Assignment: Life Span Interview

Ray’s case has provided you with direct observation of a client’s history and life experiences. In the absence of this direct observation, social workers turn to assessment and interview techniques to gather essential facts about a client’s life span. Interviewing is an important social work skill—and one that requires more than simply reading a set of prescribed questions. A social worker must also demonstrate professional communication, both verbally and nonverbally, ask appropriate follow-up questions, and take notes at the same time.

For this Assignment, you practice interviewing an older adult about life events, experiences, and feelings that have shaped them. You then transform your interview notes into a narrative—that is, a life story—of the individual ­you interviewed. You interweave within this narrative an analysis of the life story by integrating person and the environment concepts and theories drawn from HBSE I and II.

To Prepare:

• If      you have not already done so, interview an older adult (age 65 or older)      about their life story, using the Life Span Interview document in the      Learning Resources. Take notes as you conduct the interview.
• Review      your notes and begin to interpret the older adult’s life story through the      lens of human behavior and the social environment.

By 02/04/2022

Submit a 4 to 5-page paper in which you provide a narrative analysis of the Life Span Interview you completed. The paper should:

• Provide      a chronological history of the individual’s major life experiences.
  • Identify specific biological, psychological, and sociological       influences that shaped the individual’s experience.
• Analyze      the individual’s experiences by applying theory and concepts learned      throughout both HBSE courses.
  • Be sure to include the ways in which power, privilege, and       oppression shaped their experience (e.g., race and ethnicity, gender,       religion, ability, sexual orientation, etc.).
• Provide      your reflection of the experience, both in interviewing the individual and      analyzing their narrative.
• Explain      what you learned and how you will apply this learning to future social      work practice.

Required Readings

Hutchison, E. D. (2019). An update on the relevance of the life course perspective for social work. Families in Society, 100(4), 351–366. https://doi.org/10.1177/1044389419873240

Smith-Osborne, A. (2007). Life span and resiliency theory: A critical review. Advances in Social Work, 8(1), 152–168. https://doi.org/10.18060/138

Zacher, H., & Froidevaux, A. (2021). Life stage, lifespan, and life course perspectives on vocational behavior and development: A theoretical framework, review, and research agenda. Journal of Vocational Behavior, 126. https://doi.org/10.1016/j.jvb.2020.103476

Document: Life Span Interview (PDF)

Required Media

Meet Ray: Age 69 to 87

Time Estimate: 2 minutes

Transcript – Meet Ray: Age 69 to 87 [PDF]

Walden University, LLC. (2021). Theories of human development [Interactive media]. https://class.waldenu.edu

Follow Rubric

Submit a 3- to 5-page paper in which you provide a narrative analysis of the Life Span Interview you completed. The paper should: Provide a chronological history of the individual’s major life experiences. • Identify specific biological, psychological, and sociological influences that shaped the individual’s experience.

27 (22.5%) – 30 (25%)

Response meets expectations and deepens the explanation of influences by illustrating how the biological, psychological, and sociological domains overlay and impact one another across the life span.

Analyze the individual’s experiences by applying theory and concepts learned throughout both HBSE courses.

27 (22.5%) – 30 (25%)

Response meets expectations and exceeds by synthesizing multiple theories and concepts with specific life stages and events to illuminate the individual’s experience. Four or more scholarly resources are used to support the response.

Competency 2 • Be sure to include the ways in which power, privilege, and oppression shaped their experience (e.g., race and ethnicity, gender, religion, ability, sexual orientation, etc.).

5.4 (4.5%) – 6 (5%)

Response addresses three or more specific ways in which power, privilege, and oppression shaped their experience.

Provide your reflection of the experience, both in interviewing the individual and analyzing their narrative.

16.2 (13.5%) – 18 (15%)

Response meets expectations and deepens reflection through insightful connection to the Learning Resources and application to practice.

Explain what you learned and how you will apply this learning to future social work practice.

