Complete A Social History Of George From The Interview That You Conducted. Use The Headers Outlined In Chapter 16 Of Your Summers Textbook (Pg. 298 Figure 16.1).

Assignment: Social History

A client’s social history can be a valuable tool when working with clients and setting goals. Completing a social history form or documenting it in another way, can serve as a broader view of where the client was when he or she came in and current issues. To create a social history document, it should be a collaborative process with the client, in order to make recommendations for actions to resolve the issue. For this Assignment, you will create a brief social history and in Week 9 a service plan on a colleague that was assigned to you last week. For this assignment you work in pairs using the scenario in the resources about a Syrian teen, George, from the interactive community.

To Prepare

Schedule a call or Skype session with your colleague. Then, use the outline in Chapter 16 of your Summers textbook. Take turns over the phone or Skype with your colleague playing the human and social services worker and the interviewee, George. Click on George in the Community Center of the Interactive Learning Community, you will see his background at the bottom. The rest of the Interactive Learning Community where he lives is there so you can draw upon the community background while role playing. When participating as George, you can make up the information to fill the gaps, when being interviewed. The most important takeaways are that you are practicing taking a social history and organizing it appropriately. You should be referring to Chapter 16 of your Summers textbook for advice on completing a social history appropriately.

For this Assignment

Complete a Social History of George from the interview that you conducted. Use the headers outlined in Chapter 16 of your Summers textbook (pg. 298 Figure 16.1).

 

Summers, N. (2016). Fundamentals of case management practice: Skills for the human services (5th ed.). Boston, MA: Cengage Learning.

  • Chapter 16, “Social Histories and Assessment Forms” (pp. 297–320)

 

LINK TO CHAPTER 16 READING

https://cengagebrain.vitalsource.com/books/9781305544833/pageid/320

 
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Summary And Opinion

NORMAL LIFE

 

 

 

NORMAL LIFE

Administrative Violence, Critical Trans Politics, and the

Limits of Law

DEAN SPADE

South End Press Brooklyn, NY

 

 

copyright © 2011 by Dean Spade

Any properly footnoted quotation of up to 500 sequential words may be used without permission, as long as the total number of words quoted does not exceed 2,000. For longer quotations or for a greater number of total words, please write to South End Press for permission.

Discounted bulk quantities of this book are available for organizing, educational, or fundraising purposes. Please contact South End Press for more information.

Cover design by Josh MacPhee/Justseeds.org Page design and typeset by Josh MacPhee/Justseeds.org

Library of Congress Cataloging-in-Publication Data TK

South End Press PO Box 24773 Brooklyn, NY 11202 http://www.southendpress.org southend@southendpress.org

Printed by union labor on acid-free, recycled paper.

 

 

Contents

Preface 7

Introduction: Rights, Movements, and Critical Trans Politics 19

1 Trans Law and Politics on a Neoliberal Landscape 49

2 What’s Wrong with Rights? 79

3 Rethinking Transphobia and Power— Beyond a Rights Framework 101

4 Administrating Gender 137

5 Law Reform and Movement Building 171

Conclusion: “This Is a Protest, Not a Parade!” 205

Acknowledgements 229 Index 233 About the Author 249

 

 

 

Preface

7

In 2002, I opened the doors of the Sylvia Rivera Law Project (SRLP). I had raised enough grant money to rent a desk and a phone at a larger poverty law organization, and had spread the word to other service providers like drug treatment centers, legal aid offices, mental health centers, needle exchanges, and community organizations that I would be providing free legal help to trans people. I never would have guessed the number of people who would call the organization for help or the gravity and complexity of the problems they face.

My first call came from the men’s jail in Brooklyn.1 Jim, a 25-year-old transman, was desperate for help; he was facing a se- vere threat of rape and already experiencing harassment. Jim is a trans person with an intersex condition.2 He was raised as a girl, but during adolescence began to identify as male. To his family he remained female-identified, but in the world he identified as male, changing clothes every night when he returned home and trying to avoid contact between his family and everyone else he knew. The stress of living a “double life” was immense, but he knew it was the only way to maintain a relationship with his fam- ily, with whom he was very close.

When Jim was nineteen, he was involved in a robbery for which he received a sentence of five years probation. During the second year of that probation period, Jim was arrested for drug possession. He was sentenced to eighteen months of residential

 

 

8 NORMAL LIFE

drug treatment and sent to a male residential facility. In what was a purportedly therapeutic environment, Jim discussed his inter- sex condition with his counselor. His confidentiality was broken and soon the entire staff and residential population were aware of Jim’s intersex condition and trans history. Jim faced a threat of rape and the staff of the facility refused to help or protect him. Out of fear and self-protection, he ran away from the facility.

I met Jim after he had turned himself in, wanting to deal with his outstanding criminal charges so that he could safely apply to college and get on with his life. Jim was now in a Brooklyn men’s jail, again facing a threat of rape. The jail administration’s refusal to continue Jim’s testosterone treatments had caused him to menstruate; when Jim was strip searched while menstruating, other inmates and staff learned of his status.

Jim and I worked together to convince the judge assigned to his case that Jim could only safely access drug treatment services in an outpatient setting because of the dangers he faced in resi- dential settings. Even when we had convinced the judge of this, we faced the fact that most programs were gender segregated, and would not be safe places for Jim to be known as a trans person with an intersex condition. When I contacted facilities to find a place for Jim, staff at all levels would ask me questions like “Does he pee sitting or standing?” and “Does he have a penis?” indicating to me that Jim would be treated as a novelty and his gender and body characteristics would be a source of gossip. Some facilities said they would not accept Jim because they were not prepared to work with someone like him. Those that did not outright refuse his application indicated their inadequacy to provide him with appropriate treatment. The few lesbian and gay drug treatment programs I identified seemed inappropriate because Jim did not identify as gay and was, in fact, quite unfamiliar with gay and lesbian people and somewhat uncomfortable in queer spaces. Eventually, the judge agreed to let Jim try outpatient treatment on a “zero tolerance” policy where a single relapse would result in jail time. Jim, under enormous stress, engaged in treatment where

 

 

Preface 9

he was always afraid he might be outed and where his participa- tion in the daily hours of group therapy required hiding his iden- tity. Not surprisingly, Jim relapsed. Now he would be sentenced to prison.

