Week 7: Sexual Orientation

How often have you seen stereotypes of individuals of gay, lesbian, transgender, or individuals perpetuated in American popular culture such as sitcoms and movies? There are many assumptions made about how certain individuals will behave and look based on their identity, and our media has fed into these beliefs by producing content that can be labeled demeaning and reductive. Further, it sets the stage for a hierarchy of sexual orientation that is very prevalent in society. For example, how often have you heard the word “gay” used to describe something as “less than” or “undesirable.” Consider what the use of the term in this way suggests about the marginalization and oppression of those not in the dominant heterosexual group. This week you will be asked to think about your role as a social worker practicing cultural competence when working with the LGBTQ community.

This week you will read about heterosexism and the impact of homophobia. You will analyze prejudice related to LGBTQ populations and analyze the relationship between personal and professional values and ethics. You will also analyze the advocacy role of social workers in working with LGBTQ populations.

Learning Objectives

Students will:

• Analyze      the potential conflicts between personal values and professional      responsibilities related to LGBTQ populations
• Analyze      the role of social workers for LGBTQ populations
• Analyze      the role of a social worker in relation to international advocacy for      LGBTQ rights

  

Learning Resources

Required Readings

Dessel, A. B., Jacobsen, J., Levy, D. L., McCarty-Caplan, D., Lewis, T. O., & Kaplan, L. E. (2017). LGBTQ topics and Christianity in social work: Tackling the tough questions. Social Work & Christianity, 44(1/2), 11-30.

National Association of Social Workers’ National Committee on Lesbian, Gay, Bisexual, and Transgender Issues. (2015). Sexual orientation change efforts (SOCE) and conversion therapy with lesbians, gay men, bisexuals, and transgender persons [Position Statement]. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=yH3UsGQQmYI%3d&portalid=0

Ryan, C. (2009). Supportive families, healthy children: Helping families with lesbian, gay, bisexual & transgender children. San Francisco, CA: Family Acceptance Project, Marian Wright Edelman Institute, San Francisco State University. Retrieved from http://familyproject.sfsu.edu/publications.

The Trevor Project. (2016). Glossary. Retrieved from http://www.thetrevorproject.org/pages/glossary#

Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.

· Chapter 73, The interSEXion: queer progressive agenda (pp. 391-394)

· Chapter 66, Privilege (pp. 367-370)

· Chapter 69, Women & LGBT people under attack: 1903s and now (pp. 378-381)

· Chapter 85, Mestiza/o gender: Notes toward transformative masculinity (pp. 434-439)

· Chapter 72, Introduction-How sex changed: A history of transsexuality (pp. 388-390)

· Chapter 76, Transgender liberation (pp. 400-403)

· Chapter 81, Mutilating gender (pp. 419-425)

· Chapter 83, Trans woman manifesto (pp. 429-432)

· Chapter 77, The Impact of juvenile court on Queer and trans/gender non-conforming youth (pp. 403-406)    

It Gets Better Project. (n.d.). It gets better. Retrieved September 6, 2013, from: http://www.itgetsbetter.org/

Document: Kaltura Personal Capture – QuickStart Guide (PDF)

Required Media

Chang, J., & Dazols, L. (2015, May). This is what LGBT life is like around the world [Video file]. Retrieved from https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world

Richen, Y. (2014, March). What the gay rights movement learned from the civil rights movement [Video file]. Retrieved from https://www.ted.com/talks/yoruba_richen_what_the_gay_rights_movement_learned_from_the_civil_rights_movement

Optional Media

Granderson, L. (2012, May). The myth of the gay agenda. Retrieved from https://www.ted.com/talks/lz_granderson_the_myth_of_the_gay_agenda

  

Discussion: Personal and Professional Social Work Values due by 07/13/2021

Heterosexism is defined as “the discrimination or prejudice by heterosexuals against homosexuals” (merriam-webster.com) and is predicated on the belief that being heterosexual is the norm and the only accepted type of relationship.

Everyday heterosexism is exemplified in our media, our policies, and daily practices. By making these assumptions, social workers can be in part culpable for the oppression and marginalization experienced by the LGBTQ community.