16.2 (13.5%) – 18 (15%)

Response meets expectations and exceeds by expanding upon the explanation through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

Writing

16.2 (13.5%) – 18 (15%)

Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas.
Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer).
Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

Assignment: Life Span Interview

 

Ray’s case has provided you with direct observation of a client’s history and life experiences. In the absence of this direct observation, social workers turn to assessment and interview techniques to gather essential facts about a client’s life span. Interviewing is an important social work skill—and one that requires more than simply reading a set of prescribed questions. A social worker must also demonstrate professional communication, both verbally and nonverbally, ask appropriate follow-up questions, and take notes at the same time.

For this Assignment, you practice interviewing an older adult about life events, experiences, and feelings that have shaped them. You then transform your interview notes into a narrative—that is, a life story—of the individual you interviewed. You interweave within this narrative an analysis of the life story by integrating person and the environment concepts and theories drawn from HBSE I and II.

 

To Prepare:

 

· If you have not already done so, interview an older adult (age 65 or older) about their life story, using the Life Span Interview document in the Learning Resources. Take notes as you conduct the interview.

· Review your notes and begin to interpret the older adult’s life story through the lens of human behavior and the social environment.

 

By 02/04/2022

Submit a 4 to 5-page paper in which you provide a narrative analysis of the Life Span Interview you completed. The paper should:

· Provide a chronological history of the individual’s major life experiences.

· Identify specific biological, psychological, and sociological influences that shaped the individual’s experience.

· Analyze the individual’s experiences by applying theory and concepts learned throughout both HBSE courses.

· Be sure to include the ways in which power, privilege, and oppression shaped their experience (e.g., race and ethnicity, gender, religion, ability, sexual orientation, etc.).

· Provide your reflection of the experience, both in interviewing the individual and analyzing their narrative.

· Explain what you learned and how you will apply this learning to future social work practice.

 

 

 

Required Readings

 

Hutchison, E. D. (2019). An update on the relevance of the life course perspective for social work. Families in Society, 100(4), 351–366. https://doi.org/10.1177/1044389419873240

 

 

Smith-Osborne, A. (2007). Life span and resiliency theory: A critical review. Advances in Social Work, 8(1), 152–168. https://doi.org/10.18060/138

 

 

Zacher, H., & Froidevaux, A. (2021). Life stage, lifespan, and life course perspectives on vocational behavior and development: A theoretical framework, review, and research agenda. Journal of Vocational Behavior, 126. https://doi.org/10.1016/j.jvb.2020.103476

 

 

Document: Life Span Interview (PDF)

 

Required Media

Meet Ray: Age 69 to 87

Time Estimate: 2 minutes

 

 

Transcript – Meet Ray: Age 69 to 87 [PDF]

 

 

Walden University, LLC. (2021). Theories of human development [Interactive media]. https://class.waldenu.edu

 

Follow Rubric

Submit a 3- to 5-page paper in which you provide a narrative analysis of the Life Span Interview you completed. The paper should: Provide a chronological history of the individual’s major life experiences. • Identify specific biological, psychological, and sociological influences that shaped the individual’s experience.

27 (22.5%) – 30 (25%)

Response meets expectations and deepens the explanation of influences by illustrating how the biological, psychological, and sociological domains overlay and impact one another across the life span.

 

Analyze the individual’s experiences by applying theory and concepts learned throughout both HBSE courses.

27 (22.5%) – 30 (25%)

Response meets expectations and exceeds by synthesizing multiple theories and concepts with specific life stages and events to illuminate the individual’s experience. Four or more scholarly resources are used to support the response.

 

 

 

Competency 2 • Be sure to include the ways in which power, privilege, and oppression shaped their experience (e.g., race and ethnicity, gender, religion, ability, sexual orientation, etc.).

5.4 (4.5%) – 6 (5%)

Response addresses three or more specific ways in which power, privilege, and oppression shaped their experience.

 

Provide your reflection of the experience, both in interviewing the individual and analyzing their narrative.

16.2 (13.5%) – 18 (15%)

Response meets expectations and deepens reflection through insightful connection to the Learning Resources and application to practice.

 

Explain what you learned and how you will apply this learning to future social work practice.

16.2 (13.5%) – 18 (15%)

Response meets expectations and exceeds by expanding upon the explanation through details and examples from the Learning Resources, peer-reviewed research, or other relevant sources. Two or more scholarly resources are used to support the response.

