Reflection assignment
Stuck with a difficult assignment? No time to get your paper done? Feeling confused? If you’re looking for reliable and timely help for assignments, you’ve come to the right place. We promise 100% original, plagiarism-free papers custom-written for you. Yes, we write every assignment from scratch and it’s solely custom-made for you.
Order a Similar Paper Order a Different Paper
Please see instructions attached!!!
Reflection instructions
The portfolio will consist of a reflective paper with supporting attachments and should be a compilation of practicum and related classroom work in the areas of theory, policy, practice, research and evaluation and the use of the Afrocentric and Strength- Based perspectives. The portfolio will give some indication of the extent to which the student understands and can apply the knowledge, skills, and values of advanced generalist social work practice.
Reflective paper instructions (minimum of 8 pages)
The reflective paper, should in a narrative form, identify the chosen foci, and summarize significant learning experiences that have occurred and describe the new knowledge, values, and/or skills acquired during the foundation and concentration years of the program.
The Reflective Paper should include the following sections:
1. Afrocentric Perspective – Student will reflect on the personal and professional understanding and application of the Afrocentric Perspective and Strength-Based Perspective in social work practice.
2. Knowledge and Skills of Clinical Social Work Practice – Student will reflect on and Identify a case submitted with the use of a specific practice theory, provide a rationale for the choice of the theory and clearly describe the implementation the practice theory in the case.
3. Knowledge and Skills for Social Work Policy – Student will reflect on the learning and application of skills for indirect practice and use of Social Policy.
4. Knowledge and Skills for research and evaluation – Student will reflect on the learning and knowledge for application for research and evaluation in social work practice.
5. Knowledge and Skills for Social Work Leadership in Clinical Settings- Student will reflect on the learning and application of a leadership style and skills for and application in social work practice.
6. Self-Reflection – Students will reflect on personal and professional growth process during their matriculation in the WMYJSSW. Identify learning and specific strengths developed for utilization in social work practice.
Biopsychosocial Assessment
Vanessa Jones is a 57-year-old African American woman from Atlanta, GA. She came to
the Cancer Treatment Centers of America (CTCA) on September 2nd,2021 for treatment for her
stage 3 breast cancer. At her appointment her oncologist Dr. Johnson noticed something was off
with Ms. Jones. Dr. Johnson reached out to the behavioral health team for an assessment on the
patient. During the assessment Ms. Jones admitted to being a user of Crack-cocaine for over 25
years. Due to the fact that Ms. Jones uses narcotics her doctor has decided to stop treatment until
Ms. Jones is clean.
Growing up Vanessa was the youngest of 4 children. She grew up in Bowen Homes
Project and she attended Frederick Douglass High School in Atlanta. Ms. Jones had her First
child at the age of 15 years old. After high school Ms. Jones took a job working at a local
factory. Ms. Jones has 6 children with 4 different men. Ms. Jones States the first time she ever
used Crack-cocaine was when she was when she was 32 years old. She states that she was in an
abusive relationship with her boyfriend, and she started using to as she states to numb the pain
she was experiencing. Due to her drug use she ended losing custody of 5 of her 6 kids. The
oldest was 18 at the time so he didn’t have to go into care. She never married and is currently
single. She has a relationship with 4 of her kids. she currently lives in Riverdale, GA with one of
her sons. She is currently not employed and is receiving Social Security Disability Insurance
(SSDI). Since her diagnosis her son is her primary caretaker making sure she has a ride to her
appointments at CTCA.
Ms. Jones states that she attempted to get clean serval times in the last 10 years. She has
attended many different detox programs and will stay clean for a few weeks. The longest she has
been clean was 3 months. When asked what she thinks causes her to relapse she stated that she
goes back whenever she starts feeling stressed. When asked do she think she can stay clean long
enough so she could start back receiving treatment she stated that she could try but the Labor
Day weekend was coming up and that she also was getting her SSDI check. She said one of her
triggers was when she gets her checks and that she will spend majority of the check on drugs.