As a profession, social work embraces diversity and strives to ensure equal rights for all. The National Association of Social Workers (NASW) is committed to supporting the needs of these groups and, in turn, they created the National Committee on Gay, Lesbian, Bisexual and Transgender Issues. During this week’s discussion you will be asked to consider how one’s own personal views on sexual orientation may clash with the profession’s stance.

By Day 3

Post a scenario of how a social worker’s personal, ethical, and moral values in relation to the LGBTQ community might conflict with those of their clients. Explain the distinction between personal ethics and values and professional ethics and values evident in the social work profession in addressing this community. Be specific and explain how this distinction relates to the scenario you posted. Also explain how prejudice and bias might create barriers to fulfilling your professional responsibility to the LGBTQ community.

Follow rubric:

Week 7 Discussion Rubric

Responsiveness to Directions

8.1 (27%) – 9 (30%)

Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.

Discussion Posting Content

8.1 (27%) – 9 (30%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.

Competency Demonstrate Professional and Ethical Behavior-Values

1.35 (4.5%) – 1.5 (5%)

Student demonstrates an excellent understanding of social work values and ethical standards. Student demonstrates expert ability to apply professional value framework when working with a specific population.

Competency Demonstrate Professional and Ethical Behavior-Cognitive and Affective Processes

1.35 (4.5%) – 1.5 (5%)

Student demonstrates a high level of critical thought related to application of social work values and ethics. Critical thought may be demonstrated through the ability to consider multiple perspectives, ability to recognize personal values, and ability make the distinction between personal and professional values.

Peer Feedback and Interaction

5.4 (18%) – 6 (20%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Writing

2.7 (9%) – 3 (10%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

Assignment 2: Journal Entry – Social Workers and the LGBTQ Population and Advocacy, Internationally

Due by 07/16/2021

The LGBTQ community continues to experience incidences of prejudice and bias. Not only are these prejudices exemplified in interpersonal interactions through slurs and violent acts but also in the policies maintained in social work agencies and institutions. On June 26, 2015, the United States Supreme Court extended marriage rights to same-sex partners. Since this ruling, the federal government has extended all federal and military/veteran benefits to married same-sex couples. Despite this progress, states continue to debate laws and policies that would legalize forms of discrimination toward LGBTQ individuals. Advocacy organizations, such as the Human Rights Campaign, provide policy maps showing the different rights provided in different states (see https://www.hrc.org/state-maps). Social workers are expected to fight to eliminate these inequalities throughout communities, programs, and institutions.

Around the world, members of the LGBTQ community continue to struggle for their rights. In some countries, they have made some progress. In 2016, 20 countries legally recognized marriage for same-sex couples (Human Rights Campaign, 2016). However, in other countries, the LGBTQ community faces much greater obstacles, and the consequences of fighting for basic rights are grave for both LGBTQ individuals and allies. Being gay is a crime punishable by death in 10 countries and is illegal in a total of 73 countries (Human Rights Campaign, 2016). Because of the violence and social exclusion experienced globally, LGBTQ individuals may seek refugee status because of their sexual orientation or gender identity/expression (UN High Commissioner for Refugees [UNHCR], 2016).

Human Rights Campaign. (2019). State Maps of Laws & Policies. Retrieved from https://www.hrc.org/state-maps

Human Rights Campaign. (n.d.). International. https://www.hrc.org/resources/international

 

UN High Commissioner for Refugees. (2015). Protecting persons with diverse sexual orientations and gender identities: A global report on UNHCR’s efforts to protect Lesbian, Gay, Bisexual, Transgender, and Intersex asylum-seekers and refugees. Retrieved from http://www.refworld.org/docid/566140454.html

To prepare: Consider the following statement:

NASW encourages the adoption of laws that recognize inheritance, insurance, same-sex marriage, child custody, property, and other rights in lesbian, gay, bisexual, and transgender relationships. The Association firmly believes that all federal protections and responsibilities available to legally married people in the United States should be available to people who enter same sex unions (including domestic partnerships, civil unions, and same sex marriages).

