Diversity Final

Front 1

Latino Demographics

Back 1

Latinos: 15.1% of the U.S. population-46.7 million 2008) will be 24% at 132.8million in 2050
Of that number:
Mexicans 64.3% 29.2 million
Puerto Ricans 9.1% 4.1million
Cubans 1.6 millions
Salvadorans (1.5 million)
Dominicans (1.2 million)(80% in Northeastern US, 52.4% in NY)
Guatemalans (860,000)

Front 2

Latino Demographic Characteristics

Back 2

- Elderly Latinos: 45 years and older, primary grade education, unemployed, limited knowledge and underutilization of services, presence in the home, and church attendance
- Latino gays and lesbians: fear of rejection and loss of refuge, delayed coming-out, control-dominance-conflict, abuse-mistreatment-psychological distress

Front 3

Largest groups of latinos:

Back 3

Mexicans, Puerto Ricans, Cubans

Front 4

Where do the Majority of Mexicans Live

Back 4

California (37.6%) & Texas (25%)

Front 5

What are current issues Latinos face?

Back 5

- Access to education (dropout rate 2x more)
- Mental health disparities (substance abuse, suicide)
o Mental health better at initial immigration then drops due to work and/or malnutrition
o 3rd generation male immigrants have greater stressors with acculturation and substance abuse
- Immigration reform initiatives
- Human trafficking
- Vulnerability of migrant farm workers based on low socioeconomic status
- Care giving practices with undocumented children
- Service delivery in human services and health settings - cutbacks and withholding of life threatening medical services

Front 6

- Access to education (dropout rate 2x more)
- Mental health disparities (substance abuse, suicide)
o Mental health better at initial immigration then drops due to work and/or malnutrition
o 3rd generation male immigrants have greater stressors with acculturation and substance abuse
- Immigration reform initiatives
- Human trafficking
- Vulnerability of migrant farm workers based on low socioeconomic status
- Care giving practices with undocumented children
- Service delivery in human services and health settings - cutbacks and withholding of life threatening medical services

Back 6

Fear of rejection and loss of a “refuge from racism”, delayed coming-out which can slow down integration of identity, conflict of ethnic expectations for males to have control & dominance, males also experience verbal and physical abuse, mistreatment, increased psychological distress
o Rejection
o Verbal/Physical Abuse
o Mistreatment
o Increased psychological stress
o Sexual abuse- among those who are HIV seropositive
Latino lesbian women have to confront norms and expectations also from majority culture

Front 7

Know The Chicano Movement

Back 7

- The Chicano Movement of the 1960s was in response to injustice against Latinos; term rebranded as symbol of self-determination, self-definition, political awareness and recognition of strength in community.
- Led by Cesar Chavez and preceded by movements for farmworkers rights and international struggles for political self-determination in Chile and Puerto Rico

Front 8

NASW requirements when working with Latinos

Back 8

- NASW says must respond to the client’s plight in an unbiased fashion and suspend negative sentiments toward those who are undocumented; anything less is unethical
o Remember to use strength-based, social justice perspective with terminology; and also to suspend assumptions and modify perceptions
- Recognize heterogeneity: differences related to migration, reception in the US, how & why they came, and, for some, acculturation in countries due to neocolonialism and globalization
- Attention to bicultural and bilingual effectiveness (only sometimes good to pair Latino clinician with Latino client) and to bicultural identification and language preference

Front 9

What are skills needed when working with Latino Americans?

