Discussion: Power, Privilege, and Social Work

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iscussion – 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.

DOMINANT AND NON-DOMINANT CULTURAL CHARACTERISTICS

Age > NEUTRAL

Disability > NEUTRAL

Religion/Spirituality > SOMEWHAT DOMINANT

Ethnic/Racial Identity > SOMEWHAT NON-DOMINANT

Social Class > NEUTRAL

Sexual/Affectional Orientation > DOMINANT

Indigenous Backgrounds > DOMINANT

National Origin > NEUTRAL

Gender Identity > NEUTRAL

Gender Expression > NEUTRAL

Size > SOMEWHAT NON-DOMINANT

Assigned Sex at Birth > NEUTRAL

 
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Lymphatic And Immune Systems

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After reviewing and studying this module’s content, answer the following questions. Be sure to complete all lab activities and attend/watch all live lectures before completing this assignment. All of your answers should be written in your own words, using full sentences, correct terminology, and proper spelling and grammar.

  1. Explain the anatomical concepts associated with the lymphatic and immune systems. Summarize this module’s key points in 5-6 sentences.
  2. Explain the physiological concepts associated with the lymphatic and immune systems. Summarize this module’s key points in 5-6 sentences.
  3. How will you apply the concepts you have learned about the heart in real life and in your future career?
  4. Which topic within this module has been the most valuable to your learning experience and why?
  5. Which topic(s) within this module did you struggle to understand and why?
  6. (Optional) Do you have any suggestions for your instructor on how they could help you connect with the difficult topics you’ve noted?Why do some people acquire an infection or autoimmune condition, yet others do not? The answer lies partially within the immune system and its responses. The immune system is comprised of organs that are shared with other body systems, as well as the lymphatic system. Its job is to fight pathogens, with pathogens being biological cells or organisms that can cause illness in the host body.

    Skin, tonsils, lymph nodes, the thymus, the digestive system, the urinary system, bone marrow, and the spleen all work together to create immune responses. The thymus, bone marrow, and spleen are considered the primary lymphoid organs.

    Skin contains epithelial cells and sweat, which are protective. Tonsils are located in the pharynx, and primarily serve to teach children’s bodies to recognize, destroy, and develop immunity to pathogens. The thymus is located on the superior aspect of the heart, between the aorta and sternum; interestingly, the thymus shrinks with age in the natural age-related process called thymic involution. Thymic involution may partially be responsible for age-related immune and auto-immune deficiencies that appear in adulthood. The digestive system contains flora (good bacteria) to fight infection, as well as being lined by protective mucosa surfaces. The spleen is located in the upper left abdominal quadrant, with attachments to the stomach. The spleen functions as a primary immune response center for blood-borne pathogens, and is nicknamed the “filter of the blood.”

    The Lymphatic System

    The lymphatic system refers to the vessels, cells, and organs that carry fluids into the bloodstream, while filtering pathogens from the blood. The lymphatic system contains lymphatic vessels, lymph fluid, and 500-600 lymph nodes. The nodes are located near the groin, armpits, neck, chest, and abdomen. The fluid within the lymphatic system, called lymph, is not specifically regulated by the heart. Instead, lymph movement is regulated by skeletal muscle contraction, breathing, semi-lunar valves within the vessels, and pressure differentials surrounding the lymphatic capillaries. Lymph fluid brings pathogens and debris to lymph nodes, where the T cells and B cells fight infection. Lymph vessels entering the lymph node are called afferent lymph vessels, while those exiting are called efferent lymph vessels.

     

    Some of the major organs and tissues working together to create the immune response.

    Blood Cells

    The blood contains specific kinds of cells that serve in the immune response:

    image1

    Types of blood cells (Betts et al., 2013)

    Lymphocytes come in four varieties: B cells, plasma cells, T cells, and natural killer cells.

    B cells mature in red bone marrow. T cells mature in the thymus. Once the cells are mature, they circulate in the bloodstream, and take up residence to act in the spleen and lymph nodes.

    B cells produce antibodies. Antibodies attack specific antigens. Think of antigens as nametags on pathogens. Each type of antibody can recognize its own antigen-labeled invader and moves to action to fight it. Plasma cells are also a type of antibody-producing B cell, but they are remarkably different in structure, as they primarily contain cytoplasm.

    T cells also fight specific invaders, but in a different way, without secreting antibodies.