When I went before the judge to request that Jim be placed in a women’s prison because of his well-founded fear of sexual assault in men’s facilities, the judge’s response was, “He can’t have it both ways.” Once again, Jim’s gender and body status and his inability to successfully navigate the gender requirements of the extremely violent systems in which he was entangled—because of his involvement in criminalized activity stemming from his poverty—was considered part of his criminality and a blamewor- thy status. The judge “threw the book” at Jim, sentencing him to the maximum number of years possible for violating parole and requiring him to serve the time in a men’s prison.

Another client I met around the same time was Bianca, a nineteen-year-old transwoman. Bianca came to me for help with a range of issues. First, she wanted to sue her high school. In 1999, Bianca was attending public high school in the Bronx. After strug- gling with an internal understanding of herself as a woman for several years, Bianca eventually mustered the strength to come out to her peers and teachers. She and another transgender student, a close friend, decided to come out together. They arrived at school one day dressed to reflect their female gender identities. The two students were stopped at the front office and not allowed to enter school. Eventually, they were told to leave and not come back. When their parents called the school to follow up and find out what to do next, their calls were not returned. They were given no referrals to other schools, and no official suspension or expulsion hearings or documents. I met Bianca three years later. She had been unable to obtain legal representation, and when I began in- vestigating the possibility of a lawsuit, I discovered that the statute of limitations had expired. She no longer had a viable legal claim.

When I met Bianca, she was homeless, unemployed, and try- ing to escape from an abusive relationship. She was afraid to go to

 

 

10 NORMAL LIFE

the police both because of fear of retaliation from her boyfriend and because she rightly feared the police would not only refuse help, but also humiliate, harass, or hurt her because she was trans. All of her identification (ID) indicated a male name and gender; there would be no way for her to interact with the police without being identified as a trans person. As we searched for places for Bianca to live, we ran up against the fact that all of the home- less shelters insisted on placing her according to birth-assigned gender; Bianca would be the only woman in an all men’s facility, and she was afraid of the abuse she could face in such a situa- tion. Women’s shelters for domestic violence survivors refused to recognize her as a woman and thus were unwilling to take her in. When Bianca applied for welfare, she was given an assignment to attend a job center as part of participation in a workfare pro- gram. When she tried to access the job center, she was brutally harassed outside, and when she finally entered and attempted to use the women’s rest room, she was outed and humiliated by staff. Ultimately, she felt too unsafe to return and her benefits were terminated. Bianca’s total lack of income also meant that she had no access to the hormone treatments she used to maintain a femi- nine appearance, which was emotionally necessary and kept her safe from some of the harassment and violence she faced when she was more easily identifiable as a transwoman on the street. Bianca felt her only option for finding income sufficient to pay for the hormones was to engage in criminalized sex work. At this point, she was forced to procure her hormone treatments in un- derground economies because it would have been cost prohibitive to obtain her medication from a doctor since Medicaid—had she even been given those benefits—would not cover the costs. This put her in further danger of police violence, arrest, and other vio- lence. Additionally, because Bianca was accessing intravenously injected hormones through street economies, she was at greater risk of HIV, hepatitis, and other communicable diseases.

 

 

Preface 11

Jim’s and Bianca’s stories, it turned out, were not unusual. As the calls continued to pour into SRLP, I found there was an enormous number of people facing a series of interlocking problems related to being basically unfathomable to the administrative systems that govern the distribution of life chances: housing, education, health care, identity documentation and records, employment, and public facilities, to name but a few. My clients faced both the conscious bias of transphobia that produces targeted violence as well as numerous administrative catch–22s that render basic life necessities inaccessible. Each client’s story demonstrated the inter- weaving of these different types of obstacles. On the bias side, I heard consistent reports of police profiling, police brutality, and false arrest; sexual harassment and assault; beatings and rapes; fir- ings from jobs; evictions; denials and rejections from caseworkers in social service and welfare agencies; rejections from legal services; and family rejection. The impact of each of these situations was exacerbated by the ways gender is an organizing principle of both the economy and the seemingly banal administrative systems that govern everyone’s daily life, but have an especially strong presence in the lives of poor people. My clients did not fit into gendered administrative systems, and they paid the price in exclusion, vio- lence, and death. Most had no hope of finding legal employment because of the bias and violences they faced, and therefore turned to a combination of public benefits and criminalized work—often in the sex trade—in order to survive. This meant constant exposure to the criminal punishment system, where they were inevitably locked into gender-segregated facilities that placed them according to birth gender and exposed them to further violence. For immi- grants seeking an adjustment of status that would enable them to live legally in the United States, just one prostitution charge could destroy their eligibility. Even admitting that they had ever engaged in sex work to an immigration lawyer would disqualify them from receiving assistance with the adjustment of status process.

Non-immigrant clients also faced severe documentation problems and specific catch–22s related to identification and

 

 

12 NORMAL LIFE

health care. Proof of having undergone gender-confirming health care, especially surgery, is required by the majority of ID-issuing agencies in the United States including Departments of Motor Vehicles (DMVs), the Social Security Administration (SSA), and departments issuing birth certificates to change gender on the ID.3 However, the majority of private health insurers and state Medicaid programs have rules excluding this care from coverage, which means that those who cannot pay for this care out-of- pocket probably cannot get it and thus cannot change the gen- der on their IDs. In New York, this care is deemed essential for changing gender on birth certificates, though the state simultane- ously has a Medicaid program that explicitly excludes this care from coverage. For most trans people, these rules make getting correct ID nearly impossible. Not having appropriate identifica- tion creates difficulties and dangers when dealing with employers or the police and other state agents, trying to travel, attempting to cash checks, or entering age-restricted venues: the person’s trans identity is exposed every time ID is shown. These barriers make it exceedingly difficult for trans people to gain the economic re- sources necessary to obtain gender-confirming health care if this is something they want or need. These administrative policies and practices severely constrain access to health care and employment for most trans people.