Back 9

• Language (loss of), cultural values, and contextual stressors
• Communication: personable, patient and formal, warm and considerate
- Build trust and be mindful of concerns over deportation
• Respect for traditional family roles
• Religion as an asset to find meaning in struggles
• Family values and enmeshment misinterpretation
• Immigration experience: motivations, who was left behind, transit events, legal status, reception in US
• Solve the problem
• Respond to cultural orientation and client preferences
• Use natural support systems
• Acknowledge the stressors
• Give priority to survival issues
• Facilitate adaptation
• Use spiritual resources
• Use narrative therapy/ “dichos” – Spanish “’folk sayings’” to create a cultural ambiance clients will be comforted with, e.g. to express humor”
• Address different sized system elements
• Use ethnographic interviewing which promotes learning from the client

Front 10

Demographics for Asian Americans

Back 10

11.9 million
10.2 million Asian only
1.7 million Asian and at least one other race
(4.2% of U.S. population)(2000 U.S. Census)
378,782 Native Hawaiian and other Pacific Islanders (.13% of U.S. population)

Front 11

Diverse Groups

Back 11

- Asian Americans (Chinese, Japanese, Filipino, Korean);
- Southeast Asians (Cambodian, Hmong, Vietnamese, Laotian, Thai, Malaysian, Singaporean)
- Asian Indian (Bengalese, Bharat, Dravidian, East Indian, Goanese)
- Other Asian (Bangladeshi, Burmese, Indonesian, Pakistani, Sri Lankan)
- Diverse spread of Asian Americans and Pacific Islanders
- Social services modified to reflect the many complex needs of our clients
- Immigrant (native v. foreign) and Transnational (one-two countries first)
- Biracial/Mixed-Race
- Number of Chinese (mostly female) babies being adopted by Americans – issues of identity

Front 12

Social problems of Asian Pacific Islanders (APIs)

Back 12

- Substance abuse and family violence (Native Hawaiians, other APIs)
- Stress, coping and depression (Korean and Chinese elderly)
- Cultural conflict and scholastic achievement pressures (Hmong and other Southeast Asian children), and family suicide risk
- Populations-at-risk: immigrants and transnational status, biracial and mixed-race children, adopted babies from the People’s Republic of China
- Have to get away from traditional therapy types; may need to include family and religious leaders
- Most Asians do NOT seek therapy → viewed as shameful to family

Front 13

How have Asian Americans been discriminated against?

Back 13

- Discriminatory experiences of Asian immigrants: Chinese in 1840s looking for mountain of gold, Chinese Exclusion Act of 1882 (halted immigration/did not allow Chinese to become citizens); repealed in 1943
- Japanese immigrants in1890s; Gentleman’s Agreement (restricted the emigration of male laborer immigrants), Japanese picture brides
- Exclusion, harassment, and violence against Koreans, Asian Indians, and Filipinos in 1900s (despite US national status; discrimination in workplace, housing and education)
- ALSO…Racism toward Asian Americans: employment discrimination (unfair labor laws, below normal wages), Japanese internment (very notable) & WWII, Amerasian children & Vietnam War
- Colonialism and imperialism toward Pacific Islanders: indigenous Hawaiians, sovereignty nation movement of Hawaiians in the 1990s, Native Hawaiian Government Reorganization Act of 2005 (Senator Daniel Akaka)
- Globalization and immigration: undocumented alien status and discriminatory INS (Immigration and Naturalization Services)
o Impact of Globalization:
• Immigrants vs. American-born Asians
• Differences include: language, food, beliefs, traditions, religions, marriage patterns and occupations
• Religions: Buddhism, Hinduism, Catholicism
- Model minority stereotype

Front 14

- Discriminatory experiences of Asian immigrants: Chinese in 1840s looking for mountain of gold, Chinese Exclusion Act of 1882 (halted immigration/did not allow Chinese to become citizens); repealed in 1943
- Japanese immigrants in1890s; Gentleman’s Agreement (restricted the emigration of male laborer immigrants), Japanese picture brides
- Exclusion, harassment, and violence against Koreans, Asian Indians, and Filipinos in 1900s (despite US national status; discrimination in workplace, housing and education)
- ALSO…Racism toward Asian Americans: employment discrimination (unfair labor laws, below normal wages), Japanese internment (very notable) & WWII, Amerasian children & Vietnam War
- Colonialism and imperialism toward Pacific Islanders: indigenous Hawaiians, sovereignty nation movement of Hawaiians in the 1990s, Native Hawaiian Government Reorganization Act of 2005 (Senator Daniel Akaka)
- Globalization and immigration: undocumented alien status and discriminatory INS (Immigration and Naturalization Services)
o Impact of Globalization:
• Immigrants vs. American-born Asians
• Differences include: language, food, beliefs, traditions, religions, marriage patterns and occupations
• Religions: Buddhism, Hinduism, Catholicism
- Model minority stereotype

Back 14

- Buddhism, Hinduism, Catholicism

Front 15

What are traditional values? Cultural values?

