SOCS1420 Mid Term Study Guide1.docx

SOCS1420 Community Interventions Mid Term Study Guide This midterm exam consists of 30 Question - 45 marks total and is worth 30% of your final grade. The question formatting will be a mix between Multiple Choice and True/False, and Written Responses. The mid-term exam is a CLOSED BOOK exam and stud...

SOCS1420 Community Interventions Mid Term Study Guide This midterm exam consists of 30 Question - 45 marks total and is worth 30% of your final grade. The question formatting will be a mix between Multiple Choice and True/False, and Written Responses. The mid-term exam is a CLOSED BOOK exam and students are expected to uphold academic integrity The following is a summary of the material covered in lectures on weeks 1-6 and chapters 1, 2, 3, 4, 5, 6, 7, 8, and 15 from the textbook. The information in this guide is to be used to focus your studying for the mid-term exam. All questions on the mid-term are based on this study guide. Your answers on the exam are to reflect your learning from this course. Week One Starting Points – There are many social issues within communities that deserve our attention and at times it can be overwhelming to decide where to begin. Here are six starting points of Community Interventions that we have focused on in this course: About Social Justice and Equity Equitable access, enact change in structures Community focus The group and relationships within the group are the focus – no one is left behind Heterogenous and diverse Community is capable People have great solutions to contribute to positive changes Community participates actively Not passive recipients – people will participate when they feel included, engaged PROCESS and Task How you do and what you do – Process is just as, if not more, important! Week Two There are variety of reasons why people come together to intervene and seek change in communities. In class, we discussed three main reasons why Community Intervention is necessary? Unequal distribution of power Unequal distribution of opportunities and benefits Unequal distribution of wealth When we talk about community, there are several different types of community. The three types of community discussed in class are: Geographic Community People who live in a certain geographic area, identified by boundaries or borders (small and large) Functional Community Aka community of interest. People share an interest(s) whether or not they have ever actually met in person Experiential Community Share a culture, an experience, a belief system In week 2 it was discussed that there is no one “best approach” and how it is important to find the method that most effectively addresses community issues and the community’s capabilities and rights. That being said, Community development usually takes one of three broad forms. These are: Economic development – production of goods and services and distribution of financial wealth Physical development – roads, sewers, sidewalks, landscapes Social Development – relationships, interactions, etc. There are several issues affecting Change. These issues are: Conflict needs to be productive Some conflict levels are too high and can make issues worse Community members need to recognize and agree on HOW to reduce conflict and create change Crisis Can be a catalyst for change and create action If the crisis passes quickly, engagement and focus may not be sustainable – revert to old ways Working relationships require communication and trust – Relationships is where everything happens In week 2 and in Chapter 5 Power was discussed. Be able to explain what is meant by “Power Over” vs. “Power with” and identify which is most effective to use when exercising one’s power Power over vs. Power with Opposition vs. Collaboration Manipulation vs. dignity and respect Recognize privileges when interacting with community members Power changes depending on the relationship I.e., teacher and student, teacher and boss The more someone depends on another for resources and the higher the consequences if that person withheld those resources, the more likely exertion of power will influence them Be able to identify and differentiate between Johnson and Johnson’s (2003) six categories of power: Reward power – Positive consequences or removing negative consequences Coercive power – power through punishment Legitimate power – influence as a result of position Referent power – want to be like or be liked by the person Expert power – knowledge or abilities Informational power – similar to expert, influenced by their access to info or ability to think/communicate clearly What is Community Engagement? Community Engagement is a social process of (voluntarily) taking part in formal and/or informal activities to bring about planned change or improvement in community life, services and/or resources. It involves people working collaboratively through inspired action and learning, to create and realize bold visions for their common future. Week Three The notion of Systems Theory, or Functionalist Perspective, is consistent with the Ecological Perspective. Be able to explain and provide examples of how an individuals experience in community is influenced other aspects of society. This concept was introduced in week 3. Then, in week 4 we did a Break out room activity and groups came up with examples Systems Theory/Functionalist Perspective Is a macro level perspective Examines all aspects of society (individuals, neighbourhoods, relationships/connections, cities, systems, etc.) are