The stories I heard from my first clients and continued to hear from the trans people I met through my work at SRLP portrayed a set of barriers—both from bias and from the web of inconsis- tent administrative rules governing gender—that produce signifi- cant vulnerability. The impact of these conditions ranges across subpopulations of trans people: even those with class privilege, education, white privilege, US citizenship, physical and mental ability perceived as average or above, and English-language skills experience many of these hurdles. Those with such privileges have many of the same ID problems, often cannot afford health care, experience incidents of physical attack, have their parental rights terminated by courts, are arrested for using bathrooms or barred

 

 

Preface 13

from gender appropriate bathrooms at work and/or school, are discriminated against in hiring, are discriminated against by in- surance companies, and lose family support. Most experience a downward mobility in terms of wealth/income because of their trans identities. However, access to certain privileges that serve in determining the distribution of life chances (e.g., whiteness, per- ceived ablebodiedness, employment, immigration status) often of- fer some individuals degrees of buffering from the violences faced by people of color, people with disabilities, immigrants, indigenous people, prisoners, foster youth, and homeless people. The most marginalized trans people experience more extreme vulnerability, in part because more aspects of their lives are directly controlled by legal and administrative systems of domination—prisons, welfare programs, foster care, drug treatment centers, homeless shelters, job training centers—that employ rigid gender binaries. These intersecting vectors of control make obtaining resources especially difficult, restrict access to zones of retreat or safety, and render every loss of a job, family support, or access to an advocate or a health care opportunity more costly. The most marginalized trans populations have the least protection from violence, experience more beatings and rapes, are imprisoned at extremely high rates, and are more likely to be disappeared and killed.

This book looks at the conditions that are shortening trans people’s lives and investigates what role law plays in produc- ing those conditions and what role law could or should play in changing them. In the last two decades, the public discourse about trans identities and trans rights has changed significantly. Concern about the exclusion of trans people from gay and lesbian political strategies has heightened. Media coverage of trans issues has increased. Emerging trans political formations have begun institutionalizing by creating new nonprofit organizations and professional associations focused specifically on trans issues, work that also produces new terminology, knowledge, and advocacy tools concerning gender identity and expression. These develop- ments are raising important questions about trans politics. What

 

 

14 NORMAL LIFE

is the relationship of trans political strategy to the strategies of the lesbian and gay rights work that has garnered so much atten- tion in the last three decades? What role should law reform play in trans political strategy? How will forming nonprofits focused on trans issues impact trans people’s lives and trans resistance politics? Who should lead and what forms of leadership should trans politics utilize? What relationship does trans politics have to other political movements and issues? Specifically, how does trans politics interface with anti-racism, feminism, anti-capitalism, anti-imperialism, immigration politics, and disability politics?

In proposing what role law reform should have in trans resis- tance, this book draws from the insights of Critical Race Theory, women of color feminism, queer theory, and critical disability studies to reveal the mistakes and limitations of white lesbian and gay rights strategies. Critical political and intellectual tradi- tions have generated a vivid picture of the limitations of reform strategies focused on legal equality for movements seeking trans- formative political change. These traditions have highlighted the ineffectiveness of the discrimination principle as a method of identifying and addressing oppression, and have illustrated that legal declarations of “equality” are often tools for main- taining stratifying social and economic arrangements. Further, these traditions provide ways of understanding the operations of power and control that allow a more accurate identification of the conditions trans people are facing, and the development of more effective strategies for transformation than the liberal legal reform framework permits. Scholars and activists in these tradi- tions such as Ruth Gilmore, Andrea Smith, Angela Davis, Lisa Duggan, Grace Hong, Roderick Ferguson, Chandan Reddy, and Angela Harris4 describe the operation of key political develop- ments, such as the decreasing bargaining power of workers, the dismantling of welfare programs, the growth of the prison indus- trial complex (PIC) and immigration enforcement, and the rise of the nonprofit formation, and also identify the complexities involved in practicing resistance politics in an age of cooptation

 

 

Preface 15

and incorporation. This book examines these questions from a critical trans political perspective, applies the analysis these tradi- tions have developed to the struggles facing trans people, and il- lustrates the ways trans resistance fits into the larger frameworks being developed in these conversations.

To that end, the chapters that follow raise concerns that have emerged with the institutionalization of the lesbian and gay rights agenda into a law reform-centered strategy. These concerns cau- tion trans scholars and activists to learn from the limitations of that approach. The compromises made in lesbian and gay rights efforts to win formal legal equality gains have come with enor- mous costs: opportunities for coalition have been missed, large sectors of people affected by homophobia have been alienated, and the actual impact of the “victories” has been so limited as to neutralize their effect on the populations most vulnerable to the worst harms of homophobia. Further, the shifting discourse and strategy of lesbian and gay rights work toward privatization, criminalization, and militarization have caused it to be incorpo- rated into the neoliberal agenda in ways that not only ignore, but also directly disserve and further endanger and marginalize, those most vulnerable to regimes of homophobia and state violence.

This book demands a reconsideration of the assumption that trans politics is the forgotten relative of the lesbian and gay rights strategy, and that its focus should be to seek recognition, inclusion, and incorporation similar to what has been sought by lesbian and gay rights advocates. Instead, I suggest that a more transformative approach exists for trans politics, one that more accurately conceptualizes the conditions trans people face and more directly strategizes change that impacts the well-being of trans people. Such an approach includes law reform work but does not center it, and instead approaches law reform work with the caution urged by the critical traditions to which trans politics is indebted and of which it is a part. It makes demands that exceed what can be won in a legal system that was formed by and exists to perpetuate capitalism, white supremacy, settler colonialism,

 

 

16 NORMAL LIFE

and heteropatriarchy. It is rooted in a shared imagination of a world without imprisonment, colonialism, immigration enforce- ment, sexual violence, or wealth disparity. It is sustained by social movement infrastructure that is democratic, non-hierarchical, and centered in healing. This book aims to describe some of what that critical trans politics requires and suggest what models we al- ready have and might expand for practicing critical trans politics.

NOTES 1. These two case studies are adapted from my article, “Compliance

Is Gendered: Transgender Survival and Social Welfare,” in Transgender Rights: History, Politics and Law, eds. Paisley Currah, Shannon Minter, and Richard Juang, (Minneapolis: University of Minnesota Press, 2006), 217–241.