Back 15

- Cultural values interwoven with ethnicity, sexual orientation, gender, age, social class, religion, and physical or mental ability
- Traditional Asian American families tend to be hierarchical and patriarchal in structure, with males and older individuals occupying a higher status
- Communication flows down from the parent to the child, who is expected to defer to the adults
- Sons are expected to carry on the family name and tradition (even when married, their primary allegiance is to the parents)
- extended family
- respect for elders
- male gender
- primary family needs
- self-sacrifice
- Cambodian trauma and healing (pain and suffering beliefs different from western beliefs

Front 16

- Cultural values within counseling
o Asian American students report a somewhat higher level of physical and emotional punishment from their parents than did their Euro-American counterparts
o Traditional Asian American families may feel that their parenting skills are being criticized when exposed to Western techniques or styles
o Strong emotional displays, especially in public, are considered to be signs of immaturity or a lack of control THUS a lack of display of affection does not necessarily mean a lack of love
o In many Asian families, there is generally less open display of emotions
o Counseling skills that focus directly on emotions may be uncomfortable and produce shame for traditional Asian Americans

Back 16

- Cultural values within counseling
o Asian American students report a somewhat higher level of physical and emotional punishment from their parents than did their Euro-American counterparts
o Traditional Asian American families may feel that their parenting skills are being criticized when exposed to Western techniques or styles
o Strong emotional displays, especially in public, are considered to be signs of immaturity or a lack of control THUS a lack of display of affection does not necessarily mean a lack of love
o In many Asian families, there is generally less open display of emotions
o Counseling skills that focus directly on emotions may be uncomfortable and produce shame for traditional Asian Americans

Front 17

Ethnographic interviewing: definition

Back 17

A qualitative research method used to understand the participant’s point of view; “fosters fellowship” with client; it is “highly cognitive and word-oriented” creating a window to the client’s narrative “story” which “is the universal metacode from which cultural messages and the nature of a shared reality are transmitted” (p. 351); Kleinman’s Eight Questions, which help the clinician determine whether symptoms are related to physical or mental health issues

Front 18

What should be included in family therapy?

Back 18

From Sue & Sue:
- Assess the structure of the Asian American family--is it hierarchical or more egalitarian
- Focus on the positive aspects of the family and reframe conflicts to reduce confrontation
- Expand systems theory to include societal factors such as prejudice, discrimination
- Function as a culture-broker in helping the family negotiate conflicts with the larger society
- Awareness of:
o Intergenerational problems involving parents, children and the elderly
o Preventive and developmental change: maximize strengths and capacities
o Total family and family support services (Focus on the positive aspects of the family and reframe conflicts to reduce confrontation)
• Native Hawaiian (substance abuse; domestic violence);
• Samoan (child abuse, financial difficulties, mental health, domestic violence)

Front 19

Social and economic issues?

Back 19

- Substance abuse and family violence (Native Hawaiians, other APIs)
- Stress, coping and depression (Korean and Chinese elderly)
- Cultural conflict and scholastic achievement pressures (Hmong and other Southeast Asian children), and family suicide risk
- Populations-at-risk: immigrants and transnational status, biracial and mixed-race children, adopted babies from the People’s Republic of China
- Poverty, poor housing and living conditions
- Globalization and immigration: undocumented alien status and discriminatory INS (Immigration and Naturalization Services)
o Impact of Globalization:
• Immigrants vs. American-born Asians
• Differences include: language, food, beliefs, traditions, religions, marriage patterns and occupations
• Religions: Buddhism, Hinduism, Catholicism

Front 20

How should we engage with them?