Then, read or view the United Nations Address on Global LGBT Rights by Hillary Clinton.

Clinton, H. (2011, December). Gay rights abroad. Speech delivered in recognition of International Human Rights Day, Geneva, Switzerland. Text posted with permission from the White House Office of Communications at https://www.huffingtonpost.com/2011/12/06/hillary-clinton-gay-rights-speech-geneva_n_1132392.html?ref=mostpopular

Xtra. (2012, March 13). Secretary of State Hillary Clinton’s historic LGBT speech – full length – high definition. Retrieved from https://www.youtube.com/watch?v=WIqynW5EbIQ

Submit a 2-3 page reaction to this statement of the National Association of Social Workers (NASW). Describe what you think is the role of social workers in equal rights and access to LGBTQ populations. Next provide a detailed explanation of your reaction to the United Nations Address on Global LGBT Rights. Then, explain why, in the context of practicing social work in North America, it is important for us to acknowledge and address sexual orientation and gender diversity of marginalized populations across the world. Explain the role of social workers on an international level in relation to the rights of the LGBTQ community. Identify specific skills and actions you would employ as an advocate.

Week 7 Assignment  Follow Rubric

Content Accuracy and Application

18 (36%) – 20 (40%)

Content includes excellent answers, specific to the questions asked and issues presented. A clear connection to the concepts presented in readings and resources is applied to the journal. Journal response demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources.

Critical Thinking and Reflection

18 (36%) – 20 (40%)

The entry demonstrates exceptionally thoughtful in-depth reflection on the topic that draws on knowledge gained throughout the course. Content demonstrates a high level of critical thinking and understanding of personal perspective.

Writing

9 (18%) – 10 (20%)

Journal response is well-organized, uses appropriate tone, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Journal uses appropriate citation if referencing resources.

Discussion Topic

A 14-month-old girl is brought to the emergency department. When the child woke from her afternoon nap, the mother noted that she did not use her left arm and had difficulty standing without falling. The staff attaches the child to a cardiorespiratory monitor and a pulse oximeter to monitor the oxygen saturation of the hemoglobin. Although all vital signs are normal, the child is listless and barely responds to the staff’s interventions. An emergency computed tomographic (CT) scan is ordered, and the child is noted to have suffered a small stroke. The child is transferred to the pediatric intensive care unit for close monitoring. By the next morning, the child has begun to use her left arm; although a little wobbly, she keeps pulling herself up to stand while in the crib. A neurologist examines the little girl and orders some laboratory tests and an echocardiogram. Once the tests are complete, the neurologist meets with the mother and explains that the child has a congenital cardiac anomaly, patent foramen ovale.

1. Discuss the four chambers of the heart.

2. Describe a patent foramen ovale. Where is the valvular opening located?

3. Discuss the opening that has no effect on the normal electrical impulses in the heart.

4. Describe the usual pacemaker of the heart and its location.Student must post (1) substantial initial post with a minimum of 250 words All posts and replies must contain at least (2) professional references, one may be the course textbook, properly cited in the current APA format.

Following MLA formatting guidelines, write a minimum of 2+ page essay about a classmate (preferred +5 bonus points for this option — they must be labeled at the top of your essay) or someone you admire who shares different discourse communities than the communities that you are a part of. Interact with your essay’s subject through both a formal interview and casual conversation while making observations of : their background, surroundings during the interview, factual information about the person, etc. Use engaging details and figurative language to make your essay creative and interesting. DO NOT regurgitate the interview word-for-word in your essay. Your profile essay should capture your subject from a unifying theme or angle. Getting started: 

• Write down 5-10 questions that you’ll ask the person which will help you get to know them. 
• Ask your questions and record the answers. 
• Once you’ve received answers, select 5 answers that are interesting to you. Create 5 deeper questions and ask those questions. Record those answers. (Continue this process as often as necessary.) 

