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Underlying Ideologies and Social Engagement

UnderlyingIdeologies and Social Engagement

UnderlyingIdeologies and Social Engagement

PartA

1.Social workers engage in practices that adhere to the principles ofproblem-posing education. One practice is identifying challenges inthe society and then formulating strategies to address the challenges(Freire, 2016). If children in the community have high hospitaladmission levels, the social worker can recommend appropriatesolutions for example, encouraging a culture of hand washing toprevent infections among young people. Problem-posing education meansequipping learners with critical thinking abilities that enable themto address the challenges and problems in the community. Socialworkers should incorporate the principles of problem-solvingeducation in their work. This is because they work in a changing andchallenge based society. Problem-solving skills enable them to adapteffectively in a changing world and offer solutions to arisingchallenges.

Paulo,Freire. (2016). The“Banking” Concept of Education.New York: Penguin Education.

2.Praxis means that the education process should be innovative,dynamic, and revolutionary in addressing the needs of the learnersand the general society. The praxis concept is similar to the issueof liberating education because it addresses the needs, interests,and expectations of the learners (Robinson, 2006). Liberatingeducation identifies practical issues in the society and how theyaffect the learners. The learners then find methods of supporting theissues if they are beneficial or addressing the issues if they causeproblems in the community (Craccum, 2012).

Craccum.(2012). The Banking Concept of Education. Retrieved from http://craccum.ausa.auckland.ac.nz/features/the-banking-concept-of-education

Ken,Robinson. (2006). Do schools kill creativity? Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

PartB

1.Cultural competence is important to the social workers. It gives theprofessionals the ability to work effectively in diverse communitiesor societies. The social workers get the abilities to understand andtolerate people from different cultural backgrounds (Sue et al.,2015). The social worker for example, should work in low-incomeNative America environment, and also the high-income Asian Americancultural environment. Intergroup competencies enhance culturalawareness because the United States has different groups ofindividuals. Ability to work with different groups enhances thecultural competence of the social worker (Magsamen-Conrad et al.,2016).

Magsamen-Conrad,K., Dillon, J. M., Hanasono, L. K., &amp Valdez, P. A. (2016).Developing an intergroup communication intervention curriculum:Enhancing workforce skills across generations. In DevelopingWorkforce Diversity Programs, Curriculum, and Degrees in HigherEducation(pp. 140-161). IGI Global.

Sue,D. W., Rasheed, M. N., &amp Rasheed, J. M. (2015). MulticulturalSocial Work Practice: A Competency-Based Approach to Diversity andSocial Justice.New York: John Wiley &amp Sons.

Socialworkers should gain more understanding in dealing with clientsrespectively and ethically. Respectful conduct by the social workerinvolves conducting proper introduction and showing empathy to theclient. The social worker is required to inform the client his or hername, the organization that he or she represents, and the competencylevels that he or she possesses. Ethical conduct entails maintainingthe confidentiality of the information provided by the client (Dean,2001).

Ruth,Dean. (2001). “The myth of cross-cultural competence.” Alliancefor Children and Families,82(6), 623-630.

References

Craccum.(2012). The Banking Concept of Education. Retrieved from http://craccum.ausa.auckland.ac.nz/features/the-banking-concept-of-education

Ruth,Dean. (2001). “The myth of cross-cultural competence.” Alliancefor Children and Families,82(6), 623-630.

Ken,Robinson. (2006). Do schools kill creativity? Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

Magsamen-Conrad,K., Dillon, J. M., Hanasono, L. K., &amp Valdez, P. A. (2016).Developing an intergroup communication intervention curriculum:Enhancing workforce skills across generations. In DevelopingWorkforce Diversity Programs, Curriculum, and Degrees in HigherEducation(pp. 140-161). IGI Global.

Paulo,Freire. (2016). The“Banking” Concept of Education.New York: Penguin Education.

Sue,D. W., Rasheed, M. N., &amp Rasheed, J. M. (2015). MulticulturalSocial Work Practice: A Competency-Based Approach to Diversity andSocial Justice.New York: John Wiley &amp Sons.