2. “Intersex” is a term used to describe people who have physical conditions that medical professionals assert make them difficult to clas- sify under current medical understandings of what constitutes a “male” or “female” body. Because of these understandings, they are often targets for medical intervention in childhood to make their bodies conform to gender norms. Extensive advocacy has been undertaken to stop these in- terventions and allow people with intersex conditions to choose whether or not they desire medical intervention that would bring their bodies into greater compliance with gender norms. Jim is a person with an intersex condition who is also transgender, but there is no evidence that people with intersex conditions are more or less likely than others to have a trans identity. For more information, see www.isna.org.

3. I have not included a complete list of current policies in this vol- ume because they change frequently. However, my article “Documenting Gender,” Hastings Law Journal 59 (2008):731-842, includes descriptions of state and local policies and their requirements as they existed at the time of publication. Advocacy organizations such as the Sylvia Rivera Law Project (www.srlp.org), the National Gay and Lesbian Task Force (www.thetaskforce.org), the National Center for Lesbian Rights (www. nclrights.org) and the National Center for Transgender Equality (www.

 

 

Preface 17

nctequality.org) can be contacted to obtain updates about changes to these policies.

4. See, e.g., Ruth Wilson Gilmore, Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California (Berkeley and Los Angeles: University of California Press, 2007); Angela Y. Davis, Are Prisons Obsolete? (New York: Seven Stories Press, 2003); Grace Kyungwon Hong, The Ruptures of American Capital: Women of Color Feminism and the Culture of Immigrant Labor (Minneapolis: University of Minnesota Press, 2006); Roderick Ferguson, Aberrations in Black: Toward a Queer of Color Critique (Minneapolis: University of Minnesota Press, 2003); Chandan Reddy, Freedom with Violence: Race, Sexuality and the U.S. State (Durham, NC: Duke University Press, 2011); Angela P. Harris, “From Stonewall to the Suburbs? Toward a Political Economy of Sexuality,” William and Mary Bill of Rights Journal 14 (2006): 1539–1582; Lisa Duggan, The Twilight of Equality? Neoliberalism, Cultural Politics, and the Attack on Democracy (Boston: Beacon Press: 2004); and Andrea Smith, Conquest: Sexual Violence and American Indian Genocide (Cambridge, MA: South End Press, 2005).

 

 

 

19

This book has two primary goals. First, it aims to chart the current trajectory of trans politics, one that I argue is reca- pitulating the limits of leftist, lesbian and gay, feminist, and anti- racist politics that have centered legal recognition and equality claims. Second, it seeks to elaborate on the possibilities of what I understand as a critical trans politics—that is, a trans politics that demands more than legal recognition and inclusion, seeking instead to transform current logics of state, civil society security, and social equality. In developing this two-fold account of con- temporary trans politics I aim to reveal the indispensability of trans organizing and analysis for both leftist thinking and left social movements. Additionally, I aim to address specific sites of intersection where trans activists and organizers can and are find- ing common cause with some of the most important political agendas of our time: prison abolition, wealth redistribution, and organizing against immigration enforcement. Further, I hope to show how critical trans politics practices resistance. Following the traditions of women of color feminism, this critical approach to resistance refuses to take for granted national stories about social change that actually operate to maintain conditions of suffer- ing and disparity.1 It questions its own effectiveness, engaging in constant reflection and self-evaluation. And it is about practice

Introduction Rights, Movements, and Critical Trans Politics

 
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Post A Brief Description Of The National And International Challenges Related To Human And Social Services Professions You Selected. Explain Why Addressing These Challenges Is Important To The Profession And What Difference Their Resolution Or Improvement

Discussion: National and International Challenges

Human services professionals who focus on rectifying human rights violations, social problems, mental health, or welfare needs often do so on a national and international level. In the national and international sphere, there is a great need for social change agents, leaders, and advocates on behalf of human rights, as well as for other issues. Attempting to address these issues at the national and international levels presents a unique set of challenges for human services professionals.

To prepare:

  • Select one national and one international challenge      related to human and social services professions and/or the roles and      responsibilities of human and social services professionals anywhere in      the world. These should be challenges you or a professional might face      when attempting to address issues at the national and international      levels, such as professional recognition, apathy, or cultural barriers.
  • Think about why addressing these challenges is      important to the profession, as well as what difference its resolution or      improvement might make.

With these thoughts in mind:

Post a brief description of the national and international challenges related to human and social services professions you selected. Explain why addressing these challenges is important to the profession and what difference their resolution or improvement might make. Be specific, and provide examples to illustrate your points.

Required Readings

Homan, M. S. (2016). Promoting community change: Making it happen in the real world (6th ed.). Boston, MA: Cengage.

· Chapter 8, “Powerful Planning” (pp. 228–258)

· Chapter 11, “Building the Organized Effort” (pp. 451–473)

Bost, E. (2009). Innovative human service lessonsfor—and learned from—South Africa. Policy & Practice67(2), 33. Retrieved from the Walden Library databases. (Accession No. 39788791)

Mayhew, F. (2012). Human service delivery in a multi-tier system: The subtleties of collaboration among partners. Journal of Health & Human Services Administration35(1), 109–135. Retrieved from the Walden Library databases.

National Organization for Human Services. (n.d.). Ethical standards for human service professionals. Retrieved from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

Wa Mungai, N. (2013). Afrocentric approaches to working with immigrant communities. International Journal of Social Work and Human Services Practice1(1), 45–53. Retrieved from http://www.hrpub.org/download/201309/ijrh.2013.010108.pdf

Required Media

Laureate Education (Producer). (2009d). Profession-related change application—National and international [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

Optional Resources

Stephenson, M. (2005). Making humanitarian relief networks more effective: Operational coordination, trust and sense making. Disasters29(4), 337–350. Retrieved from http://www.ipg.vt.edu/papers/MS_ARNOVA_Humanitarian_II_Final.pdf

 
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Organizational Structure Presentation PowerPoints HCS/325

Organizational Structure Outline Worksheet

HCS/325 Version 9

4

University of Phoenix Material

Organizational Structure Outline Worksheet

The Organizational Structure Outline assignment is part of a cumulative assignment. You will complete different sections of this worksheet throughout the course and compile research to assist you with the completion of the Week Five Organizational Structure Presentation assignment.

Consider the following scenario:

You are part of the management team of a large rehabilitation center that provides short-term care rehabilitation services on an inpatient and outpatient basis. Your center is proposing a new addition of long-term care services, and with this expansion, you must hire and train several new employees. Your team will be responsible for developing a presentation to inform your selected audience of the proposed expansion and its effect on the organization.