Back 20

- By “making contact, identifying the problem, showing inductive learning, and engaging the person and problem through ethnographic interviewing” (p. 348)
- Information on ethnocultural heritage, migration stress, acculturation; work and financial stress; family residence and community influence; family stress and role reversal; legal problems and sponsor relationships stress; racism, prejudice, and discrimination; substance abuse and family violence
- Utilize ethnographic interviewing

Front 21

Muslim Stereotypes

Back 21

All are Arab (False) most American Muslims are not Arab, and most Americans of Arad descent are Christian, not Muslim and foreign born trace their roots to over 80 countries p. 361
All are terrorists (False)
AA Muslims-racism because they are black and bigotry because they are Muslim
Arab and S. Asian Muslims bigotry because they are Muslim and because of perceived connection with a country the US has been at war with or had less amicable relations p. 371
From the PowerPoint:
 Arabs and Arab Americans have been stereotyped in movies as sheiks, barbarians, or terrorists
 Islam has also been portrayed as a violent religion
 Right after 9/11, many Americans supported war against countries that aid or harbor terrorists -How has 9/11 impacted your view of Arabs?
 Also, many believed that it was OK to question and inspect people with Middle-Eastern accents or features
 Many Arabs have been denied services such as housing
 Over 800 cases of employment discrimination occurred
 As a counselor, it will be important for you to understand your own negative stereotypes and biases against Arab Americans
 Also, you should be informed about antidiscrimination policies and provide clients with appropriate information

Front 22

Why are Muslims one of the fastest growing religious communities?

Back 22

Muslim Americans represent the fastest growing religious community in the US due to natural births, immigration, and conversion. p. 358

Front 23

Pillars of Islam

Back 23

5 Pillars: 1. Shahada (testimony-conscious declaration of faith), 2. Salat (prayer-5 daily at fixed times, combined for some Shia), 3. Siyam (fasting-Ramadan, dawn to dusk fasting), 4. Zakat (tax on wealth-2.5% on accrued wealth of head on household to purify wealth and take care at risk members) and 5. Hajj (pilgrimage to Mecca-every man and woman obligated) p. 367
***6 Articles of Faith: 1. One God, 2. Angels of God, 3. Books of God, 4. Prophets of God, 5. Day of Judgment and 6. Predestination Shia 7th article belief in devotion to the family of the Prophet Mohammed p. 367

Front 24

Religious readings come from?

Back 24

The Qur’an together with the Sunna-what the Prophet Muhammad (peace be upon him) said did and agreed to, comprise the two authentic sources of Islamic teachings p. 367
*The Islamic moral and legal system, derived from both revealed and canonical laws is known comprehensively as the shari’ah p. 367

Front 25

What do they believe?

Back 25

Islam is a total all-embracing way of life for Muslims p. 366
Islamic Values: Community, Consensus, Interdependence, Self-control, Complementary gender roles, Implicit communication that safeguards others’ opinions and Identity rooted in religion, culture and family p. 370
Muslims are guided by a basic prescript that is everything in a culture is permissible except that which is explicitly prohibited by Islamic teachings. Pork is forbidden, ingredients and final meals are halal-prepared according to Islamic dietary law, zabiha meat-humane slaughter with prayer (similar to Kosher) p. 362
Universally accepted is the belief in the oneness of Allah (God) and the status of Muhammad (peace be upon him) as the last and final prophet from Allah p. 363
Islam promotes a harmonious coexistence between the private and the public, the sacred and the secular, and the present life and the afterlife. Central is the relationship between Allah and man, Creator and the creation. Taqwa denotes the highest levels of consciousness of one’s obligations and duties to Allah. Iman (faith) p. 365
A part of worshipping Allah is to exist on Earth as the stewards or ambassadors of Allah. A person with firm iman (faith) attributes success and failure and the onset of trials and tribulations in life to Allah by glorifying Allah p. 366
Integral to the overall Islamic worldview are the interrelated concepts of accountability, sin, forgiveness and repentance (every male and female become accountable at the age of puberty-mukallaf- and considered an adult) p. 366
In the case of an act of transgression against others, any reconciliation between individuals, families, communities is pinned first to the remorseful acknowledgement of the harmful speech or conduct and then to seeking forgiveness from the aggrieved; then one can repent and seek forgiveness p.366
From the PowerPoint:
 Islamic world view: harmonious coexistence between private and public, sacred and secular and present and after life
 The relationship between Allah and man, the Creator and the creation are central world views
 Belief in free will, the ability to think and reason
 The best human beings are those who are conscious of their duty to Allah, who submit to Allah’s commandments, and uphold righteous speech and conduct
 A person with iman (faith) and taqwa (obligations and duties to Allah) lives his or her life blessed by Allah
 Allah is forgiving, beneficent, and merciful; any transgression against another involves repentance and forgiveness and reconciliation of differences
 Allah sent prophets/messengers with guidance to remind each generation to remind why Allah created mankind, which is to worship him