When asked if she think giving her check to a trusted person to hold on to the check for her. She
stated that she would rather not do that. It was suggested that she enters a detox program to get
clean to resume treatment.
Ms. Jones is open to get treatment for her addiction so she can begin her journey of
healing from cancer again. She states that she needs to clean for her children and grandchildren.
Her goal is sobriety and beating cancer.
Social workers are aided by social work theories when creating competent interventions
for their clients. Social workers who understand theories and interventions have the tools that are
required in the provision of evidence-based treatment to help their clients overcome their drug
addiction (Walsh, 2013).
Crisis Theory and Intervention
This theory is mainly used for clients experiencing crisis and trauma such as
violence and for clients who need intervention to prevent physical harm or suicide caused by
drug addiction. This theory is a short-term technique that minimizes potential permanent damage
in people affected by a crisis. This theory helps in preventing any psychological trauma and
restoring the mental health state following a crisis.
An individual who needs crisis intervention has usually exhausted the ability to
handle a situation. Crisis intervention is outlined to help drug addicts in realizing that the
position they might be going through is not permanent, and soon enough, they will return to their
normal state. This theory is designed to give drug addicts the tools that they need in coping with
their addiction and handling situations that might cause the crisis.
The elements of this theory include assessing the current situation of the drug-
addicted client. Here, the client is questioned about his or her problem by the counselor with the
aim of determining what the client needs to cope with the drug addiction (Neil, 2017). Next is
allowing the client to understand his or her situation and explaining that what the client is going
through is normal. The counselor will then develop an action plan for the client to deal with the
addiction. This involves coming up with a set of skills such as positive thinking that can be used
by the client currently and in the future. The counselor should offer support to the patient and
should not be judgmental. This is the most crucial part of this intervention. The client needs to
know that he or she is accepted regardless of the current situation. The intervention for Ms. Jones
case will be to have her meet with a therapist to develop a plan for working on positive skill
building and life skills. She would need to meet with the therapist once a week to work on those
skills and to take progress.
Solution-focused Theory and Intervention
This theory is a short-term practice model that involves a social worker and client
coming together and identifying an issue and developing a solution that is based on the strengths
of the client. This will give the client the opportunity to be present and have a role in the positive
changes. This theory is great for a drug-addicted client because it aims at changing the actions of
a client to achieve favorable outcomes rather than changing who the client is (Thomas, 2018). If
this theory is used properly, it can lead to significant improvements in the lives of addicts, such
as resuming a healthy and fulling life.
Solution-focused therapy is effective in the treatment of drug addiction because it
targets the underlying cause of addiction while attempting to get rid of substance abuse. When
handling a client, a counselor will first try and create a shift in the self-image of the client. This
can be achieved by learning new behaviors which will replace drug abuse. Next, the counselor
will develop a plan for change which will involve both the client and the counselor working
together. Included in the plan will be the needs of the client, such as developing new healthier
behaviors, which will include exercise and dieting as well as other personal activities.
By developing these healthier habits and behaviors, the client will face the issue of
drug addiction with more confidence as well as aiding the client in meeting his or her goal of
being sober. The client will also be motivated and encouraged to continue reducing his or her
drug addiction. A client will achieve being sober though a combination of motivation and
encouragement as well as rewards.
Due to the urgency of Ms. Jones case and that she needs to start her cancer treatment as
soon as possible it was recommended that she start a detox program. Once she completes her
detox program she may resume her cancer treatment.
Behavior Theory and Intervention
Behavior theory focuses on changing the behavior of a client concerning substance
abuse. This is done by teaching the clients life skills that will aid them in coping with situations
that are likely to lead to substance abuse also as well as relapse. Behavior theory has shown
significant effectiveness in treating substance abuse in addicts, but the therapy is better suited for
a particular drug (Handwerk & Manack, 2020).