In Week Two, your team will be responsible for selecting an audience and brainstorming on the Week Two key points to assist you with your Week Five Organizational Structure Presentation. Please note your team will be responsible for completing the outline for each key point in the assigned week.

Click the Assignment Files tab to submit your audience selection and the completed Week Two portion of your outline to your facilitator. ** Submit (1) Worksheet per learning team.

Part A: Determine Your Audience

Your audience selection is due in Week Two. Due in Week Two Only

As a team, identify an audience for your final presentation due in Week Five. Provide a rationale for your audience selection. For example:

· A board of directors

· A new management team following an acquisition or a merger

· Be sure to review the content requirements for the Week 5 presentation. This will help you be creative when choosing your audience.

Write a 75- to 150-word summary discussing your targeted audience and a rationale for your selection.

Click the Assignment Files tab to submit your audience selection to your facilitator for approval.

The audience we have chosen to address in our final presentation are the board of directors of the rehabilitation center. The board of directors are responsible for developing and reviewing the rehabilitation centers mission and strategy. The board of directors have been entrusted by the community and shareholders to ensure the best policies and decisions are made for the rehabilitation center. The board of directors are not direct employees of the rehabilitation center. They are individuals that have been chosen to serve on the board based on their abilities, such as financial advising. The board of directors will ultimately be who will make the final decision regarding the rehabilitation center expanding to offer long-term care services. Therefore, the board of directors of the rehabilitation facility is who we must present our case to.

Part B: Outline Brainstorm: The team will continue to work off of this worksheet week’s 2-5. It is a working document.

Once you have identified an audience as a team, develop an outline to help organize your research and resources for the final presentation in Week Five. Your team will be responsible for completing the outline for each key point(s) in the assigned week. For example, your team will be responsible for completing the brainstorm and resources for “The effects of organizational structure on communication” key point in Week Two.

Review the Week Five Organizational Structure Presentation assignment. *** Very important

Include the following in your outline:

· Brainstorm concepts you will need to discuss to cover the identified key points.

· Identify resources you will use for the presentation. Please note you do not need to provide a resource for each key point.

Key Points Things to Consider Brainstorm Resources

 

Week Two
The effects of organizational structure on communication What are appropriate communication methods for managers within the organization? The appropriate communication methods used for managers within this organization would be having staff meetings, face to face with supervisors on each unit, and putting communications in writing to hand out to everyone within the organization. Effective communication is critical in the health field because a patient’s life may depend on it. Managers may communicate with staff in many ways which includes team meetings, one on one coaching sessions.

 

1.Preparation

2.Audience

3.Venue

4.Remit

5.Choosing your main points

6.Developing an opening

7.Use of Social Media

8.Website

9. Develop an opening

10. Reach a conclusion

· What is the importance of these communication methods within the organizational structure? The importance of this communication methods is to improve the workflow, the interpersonal communications among direct and indirect care staff, and overall productivity by providing employee trust, relationships, clarity and collaboration.  
· What internal and external relationships must be considered? The internal relationships that must be considered are our internal staff which would be our physicians, nurses, the nursing assistants, the therapist, the Board of Directors and Administrative Staff. The external relationships that must be considered are the patients, their families, the public, and our investors.  
Week Three
The steps involved in organizational planning and functions of management What steps are used to plan and implement change within the organization? There are many steps that can be used to plan and implement change within an organization. The change must be clearly defined, aligned to goals and determine the possible impacts. Communication is key, develop a communication strategy. This strategy can include meetings, training, involving teams and being open to suggestions. Measuring the change process is also a necessary step to ensure the plan is implemented effectively. 1. Explain the plan

2. Communicate

3. Track the change

4. Implement a support structure

5. Measure the change

  How might these steps be applied to the scenario? Implementing change of plan in an organization needs to be done in a smooth transition and ensure that employees are guided the change journey. Employees should be taken on the change journey, firstly you must determine the most effective means of communication that will bring everyone on board. The communication strategy should include the communication channels and mediums you plan to use. It is also important that your people receive training, to teach the skills and knowledge required to operate efficiently as the change is rolled out. You should also evaluate your change management plan to determine its effectiveness and document any lessons learned.  
Explain the administrative process needed to track outcomes and improve quality and safety What environmental influences related to health care may affect outcomes and quality within the organization? Some of the environmental influences that can affect outcomes and quality within the organization are service, quality, and resource stewardship. If your patient isn’t happy, this will mean the outcome will score low. Making sure that the patient to staff ratio is met, providing staff with training, schedules, following the proper health care guidelines by State and government standards and very important to communication from both the organization and patients will help improve the outcome. Cowing, M., Davino-Ramaya, C. M., Ramaya, K., & Szmerekovsky, J. (2009, Fall). Health Care Delivery Performance: Service, Outcomes, and … Retrieved March 9, 2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911834/

University of Phoenix. (2019). Week Three supplement: Introduction to Health Care Management (3rd ed.), Ch.7. Retrieved from University of Phoenix College, HCS/325—Health Care Management course website.

 

  What steps will be taken to evaluate quality and safety? Quality itself has many different facets that need to work together to achieve an outcome that is wanted. In health care there are different things that quality needs to be a part of, the way the patients are treated, the knowledge of the individuals working on the patients, and every aspect of care an individual’s get. When it comes to safety that is something every business focus on in most cases saying that safety is number one, in health care safety for the patients but also for medical workers. With quality there is CQI which is continuous Quality Improvement that involve the actual workers across the entire organization defined in 5 dimensions; process focus, customer focus, database decision making, employee empowerment and organization-wide impact (University of Phoenix, 2019, Week Three Supplement). There is also the FOCUS model, PDCA, six sigma, and Toyota production system/lean. We will use a flow chart, different graphs and collection of data from many different departments to continuously understand, change and improve the quality of care in many areas. When it comes to safety, we will have a basis of basic safety items and continue to use continuing education for the workers, and have a team to enforce, teach and research ways to continue to improve safety. The team will also work to create a culture of safety so that every time someone enters the facility, they will immediately feel the air of safety, in doing so put the minds of the patients at ease. Finding the areas that need improvement or effects the team the most and creating a plan to decrease that area that is the least safe.  
Describe the effects of controls used in health care management How might financial and human resource control issues affect planning? The effectiveness of training and development activities of the organization can be assessed by monitoring job-impact indicators. The returns on the investment made on the training activities can also be measured by using quantitative tools like benefit-to-cost ratio, payback period, discounted cash flow, and utility analysis. The attrition levels in an organization can be assessed by using two metrics – employee turnover rate (separation rate) and employee retention rate. These metrics are periodically computed, and the values compared with the industry average and with the past records of the organization. The success of strategic planning is largely dependent on the success of financial planning. Without access to capital, plans cannot be put into action. So, if a company is relying on credit to finance an expansion, and suddenly credit is unavailable due to adverse market conditions, strategic planning will suffer. Likewise, if a company is depending on equity capital to fund its strategic objectives, it may be disappointed if cash is misappropriated, or if due to an emergency the capital must be allocated to more urgent matters. 6. Organization