Front 26

How are women and men treated?

Back 26

Islamic teachings do not cast Eve as the originator of sin in paradise. Women and men are treated as equitable partners, each racing and vying with the other to seek pleasure of Allah through having faith, enjoying the good, forbidding the evil, and advising one another to patience and truth. Gender equity is addressed in the Qur’an in very strong terms. The subjugation and oppression some parts of the Muslim world ….are rooted in local culture and deep-rooted misconceptions of women as inferior and in contrast to Islamic teachings. p. 369

Front 27

Major sects

Back 27

Shia (Shiite) and Sunni p. 361 US and Worldwide 15% and 85% p. 363
From the PowerPoint:
 Major sects: Sunni and Shiite (The Sunni group is the largest group accounting for about 90% of Muslims worldwide. The remaining 10% are Shiites). Sunni/Shiite – in America, mutual respectful relationships vs. outside of US, violent confrontations

Front 28

What happened to Muslims after 9/11?

Back 28

Outright acts of violence, bigotry, prejudice and discrimination, conflation of Arabs and Muslims, negative sociopolitical context, identity issues (Patriotism) p.372

Front 29

Family issues within the culture?

Back 29

Issues in 1. Husband-wife relations and parent-child relations
1. Marriage is between man and woman (written contract) and their families who are expected to help maintain and sustain the marriage
Tensions occur in level of practice, dual income, chores, having children, schooling, peers and entertainment for children
2. Muslim children and young adults wishing to explore the dominant culture are caught between the old and the new
Tensions occur around friends, hobbies, entertainment, pressure to excel academically, experimentation with Western norms
*A healthy marital relationship and harmonious family relations are valued, unconditional respect for elders, obedience and deference to parents and elders, mural consultation, respect and a collectivistic outlook and cohesiveness characterize the relations between husbands and wives and parents and children p. 375-6
PowerPoint:
 Alcohol, drugs, pornography and gambling/shame and guilt
 Practitioners may not want to use group therapy

Front 30

Characteristics of Muslim women

Back 30

Women comprise half the community, misconceptions about their role and status due to disproportionate media to honor killings, genitalia mutilation etc. Muslim American women increasingly better educated and pursuing careers
Multiple identities-woman, Muslim, American, woman of color
May wear a sari, pantsuit, blue jeans, hajib, long flowing robes etc.
Decency, modesty, respect is universal but cultural differences in how modesty is interpreted p. 374
PowerPoint:
 Muslim American women: better educated and pursuing careers, liberated to achieve their highest potential, encouraged to marry and to share responsibility with their husband to raise righteous children
 Practitioners have to look at multiple identities: woman, Muslim, American, women of color and goals set for themselves

Front 31

How should social workers understand how a Muslim looks at problems?

