Families are as unique as the individuals who form them
Families are as unique as the individuals who form them. While you may utilize the same or similar techniques, while working with family systems (through the steps in the GIM and related practice skills), it is also important to recognize that each family has its own unique needs and experiences in the world. The empowerment perspective states that an essential aspect of working with individuals and families is to address their feelings of powerlessness and oppression. Empowerment is a process; and one part of that process is to gain an awareness of the oppressive structures evident in our society. Oppression, in the form of racism, sexism, classism, and homophobia, can impact a family’s quality of life and ability to thrive. Empowerment practice includes discussing potential societal barriers that may have contributed to the family’s concerns.
For this Discussion, review this week’s Learning Resources. Select a diverse family system, such as a family with differences in sexual orientation, a family with differences in race or ethnicity, or a family with members who are managing a disability. Then, consider potential barriers they might encounter in society. Finally, think about how a social worker might address one of these barriers on an individual, family, organizational, group, or community level.
Post a brief description of the diverse family system you selected. Then explain a potential barrier they might encounter in society. Finally, explain one skill a social worker might use to address this barrier on an individual, family, organizational, group, or community level.
Support your posts and responses with specific references to the Learning Resources. Be sure to provide full APA citations for your references.
200-300 words
PLEASE USE THE LEARNING RESOURCES/REFERENCES
Learning resources:
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Understanding generalist practice (8th ed.). Stamford, CT: Cengage Learning.
- Chapter 9, “Understanding Families: Family Assessment” (pp. 349-381)
- Chapter 10, “Working with Families” (pp. 382-418)
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