7. Monitoring

8. Financial planning

Week Four
Strategies and methods needed to influence organizational change and to minimize conflict What are strategies that might be used to bring about change in the organization? The strategies that can help promote positive change to our organization would be:

-Initiatives

-Feedback

-Incentives

-Resistance

-Self Evaluation

When setting forth with our initiatives we should incorporate informed perspectives of our other managers plus staff, to ensure our goals are reasonable and the strategies are well-reasoned. We can ask for the feedback of our staff to new policies to help ensure the initiative has its intended effect. We can assess the needs of our staff with the needs of this organization using incentives. “For example, to motivate employees to accept structural changes within the organization, you might explain how the new power hierarchy will improve communication and decrease confusion, as well as create new efficiencies that will decrease everyone’s workload.” (Mack, 2017) To heal with our staff that are resistant, we can meet to discuss their reservations, as well as possible compromises. To encourage change, allow employees to evaluate company policies critically in a constructive manner.

Mack, S. (2017, November 21). What Change Management Strategies Can Be Used for Future Organizational Changes? Retrieved March 16, 2019, from https://smallbusiness.chron.com/change-management-strategies-can-used-future-organizational-changes-35475.html

 

  How might the identified strategies be used to prevent or to minimize conflict? Although it will be great for employees to feel empowered to address conflict on their own, they need to be able to bring such issues to the notice of the managers. Miscommunication perhaps causes the most workplace conflict. You will have to clarify priorities in other to minimize conflict in an organization, everyone should be clarified on who’s supposed to be doing what so there won’t be confusion. Listening is another way to prevent conflict. Management should encourage employees and managers to listen to each other during a conversation to avoid conflict, hold training sessions on how to listen and communicate more effectively. Some employees start conflict because they want to be heard, you can reduce the potential of that kind of conflict by creating an atmosphere of open communication within your company. Encourage managers and executives to leave their doors open to everyone with an issue. Open and effective communication can be a significant deterrent to workplace conflict.  
  What strategies might be applied if conflict does arise? When conflict does arise, there are a few steps that could be made to help resolve the conflict. In a heal care environment it is always important to have open dialog between the peers as well as managers. When an issue is not just between two people, a meeting could be held to talk about the resolution of the issue. Also using teaching and training when issues arise, they can learn from what happened and used them to be able to resolve the conflicts as they are happening. Teaching and training staff on tools to use when a conflict arises that way when they are in the moment, they can defuse the situation. Some ways they can resolve them is recognizing how they are feeling as well as the other individual. They can also make sure they are getting to the root of the issue, so the main problem is getting solved. Managers need to be consistent and make sure the staff is aware of what is expected from them at what rules are applied. That way when they are being a mediator when conflict arises, they know it will be solved in an honest and direct manner.

 

 
  What is the manager’s role in conflict management? The managers role in conflict is to listen to everyone Involved and hear their views. No one likes to be wrong, so no one ever wants to hear someone else telling them they are wrong. Of course, you can argue on the one hand that people should be gracious enough to accept that they will not always be right. However, on the other hand, you also cannot expect everyone to be as enlightened about the intricacies of conflict resolution as you. A manager must also collaborate with the team to create conflict resolution protocols. People tend to cooperate with rules when they have a hand in creating the rules. A manager is also a mediator.

Sometimes two individuals in a conflict simply can’t work it out together without the aid of third party. If your workers’ conflict has escalated to the point where outside intervention is necessary, set up a mediation session. Train a staff member. Allow this staffer to sit down with the feuding individuals and assist them in working through their problems in a productive manner. Ask each person to give a little and take a little by arranging a compromise between the two. Ask both members to come to you and talk the problem through with them, presenting potential compromises and allowing them these options. By arranging a compromise instead of just selecting one member’s interests over the other, you can reduce the likelihood that one staff member feels slighted by the way in which the conflict was resolved.

 
Week Five
The ethical issues considered important in today’s health care organization Explain how ethical issues may alter the way change is conducted in the organization.    

Please Note: Your completed Organizational Structure Outline worksheet is due in Week Five and will be submitted with the Week Five Organizational Structure Presentation assignment.

Copyright © 2017 by University of Phoenix. All rights reserved.

 
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MGMT615 Strategic Planning- Two Questions With A Minimum Of 500 Words For Each

Hello,

 

I need help with an assignment for a strategic planning class. There are two questions total (assignment 1 and assignment 2) that need to be answered. They need to be a minimum of 500 words each. The references need to be listed in APA format. I need by tomorrow night Thursday 1/17 by 7pm (EST).

 

Assignment # 1 (link to article is in the attachment)

(1) identifying all the pertinent issues that management needs to address, (2) perform whatever analysis and evaluation (e.g., Five ForcesSWOTPESTLEfinancial ratios, etc.) as appropriate, and (3) propose an action plan and set of recommendations addressing the issues you have identified.

Specifically, address what grade would you give Southwest management for the job it has done in crafting the company’s strategy? Why? What is it that you like or dislike about the strategy? Why? Does Southwest have a winning strategy? Why or why not?

 

Assignment #2

Does the AirTran acquisition make good strategic sense for Southwest? What strategic issues and problems do Gary Kelly and Southwest executives need to address as they proceed to close the deal with AirTran and contemplate how best to integrate AirTran’s operations and AirTran’s employees into Southwest? What weaknesses or problems do you see at Southwest Airlines?