Drafting your essay: Look over your interview recording. Decide on an interesting angle/theme for your essay. You should not include everything the person told you in your essay — instead, select only information they provided you that provides details/support for your interesting angle/theme. Your essay should include the following: 

• introduction
• background information (can be a part of the introduction)
• thesis focused on angle (can be part of the introduction) 
• at least 2 quotes from the subject
• observations (of the scene (imagery), the person, their personality, etc.) 
• any researched facts about the person, their background, etc.
• anecdote provided by the person
• interesting, engaging details connecting to your unified angle/theme
• conclusion (How do you feel connected to this person even though you are in separate discourse communities? how has doing this interview affected you?)

 

1) Minimum 7 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)

             Part 1: Minimum 3 pages

             Part 2: minimum 1 page

             Part 3: Minimum 1 page

             Part 4: minimum 2 pages

Submit 1 document per part

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.do

__________________________________________________________________________________

Part 1:  Ethical

Based on “Case Study: Fetal Abnormality” and the required topic study materials (File ethical)

1. What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? 

a. How is this related to the intrinsic human value and dignity?

2. Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? 

a. What from the case study specifically leads you to believe that they hold the theory you selected? -Write in the first person

3. How does the theory determine or influence each of their recommendations for action?

4. What theory do you agree with? Why? -Write in the first person

a. How would that theory determine or influence the recommendation for action?

Part 2: Curriculum Design and Simulation

1. Explain how the QSEN model contributes to safe, quality patient-centered care. 

2. What types of QSEN activities are employed in your simulation outcome measurement assessment? 

3. How are you focusing on QSEN in your SIM scenario? (Check below)

 SIM scenario 

Unplanned endotracheal tube dislodgement in the ICU in a respiratory failure patient

Rationale:

With the massive surge of patients requiring intubation and mechanical ventilation that is occurring with this COVID-19 pandemic, statistically we should also expect an increase in number of incidents of UE. According to the Center for Disease Control (CDC, 2020), 60%–75% of COVID-19 patients admitted to the ICU present with ARDS or respiratory failure, and it is likely that these patients required intubation, so, is important to prepare bedside nurses for airway emergencies.

Reference

CDC. (2020). Characteristics of Hospitalized COVID-19 Patients Discharged and Experiencing Same-Hospital Readmission – United States, March–August 2020. Retrieved January 25, 2021, from https://www.cdc.gov/mmwr/volumes/69/wr/mm6945e2.

Part 3: Curriculum Design and Simulation

1. Describe simulation design and teaching methods that are innovative and student-centered. 

2. How can student-centered learning promote critical thinking and reasoning skills?

Part 4: Curriculum Design and Simulation

1. Think back to your undergraduate education. 

a. How was simulation used in your education? What practices were effective, and what practices were not? 

2. How will you incorporate effective practices into your teaching? 

a. How will you promote engagement and synthesis of the information? 

3. How will you provide a safe environment for both students and patients? 

You will create a thread in response to the provided prompt for each forum. Each thread must be 400–500 words, demonstrate course-related knowledge, and incorporate at least 2 peer-reviewed resources. In addition to the thread, you will reply to at least 2 classmate’s threads. Each reply must be 250–350 words and incorporate at least 1 peer-reviewed resource.

The heart of consumer behavior is not only knowing what consumers want, but why they want it. Understanding the consumer value framework (CVF) for both individuals and consumer segments can help both businesses and marketers to better develop and market products that meet consumer demands. Evo is a sports equipment company that understands the role and importance of CVF well. After reading Chapters 1 and 2 from Babin & Harris, watch the E-Business at Evo video and respond to the following questions:

1. According to Phillips, what is the heart and soul of Evo? How does Evo offer value to its customers?
2. What is 1 significant competitive advantage of Evo?
3. Why is customer lifetime value (CLV) an effective focus for long-term business success? Provide an example of how Evo could apply customer lifetime value as a marketing strategy.
4. Though the passage does not directly speak about ROI, Proverbs 27:23-27 instructs us to pay attention to the resources we have and to plan wisely. How does using CLV enable business leaders and marketers to “know the condition of your flocks” and “give careful attention to your herds”?

Submit your thread by 11:59 p.m. (ET) on Monday.