Discussion – Week 2

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Discussion: Power, Privilege, and Social Work

In many societies, power and privilege are based on one’s membership in a dominant or non-dominant group. It is not a matter, though, of either having privilege or not. The dominant group varies based on the dimension of diversity. For example, you could experience privilege as Caucasian but oppression and “otherness” as a gay person.

Social workers often work with clients who are perceived as “others.” “Otherness” often leads to marginalization and barriers promoted by society and social institutions. As you begin your work with clients, consider not only the individual (micro) concerns brought to the session but also the environmental or macro factors that may have either created or perpetuated the concern. You can empower your clients by helping them identify and define the oppression they have experienced throughout their lifetime.

For this Discussion, you use the ADDRESSING-GSA framework to explore your own diverse identities and your membership in dominant or non-dominant groups. You then examine how these identities might influence your relationship with clients.

To Prepare:

• Review the Learning Resources on power, privilege, and      oppression. Focus on the Hays chapter, which describes the original      ADDRESSING framework.
• Complete the ADDRESSING-GSA Self-Assessment in the Learning      Resources.

By Day 03/ 09/2022
 

Post a reflection on the ADDRESSING-GSA Self-Assessment and apply what you learned to social work practice.  Copy included of my addressing GSA Self-Assessment included. Specifically, answer the following questions:

• What insights did you gain from the activity in terms of your      identities and aspects of power and privilege?
• In what ways do you envision your diverse identities and      associated power, privilege, or oppression influencing the social      worker–client relationship? Provide an example.

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Required Readings

Sue, D. W., Rasheed, M. N., & Rasheed, J. M. (2016). Multicultural social work practice: A competency-based approach to diversity and social justice (2nd ed.). Jossey-Bass.

• Chapter      4: Understanding the Sociopolitical Implications of Oppression and Power      in Social Work Practice (pp. 89–115)
• Chapter      5: Microaggressions in Social Work Practice (pp. 117–148)

Harvard University Project Implicit. (2011). Project implicit social attitudes. https://implicit.harvard.edu/implicit/selectatest.html

Hays, P. A. (2016b). The new reality: Diversity and complexity. In Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed., pp. 3–14). Washington, DC: American Psychological Association. doi:10.1037/14801-001

Required Media

Center for Prevention MN. (2021, February 21). What is implicit bias? [Video]. YouTube.

https://www.youtube.com/watch?v=6V9jIDeuFpc

Note: The approximate length of this media piece is 1 minute.

Graduate School of Social Work—DU. (2018, March 26). Power privilege and oppression [Video]. YouTube. https://www.youtube.com/watch?v=LTDikx-maoM

Note: The approximate length of this media piece is 7 minutes. 

Walden University. (n.d.). ADDRESSING-GSA self-assessment [Interactive media]. https://cdn-media.waldenu.edu/2dett4d/Walden/SOCW/6051/AD/index.html

Follow Rubric 

Initial Posting: Content 

14.85 (49.5%) – 16.5 (55%)

Initial posting thoroughly responds to all parts of the Discussion prompt. Posting demonstrates excellent understanding of the material presented in the Learning Resources, as well as ability to apply the material. Posting demonstrates exemplary critical thinking and reflection, as well as analysis of the weekly Learning Resources. Specific and relevant examples and evidence from at least two of the Learning Resources and other scholarly sources are used to substantiate the argument or viewpoint.

Follow-Up Response Postings: Content

6.75 (22.5%) – 7.5 (25%)

Student thoroughly addresses all parts of the response prompt. Student responds to at least two colleagues in a meaningful, respectful manner that promotes further inquiry and extends the conversation. Response presents original ideas not already discussed, asks stimulating questions, and further supports with evidence from assigned readings. Post is substantive in both length (75–100 words) and depth of ideas presented.

Readability of Postings

5.4 (18%) – 6 (20%)

Initial and response posts are clear and coherent. Few if any (less than 2) writing errors are made. Student writes with exemplary grammar, sentence structure, and punctuation to convey their message.