Challenges for Social Work Students: Skills, Knowledge and by Nancy E Sullivan MSW PH.D. RSW, Karol Steinhouse, Bernard

By Nancy E Sullivan MSW PH.D. RSW, Karol Steinhouse, Bernard Gelfand

Social employees are facilitators of social and person swap. How are their values comparable or assorted from these in their consumers? How do those values increase out of interplay with cultures and subcultures? How can theories be used virtually? How can social provider firms facilitate or abate potent provider supply? This booklet of readings is designed to assist social paintings scholars take hold of the basics of social paintings perform from an anti-oppression, empowerment point of view. those seventeen articles illustrate an wisdom of team and person variety, and of the general public and political elements of personal issues. those readings inspire scholars to be significantly self-reflective approximately their ideals, assumptions, attitudes, and activities, which finally effect on their perform and their consumers.

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Additional resources for Challenges for Social Work Students: Skills, Knowledge and Values for Social and Personal Change

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Many — if not most — of our clients do not have power or privilege, and they are most often oppressed because of their age, their material conditions, gender, culture, race, ethnicity, or sexual preference. While working with people who are asking for help on a specific issue we need to consider the ways that ageism, racism, sexism, ableism, heterosexism, and classism oppress them. For example, many heterosexual social workers may not be sensitive to how difficult it is for many homosexuals or lesbians to have to hide significant and intimate relationships from their families, friends, or colleagues.

More important, they can more effectively mobilize power resources to influence agency policies and procedures. Making social service agencies more responsive to their clients necessitates, ultimately, changes at the social policy level. The point of such policy changes is to increase the clients' control over resources needed by the agency and to increase the availability of alternative sources for the services controlled by the agency. The transfer of power from the agency to the clients will require some drastic changes in the policies and the resultant structure of social service agencies.

7). Among the roles they identify are (a) the diagnostician, who utilizes in the assessment process not only personality or ecological theory but also an organizational theory to identify the barriers to effective functioning; (b) the expediter, who can get things done for the client, particularly in the organization, mostly through bargaining; (c) the case manager, who plans, coordinates, and monitors client services; (d) the advocate, who tries, on behalf of the client, to break down organizational barriers to access to services; (e) the program developer, who uses feedback from clients to initiate, plan, and implement new programs to improve service effectiveness; and (f) the organizational reformer, who attempts to change organizational structure and the processes that impede service effectiveness.

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