Back 31

Clients are likely to attribute a life event as being the will of Allah and unlikely to question the occurrence of that event since doing so would be tantamount to questioning the will of Allah who is benevolent and omniscient p. 368
Be familiar with 1. Divine help-seeking, 2. Concept of Divine forgiveness for sins and 3. Life challenges and problems as tests from Allah p. 379

Front 32

How should we approach them and their problems?

Back 32

Offer appointment times which do not conflict with prayer especially the Friday congressional prayer or offer a private clean quiet room for the client to perform prayers p. 368
Make an effort to monitor local and national reports about emerging patterns of prejudice, discrimination, bigotry, and acts of violence against Muslim Americans
Elicit personal narratives, strength based approach, connect with community based Muslim organizations and support groups p. 375
Take cues from the client- may not want to shake hands or sit near you, small talk first, may not make eye contact- sign of modesty p. 382
Engage with the client and use inductive learning and use strength based approach and cognitive therapy are most compatible while group and psychoanalytic are Not compatible p. 382
Tap into: 1. Faculties of reason and logic 2. Client’s appreciation for being taught new mechanisms and strategies for coping with and resolving life’s challenges 3. Shura-mutual consultation p. 383
Practitioners should aim to establish a participatory relationship with the Muslim American client, engaging the client fully and learning inductively about the client’s worldview particularly as that view informs their beliefs values and decision making system.
PowerPoint:
 Practitioner should attempt to understand whether the client perceives the problem as sinful and what process the client knows within his or her faith tradition they must follow to rectify the situation
 Empowerment and advocacy

Front 33

Sexual Orientation

Back 33

how individuals define their primary, enduring sexual activities, and emotionally intimate feelings

Front 34

Transgender

Back 34

a person’s gender roles and identity which may not be associated with one’s biological sex (1990s); formerly cross-dresser, transsexual ALSO gender roles and identity diverge from and do not match the gender roles normally associated with his/her biological sex

Front 35

Know NYC Stonewall riots

Back 35

The trend toward a more accepting view of lesbians and gays can be traced to the Stonewall Riots of 1969 when gays, lesbians, and transgendered persons stood up to the NYC police who were raiding the Greenwich Village Stonewall Bar. It was the first incidence in which this minority group fought back and marked the start of the current gay and lesbian movement/organized advocacy groups in the US. (p. 421)

Front 36

Know 4 stages of coming-out process

Back 36

Feeling different, questioning and experimentation, tolerance, and acceptance (p. 427-428)

Front 37

Know feminist theory

Back 37

Explores gender inequalities and seeks to discover if there is a female way of knowing and women’s knowledge (p. 429)

Front 38

Know ***** theory

Back 38

1990s; explores the intersection of gender and sexual orientation. Sexual ID is not fixed, but rather is fluid, and heterosexuality should not be perceived as the natural order, embraces bisexuality (p. 429)1990s; explores the intersection of gender and sexual orientation. Sexual ID is not fixed, but rather is fluid, and heterosexuality should not be perceived as the natural order, embraces bisexuality (p. 429)

Front 39

Know gender theory

Back 39

Most recent theory; holds that children born into whatever societal and cultural setting learn gender norms and are expected to follow them, gender by learned behavior, not sex (p. 429)

Front 40

Know APA: when was term gay/lesbian removed?

Back 40

The stigma of mental illness persisted until the APA removed homosexuality from the 3rd edition of its diagnostic manual of mental disorders in the early 1970s (p. 420)

Front 41

What situations do transgendered persons face? (p. 421-423)

Back 41

- Social Discrimination
- Denial or rights
- Transgendered persons entry to lesbian organizations were met with anger and hostility on the part of lesbians; did not want MTF (male to female) persons in their groups/banned from certain events; created transphobia (irrational fear of transgendered persons)
- Laws to prohibit discrimination against transgender people; gender identity discrimination in 93 cities
- Transgender often ridiculed, persecuted and misunderstood by heterosexuals and gay/lesbian community

Front 42

Issues that sexual minorities face? (p. 424-425)

