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Framework for Practice with Diverse and Oppressed Clients | |
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Theory for Practice | |
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Ecological Framework for Practice | |
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Diversity and Strengths Perspective | |
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Value Base for Practice | |
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Assessment and Intervention Framework | |
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Conclusion | |
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References | |
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Culture, Social Class, and Social Identity Development | |
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Culture | |
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Norms | |
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Values | |
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Language and Culture | |
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Cultural Change | |
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Subcultures | |
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Social Class | |
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Education and Social Class | |
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Social Identity Development | |
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Social Categorization | |
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Social Comparison | |
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Person-in-Environment Classification System | |
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Conclusion | |
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References | |
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Ethnic Identity Development | |
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Western Models of Identity Development | |
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Erik Erikson | |
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James Marcia | |
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Critique of Western Psychological Theories | |
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Ethnic Identity | |
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References | |
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Risk and Resilience: Impact of Early Trauma on Psychological and Physiological Functioning | |
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An Ecological Framework: the Person-in-Environment System | |
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Psychological and Physiological Impacts of Early Trauma | |
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The Adverse Childhood Experiences Study | |
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The Stress Response: How Can Stress Translate into Illness? | |
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Neurobiology of Early Trauma: Understanding the Mind-Body Connection | |
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Coping Mechanisms and Resilience | |
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Assessing the Brain-Behavior Connection: Implications for Client Resiliency | |
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Conclusion | |
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References | |
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Dynamics of Oppression and Discrimination | |
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Oppression and Power | |
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Sexual Oppression | |
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Racial Oppression | |
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Discrimination | |
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Diversity | |
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Identity | |
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Stigma and Stigma Management | |
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Effects of Stigmatization | |
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Conclusion | |
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References | |
| |
| |
| |
African-Americans: Consequences of Discrimination | |
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The African American Community: A Socioeconomic Profile | |
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Race and Developmental Process | |
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| |
African American Family Values and Patterns | |
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The Role of the African American Churches | |
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| |
Educational Functioning and Achievement | |
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| |
Effects of Interethnic Interaction | |
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| |
Ethnicity within the African American Community | |
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| |
Assessment and the Social Worker's Role | |
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| |
Case Study | |
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| |
Conclusion | |
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| |
References | |
| |
| |
| |
Women and Sexist Oppression | |
| |
| |
| |
Case Study | |
| |
| |
The PIE Classification System for Problems in Social Functioning | |
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| |
PIE Assessment of Jean | |
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| |
The Empowerment Framework | |
| |
| |
Male Models of Structured Reality | |
| |
| |
Madness as a Feminist Construct | |
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| |
Macro-Analysis: Feminist Epistemologies and the Nature of Knowledge Making | |
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| |
What Do We Mean by the Oppression of Women? | |
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| |
Feminization of Poverty | |