 

Writing

16.2 (13.5%) – 18 (15%)

Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. Paper appropriately paraphrases sources, using one or less quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer). Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

 

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SOCW 6051: Diversity, Human Rights, and Social Justice

Week 8

Discussion: Religion and Privilege

For citizens in some countries, religious oppression is common and long standing. While freedom of religion is guaranteed in the U.S., religious intolerance still exists. According to the Equal Opportunity Employment commission, the number of lawsuits filed for religious discrimination doubled between 2000–2010 (Pledger, 2011). Social workers must be alert for the complex ways that religious privilege functions. By creating an awareness of the privilege given to some while marginalizing others, social workers can understand how this bias impacts their clients.

By Day 07/21/2021

Post an explanation of the connections between privilege and religion. Describe a situation in which members of a religion experience privilege. Describe a situation in which members of a religion experience religious oppression.

Please follow Rubric Detail

Responsiveness to Directions

8.1 (27%) – 9 (30%)

Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.

Discussion Posting Content

8.1 (27%) – 9 (30%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

Peer Feedback and Interaction

6.75 (22.5%) – 7.5 (25%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Writing

4.05 (13.5%) – 4.5 (15%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

Assignment: Journal Entry–Intersection and Religious Discrimination

When pieces of cloth are sewn together, you might have trouble discerning the individual pieces of cloth that make the final garment, but by looking carefully, you can find the seams. You may have experienced similar difficulty in the first week of this course when asked to explore the individual aspects of culture that combine to create your unique self-identity. Forms of oppression can come together often in almost imperceptible ways to form the complex environment in which you and your clients live and interact. As a social worker, you must examine carefully the intersections between religious discrimination, sexism, classism, and racism so you can respond accordingly.

To prepare: Consider this week’s resources that describe how religion intersects with other forms of oppression.

By Day 7 07/24/2021

Submit your response to those resources and analyze what you think is the role of religion in reinforcing sexism, classism, and racism. Provide at least one specific example for each -ism (sexism, classism, and racism). As a social worker, how can you address these issues on a micro and macro level?

Follow Rubric Detail

Content Accuracy and Application

18 (36%) – 20 (40%)

Content includes excellent answers, specific to the questions asked and issues presented. A clear connection to the concepts presented in readings and resources is applied to the journal. Journal response demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources.

Critical Thinking and Reflection

18 (36%) – 20 (40%)

The entry demonstrates exceptionally thoughtful in-depth reflection on the topic that draws on knowledge gained throughout the course. Content demonstrates a high level of critical thinking and understanding of personal perspective.

Writing

9 (18%) – 10 (20%)

Journal response is well-organized, uses appropriate tone, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Journal uses appropriate citation if referencing resources.

Required Readings

Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.

• Section 4 Introduction (pp.      247-258)
• Chapter 45, America’s changing      religious landscape by Pew Research Center (pp. 259-264)
• Chapter 46, Examples of      Christian privilege (pp. 264-265)
• Chapter 51, Working it out      (pp. 291-298)
• Chapter 52, Native American      religious liberty: 500 years after Columbus (pp.  298-301)
• Chapter 53, Religious freedom      advocates are divided over how to address LGBT rights (pp. 302-204)
• Chapter 56, Jews in the US:      The rising costs of whiteness (pp. 312-316)
• Ch 57, Oral history of (pp.      317-319)
• Chapter 58, Modesto-area      atheists speak up, seek tolerance (pp. 319-321)
• Chapter 60, Creating      identity-safe spaces on college campuses for Muslim students (pp.       325-328)
• Chapter 62, Critical      reflections on interfaith movement (pp. 330-339)

Required Media

Mogahed, D. (2016, February). What do you think when you look at me [Video file]. Retrieved from https://www.ted.com/talks/dalia_mogahed_what_do_you_think_when_you_look_at_me

Phelp-Roper, M. (2017, February). I grew up in the Westboro Baptist Church. Here’s why I left [Video file]. Retrieved from https://www.ted.com/talks/megan_phelps_roper_i_grew_up_in_the_westboro_baptist_church_here_s_why_i_left

 

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