Back 42

- Current Societal Issues Confronting Sexual Minorities
o Religious intolerance; deviates from norm; sin; cure through reparative therapy to change sexual orientation (condemned by NASW and proven to be largely ineffective)
o Societal discrimination (hate crimes)/institutionalized homophobia
o Denial of rights (marry, insurance/medical, adoption, housing, employment as teachers, daycare)

Front 43

What’s involved in Skill Development? (p. 430-434)

Back 43

- Skill Development
o Engagement (look at use of terms in documentation: “partner” rather than “spouse” or “long-term relationship” rather than “married, single or divorced”; don’t assume sexual or gender identity; set aside stereotypical thinking)
o Assessment (don’t assume all persons are heterosexual; allow client to reveal sexual and gender orientation)
o Intervention (knowledge of resources for GLBT community, mobilize client strengths, group consciousness, and solutions for institutional discrimination)

Front 44

What are interventions?

Back 44

- “the phase in the client-worker relationship where, working with one another, the client & worker determine which actions will enhance client capacities and help resolve current issues” (p. 432-433)

Front 45

What does NASW say about competencies for this populations?

Back 45

- NASW ethical code demands that SW understand oppression and social diversity w/respect to gender identity and sexual orientation
- “Interventive skills [for this population] are not different from the skills used in working with any other client group” (p. 430-431)

Front 46

Know cross-dresser and transvestite (p. 419)

Back 46

- Cross-dresser: those who choose to wear apparel of the opposite sex (either entirely or in part); can also be a transsexual as deemed by Hirschfeld
- Transvestite: (same as cross-dresser); coined by Magnus Hirschfeld (1910)

Front 47

Other likely helpful facts:

Back 47

- There is no real way to know precise numbers because many people have not told anyone and don’t feel comfort disclosing.
- Social service needs may be different due to each unique group.
- Bisexuals may be considered invisible because many clinicians/individuals, even other members in the LGBTQ community, do not believe the term should exist.
- It is important for social workers to ask themselves:
• What are your personal v. professional values? What values, beliefs and attitudes do you bring to the therapeutic process? Are you able to check your values at the door?

Front 48

1990 ADA-Americans with Disabilities Act

Back 48

 1990 Americans with Disabilities Act: a civil rights issue- It includes individuals with mental retardation, hearing impairment or loss, learning disabilities, psychiatric disorders and more
 HIV has recently been added as a disability
Textbook: 43 mil Americans
The term disability means, with respect to an individual-
a. Physical or mental impairment that substantially limits one or more major life activities of such individual
b. A record of such an impairment, or
c. Being regarded as having such an impairment p. 438

Front 49

What does disability involve?

Back 49

 PowerPoint- Definition and Demographics of Disability
“A physical or mental impairment that substantially limits one or more major life activities of an individual”
Presents a record of such an impairment
Being regarded as having such an impairment
52.6 million Americans with disabilities
33 million with severe disabilities
Poverty rate of adults with disabilities (27.9%) and nondisabled (8.3%)
14.9% of Americans are non-institutionalized disabled persons
Multiple social identities of disability culture
Understanding of social contexts: nondisabled world, + disabled identity, language, perception of other disabled persons and disabled id and how they view themselves
Positive disability identity
Disability as an element of diversity

Front 50

4 elements of Disability-

Back 50

1. Pathology-that interrupts physical or mental processes 2. Impairment- limits a person’s ability to function and may result in 3. Functional limitation- relative to the ability to perform or engage in life tasks 4. Disability- inability to perform socially expected activities p. 437
The common experiences of devaluation, oppression and marginalization are providing a common bond and resilience within disability communities p. 440
Centers for Independent Living, located ion every state, are disability advocacy organizations that require min. 51% of admin. Staff and boards of directors be disabled. P. 441

Front 51

3 Models of understanding disability: Moral, Medical and Social-Minority

Back 51

 Moral model of disability: disability is unnatural and out of order with nature
 Medical model of disability: disability as deviance based on scientific and empirical explanations (says it can be treated; abnormal fixed and made normal)
 Moral/Medical models give rise to belief that disability is inferior, which produces stereotypes
 Social/minority model of disability: understand disability as an element of diversity

Front 52

What is our role as a social worker working with Disabled persons?