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| |
Conclusion | |
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| |
Helpful Websites | |
| |
| |
References | |
| |
| |
| |
A Multi-diversity Perspective on Latinos: Issues of Oppression and Social Functioning | |
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| |
| |
Who is the Latino/Latina? | |
| |
| |
Socio-demographic Profile | |
| |
| |
Racial and Ethnic Identity | |
| |
| |
Poverty and Social Status | |
| |
| |
Labor Force Participation | |
| |
| |
Latino Immigration to the United States | |
| |
| |
Mexicans | |
| |
| |
Puerto Ricans | |
| |
| |
Cubans | |
| |
| |
Central and South Americans | |
| |
| |
Dominicans | |
| |
| |
Latino Normative and Cultural Values | |
| |
| |
Respect, Dignity, and Personalism | |
| |
| |
Help Seeking Behaviors | |
| |
| |
Latino Family | |
| |
| |
Gender Roles | |
| |
| |
Family Support System | |
| |
| |
A PIE Perspective of Working with Issues of Oppression and Social Functioning | |
| |
| |
Assessing for Social Functioning Problems | |
| |
| |
Assessing for Mental Health Problems | |
| |
| |
Case Illustration | |
| |
| |
Factor I: Problems in Social Functioning | |
| |
| |
Factor II: Problems in the Environment | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Native Americans: Oppression and Social Work Practice | |
| |
| |
| |
History of Racism | |
| |
| |
Present Day: Social and Health Problems | |
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| |
Mental Health | |
| |
| |
Family, Beliefs, and Rituals | |
| |
| |
Values and Traditions | |
| |
| |
Spiritual Traditions of Native Americans | |
| |
| |
Practice Implications | |
| |
| |
Intervention | |
| |
| |
The PIE System and Native Americans | |
| |
| |
Case Study | |
| |
| |
PIE Assessment of Mary | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Asian Americans: Ethnocentrism and Discrimination | |
| |
| |
| |
Immigration and Resettlement Patterns and Consequences | |
| |
| |
Chinese | |
| |
| |
Japanese | |
| |
| |
Filipinos | |
| |
| |
Koreans and Asian Indians | |
| |
| |
Southeast Asians | |
| |
| |
Norms, Beliefs, and Cultural Stereotypes | |
| |
| |
Common Beliefs | |
| |
| |
Mental Health Problems and Treatment Seeking | |
| |
| |
Implications for Social Work Practice | |
| |
| |
Summary | |
| |
| |
Case Study | |
| |
| |
PIE Assessment of Mr.Yee | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Lesbian, Gay, Bisexual, and Transgender People Confront Heterocentrism, Heterosexism, and Homophobia | |
| |
| |
| |
History | |
| |
| |
Historical Oppression in Context | |
| |
| |
Definitions | |
| |
| |
The Roots of Oppression | |
| |
| |
Gender Ideology | |
| |
| |
Heterosexual Privilege | |
| |
| |
Religion | |
| |
| |
Psychiatry/Psychology | |
| |
| |
Law and Policy | |
| |
| |
Violence and Gay Bashing | |
| |
| |
Internalized Homophobia | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Ableism: Social Work Practice with Physically Disabled Individuals | |
| |
| |
| |
Historical Overview | |
| |
| |
Bioethics | |
| |
| |
The Nature of Disability | |
| |
| |
Functional Disability versus Socially Imposed Disability | |
| |
| |
Early Age of Onset | |
| |
| |
Later Age of Onset | |
| |
| |
Vulnerabilities and Risk Factors versus Resilience and Protective Factors | |
| |
| |
Person-in-Environment Assessment | |
| |
| |
Case Study | |
| |
| |
The Social Worker's Role | |
| |
| |
Intervention | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Ableism: Mentally and Emotionally Challenged People | |
| |
| |
| |
Theoretical Framework | |
| |
| |
Mental Disorders as Social Roles | |
| |
| |
Self-Concept | |
| |
| |
Social Roles/Relationships and Psychiatric Disability | |
| |
| |
Case Study | |
| |
| |
Theories of Practice: Person-in-Environment Analysis | |
| |
| |
PIE Assessment of Steve | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Social Work Practice with Immigrants | |
| |
| |
| |
The Contributions of Social Work to Immigration | |
| |
| |
Demographics | |
| |
| |
The Outsider | |
| |
| |
The Circumstances | |
| |
| |
Acculturation versus Adaptation: A Framework | |
| |
| |
PIE Analysis | |
| |
| |
Case Study 1 | |
| |
| |
PIE Analysis of Alicia | |
| |
| |
Case Study 2 | |
| |
| |
PIE Analysis of Muny | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Lookism: Bias Based on Appearance | |
| |
| |
| |
Beauty Is and Beauty Does | |
| |
| |
Appearance Discrimination in the Workplace | |
| |
| |
Consequences of Appearance Discrimination on a Personal Level | |
| |
| |
The Law | |
| |
| |
Impact of Medical Advances on Appearance Discrimination | |
| |
| |
Psychosocial Consequences for the Individual | |
| |
| |
Case Study | |
| |
| |
PIE Assessment of Patty | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
The "Ghetto Fabulous" Persona Among African American and Latino Youth: Issues of Social Oppression and Social Functioning | |
| |
| |
| |
Social Functioning Issues in Inner City Communities | |
| |
| |
A Person in Environment for Social Work Practice with African American and Latino Urban Youth | |
| |
| |
Case Study | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
Affirmative Practice with People Who Are Culturally Diverse and Oppressed | |
| |
| |
| |
A Paradigm for Affirmative Practice | |
| |
| |
Culture and Diversity: A Transactional View | |
| |
| |
The Power of Personal Experience | |
| |
| |
Diversity and Worldviews | |
| |
| |
Interrelatedness and Interconnectedness of Human Experience | |
| |
| |
Interlocking Systems of Oppression | |
| |
| |
Practice Implications: Women | |
| |
| |
Practice Implications: Gays and Lesbians | |
| |
| |
Practice Implications: Latinos | |
| |
| |
Practice Implications: African Americans | |
| |
| |
Practice Implications: Native Americans | |
| |
| |
Practice Implications: the Chronically Mentally Ill and the Physically Challenged | |
| |
| |
Micro Systems Intervention | |
| |
| |
Mezzo Intervention | |
| |
| |
Cultural Competence and the Profession | |
| |
| |
Macro Intervention | |
| |
| |
Conclusion | |
| |
| |
References | |
| |
| |
| |
PIE Assessment Forms for Factors I and II | |