Capella University Vulnerable Populations Discussion

Capella University Vulnerable Populations Discussion

Question Description
RESPONSE GUIDELINES
Read the post respond. Evaluate your peer on their personal philosophy statement. Provide them insights on what action they can take to reduce their level of bias related to their area of interest.

1. Scott LaValley

I have worked with a variety of vulnerable populations in several capacities during my career as a helping professional. Each population has a system that has been developed, both formally and informally, to meet the needs of people supported within that system. More often than not, there is overlap between two or more systems intent on meeting the needs of an individual or group (sometimes the group is a family unit). Competing practices, priorities, and agendas oftentimes interfere with the authentic collaboration between these systems.

The U.S. child welfare system perpetuates many of the problems it was designed to alleviate. Its intended design to stabilize families and improve the lives of children has struggled to achieve the designed outcomes (Goering, 2018). This system seems to struggle implementing evidence-based practices likely due to the heterogeneity of children and families. Most reports in the US are not substantiated and service provision through child welfare system referral has not been shown to be reliable (Finkelhor, 2018). It is also not clear that the child welfare system services actually reduce abuse.

I’ve noticed troubling trends working in and parallel to the child welfare system. The first of these trends is the predominance of a “savior” attitude among child welfare workers. Second is a tendency to function more on experience and intuition rather than facts and interventions supported by research. Finally, the child welfare system oftentimes fails to contemplate the consequences of its workers actions. These trends open the child welfare system to significant likelihood worker and organizational bias.

To clarify, these trends make the child welfare system challenging to work in and with. The system seems to attract workers intent on “fixing” families and/or “saving” children and who rely on their own experiences and stereotypes to solve complex ecological problems. Within the child welfare system, actions can be disempowering and oppressive (Skinner-Osei, 2018). These dynamics can perpetuate the negative effects on psychosocial development, behavioral and emotional regulation, and relational patterns that are persistent in many children and families involved with the child welfare system, as well as, make the system difficult to collaborate with.

RESPONSE GUIDELINES
Review the learner’s analysis of how to balance children’s rights with their need for protection. Offer feedback on how to improve this balance.

1.Michelle Drayton

When I define child advocacy, I define has fighting for children and their rights. The right to be a child and to have all things that children have. It also means fighting for them to have what they need as well as the respect they deserve. Advocating, means that you are going to be going up against the grain to have that for that child. Where I used to work, where it was working with children that had special healthcare needs, we were always working for those children to have the same opportunities and rights as typical children. Children are automatically in need of protection as soon as they are born. As babies, they are entitled to being fed, loved, sheltered and allowed to thrive in a healthy environment. That’s the balance, you must fight for both at the same time.

In communicating the rights and issues of children, it is important to educate the listener. Before we can say that they are against this idea or they don’t support, we must first educate them and then get their feedback. Once you know better, you do better. Many people don’t understand what parents of children with special healthcare needs go through and what their children need. They require many accommodations from home environment to the school environment and everything that they have now down to Medicaid waivers has been advocated for by a parent or an advocacy group.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.