interdependent, contributing to stability and functioning of the society as a whole There is order, stability and productivity if well functioning When not working, each level works together and adjust to create new order and stability to achieve what is best for the whole The focus is on survival and growth Unmet need = imbalance, which leads to action to meet need Change only occurs when those inside the system recognize the need and take action All systems operate in relationship with other systems and each is a part of the whole Social reality is quite complex and multiple systems operate simultaneously Chronosystem reflects changes over time (age of birth, generations, etc.) Rothman’s Three Models of Community Organization were introduced in week 3 and touched on in other weeks as well. Know the characterizations of each: Locality development Neighbourhood level, wide range of people involved People can and want to work together, and when they do, good things come from it Community initiatives to identify and achieve desired community goals Mutual benefits/self-help People are the focus and collaborate to alleviate or improve issues Practitioner as catalyst and facilitator Outcomes include sustainable sharing of community resources among community members Examples: Neighbourhood Watch, Self-Help, Cooperative Housing, Community Gardens, Neighbourhood improvements Social action Organization of disadvantaged to make demands for social justice and take action against oppression The organization and use of pressure tactics by a group of people on their own behalf Practitioner as catalyst/agitator/activist/advocate Conflict, confrontation, and negotiation Intended outcomes are readjustment of power and resources Examples: Ontario Coalition Against Poverty (OCAP) Take Back the Night - Worldwide effort to combat sexual violence & violence against women Women’s March in Washington, D.C. Social planning A technical process of problem solving by experts to plan for services, programs, policies, etc., to manage significant social problems Based on research, stats, data, reports and logical evaluation of needs Planning can “become disconnected from community” Community is an “object” of the intervention Practitioner is the expert planner and strategist Intended outcome is to improve services, programs, the community Example: Municipal Cultural planning, At risk Youth, Refugee and Immigration services, Neighbourhood Strategies, Education, Environmental planning Cultural Competence is both a value and a skill. The definition of Cultural Competency, according to Parada et al., (2021) is: “The capacity to respond appropriately to the various cultural environments in which we participate (p. 28). Some capabilities a culturally competent social service worker needs to have include the ability to: Value and appreciate diversity Conduct self-assessment on an on-going and regular basis Recognize and respond effectively to the dynamics of difference Acquire cultural knowledge Develop adaptations to programs and services to align with cultural context of the participant(s) Have congruence of behaviours, attitudes and policies to work effectively in cross-cultural situations Effectively operate in different cultural contexts using your knowledge, sensitivity and awareness Promote understanding through shared experience Anti-Oppressive Approach Addresses prejudicial and inequitable relations individuals and communities face Structures are commonly at the root of these issues Addressing individual issues through the transformation of society The Circle of Anti-Oppressive Practice and Theory by Massaquoi (2007), as cited in Parada et al., (2021), page 37. Below are six Common themes in Anti-Oppressive work which were explored within the textbook and in class. Be able to identify these themes and provide examples of how these themes can be used to challenge inequalities in society. Link to components of the Circle of Anti-Oppressive Practice and Theory Societal inequalities may include, but are not limited to: 2SLGBTQ+, Mental Illness, Black, Indigenous and People of Colour (BIPOC), Disabilities, Immigration, Refugees, Income Gaps, Poverty, Homelessness. Multi-layered, holistic approach, seeing interconnections between systems that cannot be separated - Intersectionality Personal and political – problems are not “private”, rather they are “public”, belonging to and rooted in oppression HOW things are done – focus on process is just as important as what is done – Inclusion Promotes collective action as the means to social change Along with interconnections between systems, approach also links between and practices at the global and international levels Value-based and a desire to eradicate inequalities Week Four *In week 4 we reviewed and expanded on some of week 3’s material. Then moved on from there to cover the following material… There are 6 Foundational Concepts of Indigenous Perspectives which can be recognized as common themes relevant to community work. Wholeness Balance Connection Harmony Growth Healing What is Empowerment Theory? An intervention method which guides people toward achieving a sense of control Focuses on how oppression contributes to this experience Helps marginalized individuals, groups and community gain personal, interpersonal and political power Challenge systems obstruct equitable access to supports, services and a quality life Be able to identify direct and indirect power blocks… Direct Power Blocks Structures stopping individuals from achieving