    Natural killer cells are far less specific in what kind of pathogen they will fight, as they serve as a first response to viruses and some cancers.

    image2

    Table: Types of lymphocytes and their functions

    The cells work together in different ways, depending on the type of pathogen, and depending on previous exposures to the pathogen; we will examine this interaction more in the following physiology section

 
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Philosophy13

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https://iai.tv/video/life-story

http://bioethics.gov/sites/default/files/Schechtman.pdf

 

Schechtman on Revised Personal Identity 

Consider Locke’s notion that a single fixed point is required for a person to be themselves – to have a claim to identity. This single fixed point is not a material substance (the body) or an immaterial substance (the soul), but rather it is a singularity of conscious experience. This singularity is what persists through time and is constituted by a person’s past action and experience, which they themselves do not always directly access.

Using citations from the assigned reading, explain briefly how Schechtman modifies Locke’s theory of personal identity to conform to a person’s intelligibility of those memories. Give examples about how this idea of personhood allows us to reasonably form plans for future action. Finally, give reasons why we should or should notaccept Schechtman’s modified account of personal identity.

Required Reading: Marya Schechtman, “Personal Identity and the Past”

Recommended Reading: “Personal Identity”, Introduction and Section 1 – <http://plato.stanford.edu/entries/identity-personal/#AccOurIdeThrTim (Links to an external site.)Links to an external site.>

Remember: A reasoned response consists of more than one words responses or simple agreement with the author of the article or post you are responding to. Please cite all passages in the text (including page number) and cite all outside information according to MLA guidelines

 
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Philosophy 12

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Locke and Personal Identity

In this selection from Locke’s An Essay Concerning Human Understanding, we are presented with his criterion persons and identity. Do we have a reason to believe that Locke’s criteria for personal identity still apply if we downloaded into a computer? Are you still yourself if you exist only within the confines of a computer program? On the part of Locke, this is an attempt to answer the question of whether there is such a thing as the immortal and immaterial soul. ‘Soul’ should be understood in the same sense here as it is discussed throughout Christianity. What is entailed by this theory is an explanation for memory, and consequentially, consciousness. Such a theory allows for us to account for why each of us can exist from moment to moment and still be identified as ourselves

Give exposition to Locke’s position, and then consider the example of Prince and the Cobbler that he provides. Should we accept Locke’s argument that there is a distinction between persons and bodies? Do we require a unified substance, or third unifying substance to be who we are?

Required Reading: John Locke, “Of Identity and Diversity”

Recommended Reading: “John Locke on Personal Identity,”http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3115296/ (Links to an external site.)Links to an external site.

Section IV – Personal Identity
The final section of the course, Section IV, will involve four readings on the topic of personal identity. Students will be asked to observe both classic and contemporary positions on the matter.

Discussion Board 12 will consist of a reading from John Locke’s “An Essay Concerning Human Understanding”. For Locke, what fundamentally distinguishes a “self” from all other “selves” is an identity relation; i.e., a notion of “personal identity.” Students will be asked to give an exposition of the Prince and the Cobbler thought experiment that Locke uses, as well as identity whether or not there is a difference between “bodies” and “persons.”

Discussion Board 13 is the first of three contemporary perspectives on personal identity, and involves a discussion of Marya Schechtman’s article, “Personal Identity and the Past”. Schechtman agrees with Locke’s position on personal identity, but states that a temporal component is necessary for understanding the relation of past, present, and future memories that constitute a person’s notion of themsleves. Students will be asked to give exposition of Schechtman’s position; determine how this position allows us to make future plans; and finally whether not we should accept Schechtman’s account of personal identity.

Discussion Board 14 adds an additional classic perspective on personal identity, that of Scottish philosopher, David Hume. Unlike Locke, Hume does not think we ever have experience of a ‘self,’ but rather, a series of perceptions that continue over time. This position is commensurate with Hume larger notion of arbitrary causal relations between phenomena. Concerning our reading from James Giles’ article, “The No-Self Theory: Hume, Buddhism, and Personal Identity,” Giles attempts to further Hume’s position using Eastern philosophy – Buddhism. The student will again be asked to explain Giles’ (and Hume’s) position on personal identity, and whether we should accept Locke and Schechtman, or Hume and Giles account of personal identity.

For the final discussion board, Discussion Board 15, the course will conclude with a reading from Daniel Dennett’s article “The Origin of Selves”. Straying from what has been the usual course of inquiry for the last few discussions; Dennett attempts to give an account of the ‘self’ using evolutionary psychology, stating that notions of personal identity have developed in humans a means of self-preservation. Students will be asked to give exposition to Dennett’s position; explain how Dennett’s position might impact our understanding of clinical psychology; and then provide an argument for whether or not Dennett’s position is to be preferred over James Giles’s position from the previous week.

https://www.youtube.com/watch?

v=trqDnLNRuSc&list=PL8dPuuaLjXtNgK6MZucdYldNkMybYIHKR&index=19

 
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