This theory is efficient because it aids in engaging drug addicts in drug abuse
treatment, offering them with incentives if they remain abstinent, changing their behavior,
attitude, and habits in relation to drug abuse, as well as increasing their life skills to help them
handle environmental cues and stressful situations that may trigger the craving for drugs and lead
to another cycle of abuse.
The elements in this theory include the client learning how to identify as well as
rectify problematic behaviors. This is done by the application of different skills that can be used
in stopping drug addiction. A central element of this model is the enhancement of the self-control
of patients as well as the anticipation of problems that are bound to happen by helping the drug-
addicted clients to develop coping strategies that are effective and efficient. Some techniques
include looking into the negative and positive consequences of continued substance abuse, self-
monitoring which will allow a client to identify cravings early as well as what environment
triggers the cravings that put the client at risk of use and develop a plan for avoiding those
environments and cravings that put the client at risk of use. The skills that individuals battling
drug addiction learn through this model will remain with the client even after completion of the
intervention.
Ethical Dilemma
The ethical issues of Ms. Jones case are self-determination versus do no harm. When
working with a client as a social worker self-determination should always be used. Self-
determination can be defined as an ethical principle in social work that recognizes the right and
needs of the clients to be free to make their own decisions. At CTCA patients are allowed to
make their decisions when it come to their treatment plan. In Ms. Jones case its different because
her drug addiction it a major problem. Her cancer care team is concerned that the cocaine could
affect her chemotherapy medication, they are not sure how they would mix, and it could be fatal.
Even if Ms. Jones wanted to take the risk of continuing care while actively using, that could
cause serious problem for the hospital ethically. As social workers in our codes of ethics it states
that we should “do no harm”. Whenever working with a client, we should never suggest or
recommend anything that could cause harm to a person. In Ms. Jones case the hospital decided to
do no harm and decided to pause her treatment until she has detoxed.
Strengths-based Practice
Whenever a patient meets with a social worker at CTCA its always a strengths-based
conversation. When the was presented with Ms. Jones case solution focused theory was instantly
applied. We assessed her strengths and applied to her treatment. One of her strengths is that she
wanted to get clean for her family. She knew that if she wanted to be around for her family, she
needs to get clean so she can resume her treatment and beat the cancer. The team was able to find
a treatment facility and was able to get Ms. Jones to enrolled in the program. If Ms. Jones is able
to complete the program, she can start back her treatment immediately.
View publication statsView publication stats
Afrocentric Perspective:
The CAU Way
Dr. Darrin Wright, LMSW,MAC,SAP.
Introductions
1
Presentation Sequence
Introduction
What Is the Afrocentric Perspective?
Ten Concepts Specific of the Afrocentric Perspective
Importance of the Afrocentric Perspective – Application of
Afrocentric Perspective Within MSW Practice Sequence , Research & Field Practicum Courses
This reflective narrative discusses how three assistant professors who are faculty
This is a reflection about
2
Genesis of The Afrocentric Perspective
The Afrocentric Perspective in social work at Clark Atlanta University was developed at Atlanta University School of Social Work during the civil rights era,
in response to what was seen by the school’s social work student body and faculty, as an over whelming preponderance of Eurocentric oriented theories and paradigms being used to address social problems experienced by diverse populations
who were often times not of European origin (Adams, 1981).
Critique of a universal approach to viewing people
Under unnatural conditions of cultural oppression the worldview of various cultural groups who occupy a common space and time are not equally validated.
Which often resulted in cultural oppression.
Whereby the dominant group uses its control to universalize its experiences, history and interpretations as the only reality.
4
Afrocentricity Defined
Afrocentricity is a mode of thought and action in which the centrality of African interest, values and perspectives predominate.
It places African people in the center of any analysis of African/Black phenomena
In terms of Action it is the devotion to the idea what is in the best interest of African consciousness is at the heart of ethical Behavior.
It also seeks to enshrine an idea the blackness itself is a set of ethics. In that to have an Afrocentric consciousness is to be against all forms of oppression, sexism, ageism gender basis, etc.(Asante,1980).