their goals Inequitable access to education, housing, employment etc. Social movements, programs, services to overcome marginalization Indirect Power Blocks Internalized oppression - taking on negative messages received from others, historically, societally Challenge these and improve cognitions, self-esteem and self-confidence There are three Macro-level Tools of Empowerment? These are: Political advocacy Engage government to change laws and policies that disproportionately impact marginalized or disadvantaged groups in negative ways Program development Educate the public about social issues and engage community members Research projects Identify and/or measure factors contributing to or effects of inequities, discrimination, and oppression to inform evidence-based practices Week Five What is Community Governance? Involves community management and decision making The broader aims of addressing community needs, building community capacity and well being Governance which creates accountability to a broader range of stakeholders and the diverse needs of the community and its members. Good governance needs to be situated - highly specific to the resources, needs and members of the community in question In week 5 we explored Public Policy, which are “laws, regulations, course of action, and funding priorities issued by the government to address a social issue” (Guerrero & Leonard, 2019) at local, provincial and national levels. Several “cornerstones” of Good Policy were discussed. These included: Premised and guided from the past, implemented in the present, directed toward the future Profoundly influenced by social values and ideologies Must reflect diversity of a culture/cultures Person centered Week 5 discussed Stakeholders. What is a Stakeholder? A STAKEHOLDER is anyone whose interests your actions could benefit or threaten Individuals and groups of stakeholders will have purposes and strategies to support or resist Individuals who have a “stake” in what you do – those who your actions could benefit and/or threaten They have a powerful influence over what you do Your ideas may not be welcomed with ‘open arms’ because of: Competition Taking away resources Bias, stereotypes, discrimination You want to include everyone – even those opposed to your ideas People are truly the most valuable resource when making changes. To make effective and sustainable changes in a community, one must understand people and group dynamics. Our “Arena of Action” included 3 components: Need or benefit Community Action Community Target or Response community Be able to identify and differentiate between the Six opportunities for participation and the level of participation or involvement within each of these. Leadership Core group, “steering or planning committee”, “board” Average of 6-10 individuals who are elected, self-elected or recruited Community Agents Active but do not take part in all deliberations, trust and follow direction of leadership, may have some particular responsibilities Supporters “When the mood strikes” or when asked, on and off again/sporadic participation, enthusiasm may fade, silent observer Still important to maintain a connection with these individuals One-Shot Participants Do something once or only for a short period of time Overestimate interest or underestimate cost of participation These limited acts are still useful Address any of their concerns, as able to Advisers Provide particular insights, ideas, technical info. Seek out their wisdom given their similar experience and/or expertise I.e., Lawyer, accountant, planner, government employee or facilitator Report back to them on how their advice was helpful to garner continued interest/support Inactive General Supporters Influential community members’ participation can calm doubts and uncertainties of your group's intentions and legitimacy Week Six In week 6 we focused and expanded on the aspects of social planning and social action. When planning it is important to consider “pitfalls”, things that can get in the way of effective social planning. In Chapter 7 of the textbook and the week six lecture, we went through a variety of the obstacles that groups may face in social planning. These were: Unpredictable Future - Accept that you cannot predict the future and/or control all forces i.e., A global pandemic Lack of interest “Thirst for immediate action” and moving in to action too quickly Planning to avoid action – eventually you have to stop planning and take action which can be difficult for “risk avoiders” Accept all ideas, even the “less than perfect ones” and share what was action was done with the idea Forgetting to include people – this can be “deadly” Defining the problem in terms of the solution - Issue – unsafe to cross street because of speeding cars – decide to put in a stoplight to solve the problem – but the issue wasn’t needing a stoplight, the issue was speeding Groupthink – conformity clouds vision and deters people from expressing concerns and challenging what isn’t working Lobbying is one of the most meaningful ways to have an impact on public officials. People can lobby for change in a variety of ways, which may include: Letter-writing campaigns to decision makers, particularly legislators Persuading/attracting media Backing candidates for public office Attending political open houses and questioning political vision and policy publicly Hosting/attending public meetings on issue of interest Performing Street Theatre Organizing demonstrations Picketing or organizing a strike