Back 52

 PowerPoint: As a counselor, it will be important for you to find out laws applicable to your clients
 Engagement, interventions, and social work roles
 Counselor (the effects of oppression, positive self-perception, coping with life problems, personal strengths, advocacy, empowerment)
 Teacher/consultant (rejection of dependency and isolation, expectation changes, personal rights)
 Social broker (social resource identification and access)
 Policy and political advocate (disability rights promoter)
 Learning “not starting” where the participant (not client is)…
 Mental health providers need to acknowledge and work through bias against people with disabilities
 The most common forms of disabling conditions are arthritis, rheumatism, back and spinal cord issues, and cardiovascular disease
 Recognize that family members and other social supports are important. Include them in your assessment, goal formation, and selection of techniques--it is also important to determine their model of disability

Front 53

What is our role as a social worker working with Disabled persons? Textbook

Back 53

Social contexts, develop positive identity, language (use the same descriptors as the individual), respect for disability perceptions “start by learning where the client is”, and respect the disability perspectives and identities of participants
Ascertain and respect how well participants’ perceptions and attitudes are working for them
***Not mentioned but important so may be on the test
Ableism-belief that disability is inferior, producing disability stereotypes of: perpetual children, pitiable object, heroes, and menace/threat. Sick, burden, ugly, sexless, incompetent, curse from God or freak p. 450
Disability services- Charity service-most common donation, ex. Medicaid, SSDI; Control service- social control along with services; Benefit service- recipients have earned it, ex. Medicare, VA; Investment service-expectation of future benefit, ex. Education

Front 54

Ageism

Back 54

- a process of systematic stereotyping and discrimination against people because they are old, just as racism and sexism accomplish this for skin color and gender.
*Categorized as senile, rigid in thought and manner, and old fashioned in morality and skills. They may be seen as boring, stingy, cranky, demanding and useless…Ageism allows the younger generation to see older people as different from themselves; thus suddenly cease to identify with their elders as human beings. This behavior serves to reduce their own sense of fear and dread of aging. Stereotyping and myths surrounding old age are explained in part by a lack of knowledge and insufficient contact with a variety of older people.
PowerPoint:
› Ageism: a process of systematic stereotyping and discrimination against people because they are old
› Women are more likely than men to be viewed negatively
› Some stereotypes include rigidity, senility, lacking in health/intelligence and having no sexual desires
› John McCain and ageism
› Elder abuse and neglect: elderly in New Orleans and Hurricane Katrina
› Financial exploitation
› Mental health professionals should become aware of their biases against the elderly and acquire the proper education to counsel such individuals

Front 55

Alzheimer’s Disease:

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Textbook- Alzheimer’s Disease (AD) is the leading cause of dementia, 50-70% of cases. AD is a progressive brain disorder, destroying brain cells and causing impairments in cognitive and behavioral functioning 1 in 8 older persons had AD
Dementia is the loss of a person’s cognitive functioning, including memory. Negatively affects problem solving ability, decision making, judgment and spatial relationships. Personality changes may occur. 477
PowerPoint:
› Dementia= the loss of a person’s cognitive functioning, including memory; Alzheimer’s disease=the leading cause of dementia affecting the elderly
› Only a small number of older adults have dementia
› However, by the year 2040, it is estimated that 7 million people will have Alzheimer’s disease
› Cognitive decline is a part of aging and should not be confused with senility
› Dementia can impact family members as well
› Family members may become angry or distraught
› Care-giving varies amongst racial-cultural groups
› Asians care for family elders the most while Whites the least

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Leading cause of death for 65 and older population

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The leading causes of death among US adults 65 and over in 2007 were chronic conditions: heart disease and cancer, followed by cerebrovascular disease (stroke), respiratory diseases, AD, diabetes mellitus, influenza and pneumonia. 85% of 65 and older have chronic condition 62% have 2 or more