Afrocentric Perspective
Afrocentric social work practice as a pedagogy embedded within the Whitney M. Young Jr. School of Social Work Programs, endeavors to prepare students to address specific psychological, social, spiritual, and economic problems experienced by people of African descent and to address problems confronted by all people (Wright, E. D., White, L. G., Harper, R., Jones, K., & Alhassan, M. (2018).
The Perspective features 10 concepts specific to Afrocentric social work practice, which practitioners should consider alongside other theories and practice models when working with populations at risk for marginalization or other varying forms of oppression. While these 10 concepts are the same regardless of whether you are working with individuals, families, groups, organizations, or communities, social workers need to be prepared with specific skills to implement the Afrocentric Perspective concepts at the micro, mezzo, or macro level.
Is ACP a theory ?
A perspective will influence the social worker’s choice of theory or model used to address the given social problem.
Payne (1997) argues that social work theory succeeds best when it contains all three elements of perspective, theory and model.
Social workers often confront issues pertaining to marginalization, social inequality and inequities, disparities, discrimination, and deprivation of human rights with individuals, groups, and communities. The Afrocentric Perspective offers a lens in which to understand the intersection among these factors and forces; and offer culturally appropriate interventions and solutions that emphasize reducing the hierarchy or power differentials between and among groups (for example, between client and social worker or between residents and those who hold power in a community(Wright, White, Jones, et al., 2018).
7
THEORY
Theories in social work education and practice are a set of statements tested using social science research methods to verify how well the theory predicts and explain human behavior or a social problem.
Perspective
Theory
Model
PERSPECTIVE
Whereas, perspectives in social science is a particular way of viewing and thinking about practice.
It is a conceptual lens through which one views social functioning and it offers very broad guidance on what may be important considerations in practice situations ( Horejsi and Sheafor, 2008)
Afrocentric Perspective, cont..
The Afrocentric Perspective is a culturally grounded social work practice-based model that affirms, codifies, and integrates common cultural experiences, values, and interpretations that cut across people of African descent (Wright, E. D., White, L. G., Harper, R., Jones, K., & Alhassan, M. (2018).
The Perspective encompasses the intersectionality of race and other societal factors such as gender, ethnicity, social class, ability status and sexual orientation. Further, the Perspective acknowledges African cultural resiliency of family, spirituality, community solidarity, empowerment, creativity and the concept of mutual-aid, as a foundation to help social work practitioners solve pressing social problems that diminish human potential and preclude positive social change (Wright, E. D., White, L. G., Harper, R., Jones, K., & Alhassan, M. (2018).
European and African World Views
Central Tendencies of African Worldview
The highest value of life lies in the interpersonal relationships between humans.
One gains knowledge through experiential and practical involvement in the process
One should live in harmony with nature;
There is a oneness between humans and nature;
The survival of the group holds the utmost importance.
Humans should appropriately utilize the materials around them.
One’s self is complementary to others;
Change occurs in a natural, evolutionary cycle;
Spirituality hold the most significance.
Cooperation, collective responsibility, and interdependence are the key values to which all should strive to achieve.
All humans are considered to: be equal, share a common bond, and be a part of the group.
The Afrocentric worldview is a circular one, in which all events are tied together with one another.
Central tendencies of European worldview
The highest value of life lies in the object, or in the acquisition of the object.
One gains knowledge through counting and measuring , quantifying and qualifying.
One should control and dominate nature;
There is a dichotomy(division), or separateness, between nature and man.
The survival of the fittest holds the utmost importance;
Men should have an unlimited exploitation of the materials around them.
One’s self is distinct from others.
Change occurs to meet the immediate objectives,
A distant, impersonal god holds the most significance
Competition, independence, separateness, and individual rights are the key values to which all should strive to achieve.
All men are considered to be individualistic, unique, and different.