 
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Child Life Theory And Practice Forum And Responses

Psychological Preparation

Kira is a 5-year-old who is admitted to the ER following a fall from her bunk bed. The primary health care provider has ordered a X-ray. Kira is worried and keeps asking, “When can I go home? What are you going to do to me? Don’t hurt me.” What can you, as a CCLS, do to help alleviate Kira’s stress and to teach her about the X-ray?

400 Level Forum Grading Rubric

 

Possible points Student points
Met initial post deadline (Wednesday)  10  
Initial post is substantive  10  
Initial post is at least 400 words  10  
Initial post employs at least two citations; one can be text; other must be from an academic source  10  
     
First response to classmate posted by Sunday  10  
First response is at least 200 words  10  
First response employs at least 2 citations; one can be text; other must be from an academic source  10  
     
Second response to classmate posted by Sunday  10  
Second response is at least 200 words  10  
Second response employs at least 2 citations; one can be text; other must be from an academic source  10  
     
   100  

 

First response:

New! Psychological Preparation

Alissa Dodge (Aug 8, 2016 1:46 PM) – Read by: 3Mark as ReadReply to This MessageReply

 

“The general guidance has been that younger children benefit form preparation closer to the event, while older children fair better when preparation is initiated earlier” (Thompson, 2009, p. 169). Since Kira is a younger child, it would be more beneficial to her to explain the steps of the X-ray closer to when the X-ray is scheduled. Since the X-ray can be a scary time for Kira, it is important for the CCLS to focus on both explaining the procedure and ways to cope with her anxiety. When providing Kira with information, it is important that it is accurate and relevant to what she will be going through. “Plans that are appropriate to the event, to the child and family, and to the staff involved can be made based on the information that has been gathered” (Thompson, 2009, p. 174). By gathering pertinent information about Kira and her case, the CCLS will be able to help calm Kira down. For example, when Kira asks when she will be able to go home, you do not want to give her false hope of going home after the X-ray is done, but the CCLS should find out from the doctor what her care of plan is and explain to Kira that she will be able to go home as soon as possible instead of giving her an exact time frame that could get her hopes up or make her more anxious.”Imagine you had the job of redesigning light to make it a bit more powerful—so you could see through bodies, buildings, and anything else you fancied. You might come up with something a bit like X rays.” (Explain that Stuff). Even though this description of an X-ray is a little easier to understand, it would still be too complex for Kira. The CCLS can explain to Kira that the x-ray machine is just like a big camera. Just like cameras take pictures of people, the X-ray machine is going to take pictures of different parts of her body so the doctor can see her bones better. The CCLS can explain to Kira that she will be laying on a table just as if she were laying in bed. The X-ray tech may move different parts of her body to get a closer look, but since Kira is concerned about being hurt, the CCLS can ask Kira if she is hurting anywhere so the x-ray tech is more careful with the specific area. Using simple words and comparing the X-ray to something she is familiar with will help Kira stay calm about the procedure. To help calm Kira’s anxiety, the CCLS could give her some bubbles to blow to help with her breathing, or use medical play therapy so she can see the medical tools she may be introduced to during the X-ray so she has a more positive opinion of the tools.

References:

Woodford, Chris (2009). Xrays. Explainthatstuff. Retrieved from http://www.explainthatstuff.com/xrays.html

Thompson, R.H (2009). The handbook of child life: a guide for pediatric psychosocial care. Springfield, IL: Charles C.      Thomas Publisher Ltd.

 

Second Response:

New! Week 6 / Forum 6: Psychological Preparation

Brittany Nanney (Aug 9, 2016 10:00 AM) – Read by: 2Mark as ReadReply to This MessageReply

 

Kira, a young five year old girl is experiencing worry and is scared over her upcoming X-ray. We as future certified child life specialists can help alleviate her stress and teach her about this X-ray. First, I would explain it to her in simple terms and on eye level with her. Describing at how it is like taking a good picture and it shows the doctors amazing things. Preparing her mental and emotional state is just as important as prepping her physically for the X-ray. We want “to ease a child’s fear and anxiety with therapeutic and recreational play activities.” (Child Life Council 2010). By incorporating easy games and activities that are appropriate for Kira’s age and developmental level, we can calm and relax her prior, during, and post X-ray. Letting her “roll play” taking a photograph herself would allow her to feel less discomfort and see that it will not hurt after all. Using creative sound features and artistic objects can help alleviate some apprehensions about the X-ray. We want to ensure that we are building trust and opening lines of communication with Kira so she can ask about the X-ray and feel more laid back. Since she is frightened, I might even ask her about her “favorites”. For example, singing her favorite song quietly and softy might help. Letting her use her imagination through play can be helpful as well. A doll she loves, a stuffed animal that she sleeps with each night, etc. could be beneficial. These toys and games will allow her to enjoy symbolic and fantasy play, which is ideal for her age range (Thompson 2009).

On a personal note, when I was in first grade, I broke my wrist and had to have an X-ray. I remember how much I loved roll playing at that age so demonstrating the entire technique of what an X-ray entails would be of great assistance to Kira. Making her feel like a small part of the procedure itself would show her that it will be fast and easy.  It’s a great way to allow her to see what the X-ray and involves so she can better understand.

My References

Child Life Council. (2010). Empowering Children and Families to Child Life: Cope with Life’s Challenges. Rockville, MD: Child Life Council, Inc.

Thompson, R.H. (2009). The Handbook of Child Life: A Guide For Pediatric Psychosocial Care. Springfield, IL: Charles C. Thomas Publisher Ltd.

 
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Mul 2380 Test 1 Dr. Terri Mitchell 1. Give A Brief Definition Of The Following: A Rhythm B. Beat C. Melody D. Harmony 2. Explain How Ragtime Music Combines The Elements Of Both Europe And Africa. 3. What Are The Instruments Found In A Standard Rhy

Mul 2380

Test 1

Dr. Terri Mitchell

 

1. Give a brief definition of the following: a rhythm; b. beat; c. melody; d. harmony

 

2.  Explain how Ragtime music combines elements of both Europe and Africa.

 

3.  What are the instruments found in a standard rhythm section?

 

4.  How did the minstrel show change after the Civil War?

 

5.  What was the name of the area in New York where the music publishing industry evolved in the late 1800s?

 

6.  Who was one of the most important songwriters before the Civil War? What styles did he compose in?

 

7. How did the influence of minstrel shows carry over into American popular entertainment after the shows were no longer popular?

