Reference no: EM131381024
Discussion 1: Ability, Disability, and Erasure
Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.
For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today's society how people with disabilities are still "hidden." Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public.
Do they stare? Do they move away? Do they invade the person's space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a "good life" and how is that decision made?
To prepare: Read the case "Working With Individuals With Disabilities: Tonya."
POST BY TOMORROW an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients' other identity characteristics. Use specific examples from the case study in your explanation.
REFERENCES
Gilson, S. F., & DePoy, E. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38(1), 153-165.
Retrieved from the Walden Library databases.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Retrieved from https://www.vitalsource.com
Discussion 2: Ability and Disability in the Parker Case
To prepare: View this week's media, Parker (Episode 30 of 42).
Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability?
Society is inconsistent in its treatment and protection of the rights of individuals with disabilities, creating a situation that contributes to marginalization that can complicate other forms of marginalization and oppression. Consider that being labeled with a disability can be simultaneously something to be fought against because of the stigma it entails and fought for because of the access that it grants to social services that meet basic medical needs, aid economic survival, and improve access to education that society can otherwise deny.
POST BY TOMORROW an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie's mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie's place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.
REFERENCES
Laureate Education (Producer). (2013). Parker Family (Episode 30) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu
Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
"The Parker Family"
https://www.dropbox.com/s/ic26vk6mzcgtpwc/Articles%20Ability-%20Disability.rar?dl=0
|
Which method of recruiting is effective at reducing turnover
: BUS 335- Which method of recruiting is most effective at reducing turnover? Which of the following is not a good way to manage the recruiting process for optimal legal defense?
|
|
What do you think is interesting about the data
: Identify 2-3 major societal changes occurring in the last 50+ years that you feel have affected marriages and families.Briefly discuss your feelings on how one of these societal changes has affected current marriages and families.) Include a brief ..
|
|
Define epidemiology
: In 500-750 words introduce the meaning of Epidemiology at a science fair at a local community college addressing the following: Define Epidemiology and Identify 5 objectives of Epidemiology
|
|
Test the effectiveness of the program
: To test the effectiveness of "strategizing for the future," companies' 5-year average stock performance was considered before, and after, consultant-led "strategizing for the future" sessions were held.
|
|
Who has the right to decide what makes a good life
: Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized ..
|
|
How are health care charging and pricing processes different
: How are health care charging and pricing processes different from other industries? How do private and government insurers and payers impact actual reimbursement
|
|
What form of influence are the employees using
: BUSI 340- What form of influence are the employees using? Which of these refers to the degree and nature of interdependence between the power holder and others?
|
|
Test for equality of proportions
: If this information is based on two independent random samples of 200 viewers each, test for equality of proportions using α = 0.05.
|
|
Test for equality of proportions
: If this information is based on two independent random samples of 200 viewers each, test for equality of proportions using α = 0.05.
|