The Eurocentric worldview is a linear one, in which all events are separate and there is no togetherness
Social workers often confront issues pertaining to marginalization, social inequality and inequities, disparities, discrimination, and deprivation of human rights with individuals, groups, and communities. The Afrocentric Perspective offers a lens in which to understand the intersection among these factors and forces; and offer culturally appropriate interventions and solutions that emphasize reducing the hierarchy or power differentials between and among groups (for example, between client and social worker or between residents and those who hold power in a community(Wright, White, Jones, et al., 2018).
9
African Value System
Community Solidarity
Empowerment
Respect
Self-Help
Creativity
Family
Community Solidarity
Empowerment
Character/ Morality
Self-Help
Creativity
African Cultural Resiliency
Cooperation
Spirituality
Afrocentric perspective is rooted in the African Value system
10
Examples of African Cultural Resiliency
11
Founding Advocates of the Philosophical Concept of Pan-Africanism
From Left to right:
Top row: Martin Delaney, William Blyden, Henry Sylvester Williams, Marcus Mosiah Garvey,
Bottom row: Mary Ashwood Garvey, Dr. WEB Dubious, Carter G. Woodson, George Padmore & Dr. Kwame Nkrumah.
12
Black Power movement: Era of rediscovery and self-determination
13
Ten Concepts Specific of the Afrocentric Perspective
Afrocentric Perspective
Humanistic Values
Autonomy
Strengths Perspective
Matrix Roles
Spiritual Balance
Universalistic &
Particularistic Outlook
Significance of self-knowledge & personal experience
Validation of Circular & Linear Logic
Intuitive
Concept # 1
Humanistic Values
Values that place priority on eliminating human oppression and enhancing human potential. By valuing humanistic principles that advance equity, fairness, social and economic justice practice and concerns.
Maat: Truth, Justice, Righteousness, Harmony, Order, Balance & Reciprocity
15
Concept # 2
AUTONOMY
Freedom of self and action to confront and not conform to racial oppression and eliminate all forms of human oppression.
Queen Mother, Yaa Asantewaa
Of Ejisu- Asante Empire, Ghana
Queen Mother Harriet Tubman
Ieshia Evans,
Black Lives Matter Baton Rouge
16
Concept # 3
STRENGTHS PERSPECTIVE
Identifying group characteristics that can be conceived favorably and as a source of resiliency and human advancement.
17
Concept # 4
MATRIX ROLES
Effective use of the varying generalist professional roles, skills and intervention strategies in the elimination of human oppression and enhancement of human potential.
Activist/Agitator
Queen Mother
Winnie Mandela
Advocate
Ida B. Wells
Facilitator
Whitney M. Young Jr.
Educator
E. Franklin Frazier
Enabler
Toni Oliver
18
Concept # 5
SPIRITUAL BALANCE
Recognition of the need for balance or alignment between natural phenomena and social institutions as a basis for societal change, healing and community solidarity.
19
Concept # 6
COLLECTIVE VIEW OF SELF
The extent to which one’s individual identity is never separated from one’s corporate identity and responsibility to the group, community or society.
Ubuntu: “I am because we are”
20
Concept # 7
UNIVERSALISTIC AND PARTICULARISTIC OUTLOOK
The degree to which focus is placed on problems and situations that occur both within and without the African American community( Schiele, 2000).
Particularistic
Universalistic
21
Concept # 8
SIGNIFICANCE OF SELF-KNOWLEDGE & PERSONAL EXPERIENCE
The validation of the use of self, that is, one’s emotions, lived experiences, and values as a basis for generating knowledge and affecting positive human transformation.
Fetch what is useful
22
Concept # 9
VALIDATION OF CIRCULAR & LINEAR LOGIC
The degree to which the pitfalls of linear logic are identified and understood as not the only way of knowing and a more holistic method of knowing is affirmed.
23
Concept # 10
INTUITIVE
Recognizing and accepting the importance of emotion as a human dimension in the critical thought process needed for assessment and intervention with clients.