 

8. What were both positive and negative contributions of the Minstrel show to American life and popular songs? (at least 2 each!)

 

9. How did James Reese Europe influence popular music?  What dance did he help popularize?

 

10. What are the three main sources of popular music?  What did each contribute to the popular sound?

 

11.  What is meant by the blue form?  Discuss the harmonic form and how the text (words) are organized.

 

12. Who was Bessie Smith? What style of music is associated with her, and what are the three contributions she made to popular music?

 

13. How did ragtime change the way African American composers viewed their own music?

 

14.  What kinds of stage entertainment became popular after the Civil War?

 

15. Who was the most important composer of concert band music in the late 1800’s?

What three traits does his music share with Stephen Foster and George M. Cohan?

 
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PHI Journal 8

Answer the following questions in a minimum of 1-2paragraphs each. Be sure to explain your answers and give reasons for your views. All journal entries must be submitted as attachments in order to generate an originality report.

  1. Explain Locke’s view that we can have knowledge of an external world despite our being directly aware only of sense data. Do you agree with him, or do you side with his critics who say that we can know only the contents of our minds?
  2. Why does Berkeley deny the existence of material objects? Explain his view of subjective idealism. Do you accept or reject his theory? Why or why not?
  3. Suppose someone claims that he can easily refute Berkeley’s idealism by simply kicking a rock or eating an apple. Does this demonstration show that Berkeley’s view is false? Explain.
  4. Hume thinks that all knowledge must be traced back to perceptions; otherwise, assertions of knowledge are meaningless. From this, he concludes that all theological and metaphysical speculations are worthless. Do you agree with him? Why or why not?
  5. What does Kant mean by “Thoughts without content are empty, intuitions without concepts are blind?” Do you agree that at least some of your perceptions are conceptualized?
 
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SOCW 6121 Week 10

Week 10: Task Groups

Agencies sometimes use task groups to address problems or initiate new programs. These groups often have specific goals, and it is the responsibility of the group leaders to develop a well-organized agenda. Although this type of group is an effective way to solve problems within an agency, task groups can be used as clinical interventions. The experience of participating in a task group itself can be therapeutic; however, the group leader must make sure that the members not only successfully complete the tasks set for the group, but that they are benefiting from the social experience as well. The success of the intervention depends on the skills of the clinical social worker in facilitating this process.

Learning Objectives

Students will:
  • Evaluate task group interventions
  • Apply group process skills

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work34(3), 276–292.

Document: Group Wiki Project Guidelines (PDF)

Recommended Resources

Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”

Discussion: Task Groups

Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.

For this Discussion, read the Van Velsor (2009) article.

By Day 3

Post your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?

By Day 5

Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving.

Response

Sharon Turner RE: Discussion – Week 10COLLAPSE

Task Groups as an Intervention for Children

Task groups allow children the benefit of working together in a group while learning to practice and acquire valuable social and emotional learning (SEL) (Van Velsor, 2009).  Task group also teaches children to cooperate and collaborate to reach an end goal (Van Velsor, 2009).  Additionally, Toseland & Rivas (2017) states that a task group can draw people together, create a sense of cohesion, commitment, and respect for the other group members in order to resolve a problem (p. 337).

Effective Problem Solving

Problem-solving is one of the main functions of a task group.  Toseland & Rivas (2017) point out six steps to effective problem-solving, they are: identifying a problem, developing goals, collecting data, developing plans, selecting the best plan, and implementing the plan (p. 353). When working within a group, it seems to be a better way of problem-solving than when doing so individually. This can be done, for example, by a “brainstorming method” (Toseland & Rivas, 2017).  Brainstorming allows group members to share ideas, thoughts, and opinions openly.

Advantages and Disadvantages

On a day to day basis, we engage in social gatherings and groups. Thus, learning to function in a group setting is a critical adjustment for all human beings.  Task groups can help those who struggle with group settings.  Task groups can help build on one’s self-esteem, self-management, and build on relationship skills (Van Velsor, 2009). Another advantage of a task group is that it can help the group members prepare for life responsibilities (Van Velsor, 2009).  In order to establish an atmosphere of growth, warmth, and respect, the therapist or group leader much embody ways of cohesiveness by setting an example to the group members. A disadvantage pointed out by Van Velsor (2009) is that children who “with less developed social and emotional skills” may have difficulties learning the skills taught in the task group.

The task group can be used for both children and adults.  To develop a task group for adults, the counselor must understand the mission of the task group and develop the skills accordingly (Toseland & Rivas, 2017). The task group model can help build healthy and appropriate boundaries and promote valuable skills such a problem-solving. Both adults and young people can benefit from a task group model, as everyone develops at different levels.  There may be many adults who did not learn SEL as children; thus, they can also benefit from SEL as adults.

.

References

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work, 34(3), 276-292.

https://web-b-ebscohost-com.ezp.waldenulibrary.org/ehost/detail/detail?vid=0&sid=3c37341f-d6cc-4ab6-8757-ccfbcc56986e%40pdc-v-sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=43429456&db=sih

Response

 
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Assignment 2

Assignment 2

Part 1: In 1-2 paragraphs (per question), answer the following questions in “answer and question format”:

  1. Unions can play a vital role in improving working conditions for workers in a globalized economy. From the Bowe’s readings, please describe two ways unions can improve working conditions in the agricultural industry.
  2. In your research on agricultural workers what realities of their lives you found most disturbing about their working conditions. Please be specific and cite your source.
  3. Please identify two reasons agricultural workers leave their homeland to work in the fields of American agricultural for low pay.  Is it possible that free market competition benefits big corporations and undermine local farmers in Mexico?
  4. Please explain the how the working conditions described in Bowe’s book related to trade policy like (NAFTA).

Part 2: In two pages, write an essay explaining the labor conditions that unions improved based on the readings and your individual research.

  1. Address the sources of challenges and opportunities (e.g. profit motives by corporations, nationality and gender bias, lack of citizenship rights of migrant workers, and legal rights to unionized or lack thereof).
  2. Please provide resources as required by APA standards.
 
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