responses, as well as the tools to face distress (Walker, 2004). Despite the importance of supervision, the research findings regarding its contribution to STS are equivocal. For example, a negative correlation was found between supervision and STS among therapists working with populations such as abused children and terror victims (Walker, 2004; Cohen et al., 2006). On the other hand, studies conducted among therapists working in the areas of family violence, sexual assault victims and mental health did not find a correlation between these two variables (Dworkin et al., 2016; Ivicic and Motta, 2017; Rizkalla et al., 2017). In addition, Quinn et al. (2019) found a significant negative correlation between the supervisory relationship and STS, but did not find a significant correlation between supervision frequency and this variable. To the best of our knowledge, an empirical analysis of the correlation between supervision satisfaction and STS among social work students has not yet been conducted. However, there is one study that indicated a significant negative correlation between the supervisory working alliance and STS among counsellors-in-training (Toren, 2008). In addition, the unique contributions made by a student’s supervision and a student’s personal resources to his/her STS have not been examined, especially in regard to the student’s level of mastery, a resource which plays a special role in an individual’s ability to cope with trauma and distress. Colleague support refers to the therapist’s personal and psychological needs for inclusion and empathy. Collegial support also offers therapists
a framework for sharing professional dilemmas and a forum for exchanging knowledge and resources. Colleague support plays a particularly important role in preventing a therapist’s STS. Having colleagues who
identify with the therapist help normalise the therapist’s feelings (Munroe et al., 1995). Peer support, likewise, is an essential component of social work students’ education and it is for this reason that student often study together in small groups. There are in fact studies indicating that there is a correlation between colleagues’ support and STS among different therapist populations (Iliffe and Steed, 2000; Ben-Porat and Itzhaky, 2009). As for students, in a study conducted among student paramedics, it was found that inadequate support from peers contributed significantly to their negative feelings (Lowery and Stokes, 2005).

Research questions
In accordance with the preceding literature review, the following research questions were posed:
1. What rates and levels of STS will be found among social work students?
2. What contribution will the research variables make in explaining the STS variance among social work students?
3. Does the interaction between supervision satisfaction and mastery make a unique contribution to STS?

Is an ideal society one where people are free from interference or one where people are free from domination? Is colour-blindness an ideal that society should strive towards?

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Ideals of Social Justice

1. Is an ideal society one where people are free from interference or one where people are free from domination?

2. Is colour-blindness an ideal that society should strive towards?

Research one of the Roman Emperors and using what is known about their political lives, write a campaign speech for today, referencing their accomplishments (or terrorizings), as potential campaign promises.

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Rome Emperor Campaign Assignment

 

Objective: Research the Roman Emperors and apply one of the political lives to a modern campaign speech.

Instructions: Research one of the Roman Emperors and using what is known about their political lives, write a campaign speech for today, referencing their accomplishments (or terrorizings), as potential campaign promises. In other words, if one of the emperors burned down Atlanta because it was a mortal enemy of the Roman state, then you could reference in your speech how Atlanta needs to be stopped and if need be, burned to the ground. See what I mean? You can use anything from their personal and professional histories.

Using their actual political goals and stories, write a 400-600 word speech declaring why you (as the Roman emperor you have chosen) should be named as the new Emperor of Rome. (You’re not emperor yet, so this is your speech to become emperor…yes, I know that’s not how it *actually* goes, but let’s have some fun)

Consider these things: how do politicians address scandals, political platforms, wants and desires in their speeches. What should be said to convince the people of this empire that you (as the Roman Emperor) would be perfect for them? You may want to review some speeches to get a few ideas of what people say to guarantee the masses this is a good idea, if you can find some from that time.

So, how would you approach the people of Rome and its territories to convince them you should be emperor? Knowing what you found out about your emperor, write your speech to play up your strengths as a possible candidate and address their needs as well. You can be serious or funny, as long as you are persuasive and can convince your (possible) future citizens.

What are the legacies of colonial epistemologies within legislation, prosecution and/or legal activism today in Homosexuality in one or more former British colonies.

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Legacies of colonial epistemologies

What are the legacies of colonial epistemologies within legislation, prosecution and/or legal activism today in Homosexuality in one or more former British colonies.

Watch the video above on the Secrets of the Parthenon. After reading the text on the Parthenon, how do you feel about the building now? How many pieces did the team have that needed to be put back together? Why do you think it is so difficult for us to reconstruct the Parthenon? Why did the Athenians use optical illusions and what is this device known as (used with the columns)? How does this help/hinder the overall look of the temple?

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Secret of the Parthenon video essay

Watch the video above on the Secrets of the Parthenon. After reading the text on the Parthenon, how do you feel about the building now? How many pieces did the team have that needed to be put back together? Why do you think it is so difficult for us to reconstruct the Parthenon? Why did the Athenians use optical illusions and what is this device known as (used with the columns)? How does this help/hinder the overall look of the temple?

What else did you learn from the video that you found fascinating and why?

Word Count: 300 words minimum

MLA format. You do not have to cite the video but if any other material is taken from an external source, it needs to have intext citations and references at the end, in MLA format. Any material used that is not original and doesn’t have proper citations with it will be considered plagiarism and it is an automatic zero, no questions asked.