24
10 Concepts of Afrocentric Perspective
1. | HUMANISTIC VALUES | Values that place priority on eliminating human oppression and enhancing human potential. By valuing humanistic principles that advance equity, fairness, social and economic justice practice and concerns. |
2. | AUTONOMY | Freedom of self and action to confront and not conform to racial oppression and eliminate all forms of human oppression. |
3. | STRENGTHS PERSPECTIVE | Identifying group characteristics that can be conceived favorably and as a source of resiliency and human advancement. |
4. | MATRIX ROLES | Effective use of the varying generalist professional roles, skills and intervention strategies in the elimination of human oppression and enhancing of human potential. |
5. | SPIRITUAL BALANCE | Recognition of the need for balance or alignment between natural phenomena and social institutions as a basis for societal change, healing and community solidarity. |
6. | COLLECTIVE VIEW OF SELF | The extent to which one’s individual identity is never separated from one’s corporate identity and responsibility to the group, community or society. |
7. | UNIVERSALISTIC AND PARTICULARISTIC OUTLOOK | The degree to which focus is placed on problems and situations that occur both within and without the African American community. |
8. | SIGNIFICANCE OF SELF-KNOWLEDGE & PERSONAL EXPERIENCE | The validation of the use of self, that is, one’s emotions, lived experiences, and values as a basis for generating knowledge and affecting positive human transformation. |
9. | VALIDATION OF CIRCULAR & LINEAR LOGIC | The degree to which the pitfalls of linear logic are identified and understood as not the only way of knowing and a more holistic method of knowing is affirmed. |
10. | INTUITIVE | Recognizing and accepting the importance of emotion as a human dimension in the critical thought process needed for assessment and intervention with clients. |
NABSW Statement of ideals and guiding principles
Why such a perspective continued ?
Social Work’s ethical responsibilities of:
Self-Determination
Cultural Competence, Social Diversity
Social & Political Action
26
Afrocentric Perspective & Social Work Code of Ethics
Afrocentric Perspective is congruent with Social Work’s core values of:
Social & economic Justice
Dignity and worth of the person
Importance of human relationships
Offers an alternative perspective and complements current social work concepts and paradigms being used on how best to address societal issues that occur among populations in complex societies.
27
Afrocentric Perspective & NABSW statement
of ideals and guiding principles
Afrocentric Perspective is congruent with NABSW’s core values of:
Regarding as its primary obligation the welfare of the collective black community and engagement in actions for improving social conditions.
Adopting a concept of the Black extended family and embracing all Black people as brother and sisters and making no distinction between their collective destinies.
Accepting responsibility to protect the Black community against unethical and hypocritical practice at all levels(Micro, Mezzo & Macro).
Adinka symbol Loyalty
Offers an alternative perspective and complements current social work concepts and paradigms being used on how best to address societal issues that occur among populations in complex societies.
28
Application of Afrocentric Perspective Within MSW Practice Sequence Courses
Utilized in both our foundation and clinical year courses
Each of the courses include assignments and Capstone projects that demonstrate the students knowledge, skills, and values based on the incorporation of ACP into CSWE competencies .
CAUSSW Competencies | |
Generalist year | Clinical year |
Demonstrate knowledge of the Afrocentric Perspective with Individuals, Families, Groups, Organizations, and Communities. | Demonstrate knowledge of the Afrocentric Perspective with Individuals, Families, Groups, Organizations, and Communities. |
Identify and describe the concepts of the Afrocentric Perspective. Apply and communicate an understanding of the importance of Afrocentric Perspective in practice at the micro, mezzo, and macro levels. |
Select the core concept(s) of Afrocentric Perspective appropriately for clinical social work practice with Individuals, Families, Groups, Organizations, and Communities. Apply to engagement, assessment, intervention and evaluation of clients. |
Application of Afrocentric Perspective Within MSW Field Practicum Courses
Foundation Yr.
Integrative Lens
Mezzo
Micro
Macro
Intervention
ACP
Human Behavior
Policy
Research
Practice
Generalist Practice Skills
Application of Afrocentric Perspective Within MSW Field Practicum Courses
Foundation Yr.
31
Knowledge
Values
Skills
Cognitive and Affective
Engagement
Assessment
Planning
Evaluation
Termination
Follow-up
Implementation
Racism
Ability status
Sexism
Gender Identity
References
Adams, F. V. (1981). The reflections of Florence Victoria Adams. Atlanta: Shannon
Press, Ltd. Clark Atlanta University School of Social Work.
Allen-Meares, P. (2007). Cultural competence: An ethical requirement. Journal of Ethnic &
Cultural Diversity in Social Work, 16(3-4), 83-92.
Asante, M.K. (2003). Afrocentricity: The theory of social change (First Edition. ed.). Chicago,
Illinois: African American images.
Asante, M.K. (2007). An Afrocentric Manifesto: Toward an African renaissance. Polity.
Asante, M.K. (2015). African Pyramids of Knowledge: Kemet, Afrocentricity, and Africology.
Universal Write Publications LLC. Flatbush, Brooklyn.
Asante, M.K. (2015). African Pyramids of Knowledge: Kemet, Afrocentricity, and Africology.
Universal Write Publications LLC. Flatbush, Brooklyn.
Bostrom, S. (2005). Bio-Psycho-Social – Spiritual Assessments. Author retrieved from
file:///C:/Users/kjones1/Downloads/Bio_Psycho_Social_Assessments.pdf
Bowles, D., Hopps, G (2014). The Profession’s Role in Meeting its Historical Mission to Serve
Vulnerable Populations. Advances in Social Work, Vol 15 (1).
Bowles, D. D., Hopps, J. G., & Clayton, O. (2016). The impact and influence of HBCUs on the
social work profession. Journal of Social Work Education, 52(1), 118-132.
Clark Atlanta University School of Social Work. (1987). Clark Atlanta University School of
Social Work: Self-Study. Atlanta, GA: Clark Atlanta University School of Social Work.
Clark Atlanta University School of Social Work. (1993). Clark Atlanta University School of
Social Work: Self-Study. Atlanta, GA: Clark Atlanta University School of Social Work.
Colvin, A. (2013). Building Culturally Competent Social Work Field Practicum Students through
the Integration of Campinha-Bacote’s Cultural Competence Healthcare Model. Field
Educator, 3(1).
Coggins, K., Hatchett, B. F. (2002). Field Practicum: Skill Building From a Multicultural
Perspective. Eddie Bowers Publishing Company.
Coggins, K. (2016). The Practice of Social Work in North America: Culture, Context, and
Competency Development: Oxford University Press. New York, N.Y
Council on Social Work Education. (2008). Educational Policy and Accreditation Standards.
Davies, B.C. (2008). “Encyclopedia of the African Diaspora: Origins, Experiences, and Culture
(3 volumes). Ed. Carole Boyce Davies. Santa Barbara, CA: ABC-CILO, Inc.
Schiele, J. (2000). Human Services and the Afrocentric Paradigm (Haworth social work practice in action). New York: Haworth Press.
Wright, D. (2015). Whitney M. Young Jr. School of Social Work Field Education Manual, Clark
Atlanta University, Atlanta, GA.
Wright, D. (2013). Afrocentric Perspective in Social Work: An integrative lens. Paper
Presentation, 11th Biennial Conference of Caribbean & International Social Work
Educators. Curacao, Netherland Antilles, West Indies.
We’ve proficient writers who can handle both short and long papers, be they academic or non-academic papers, on topics ranging from soup to nuts (both literally and as the saying goes, if you know what we mean). We know how much you care about your grades and academic success. That's why we ensure the highest quality for your assignment. We're ready to help you even in the most critical situation. We're the perfect solution for all your writing needs.
Get a 15% discount on your order using the following coupon code SAVE15
Order a Similar Paper Order a Different Paper