Overview

Chapter 6

Mr. Harjo and Toni: Mr. Harjo is 65 year old male who identifies as Latino. He lives in Globe,

Arizona, and subsists on Supplemental Security Income, SNAP (Supplemental Nutrition

Assistance Program, commonly known as food stamps), and his garden. Mr. Harjo has been

living alone since the death of his wife five years ago and son two months ago. He is the son of

Mexican immigrants, and visits his hometown in Mexico for Semana Santa every other year. Mr.

Harjo identifies as Catholic but has not participated in organized religion since the age of 14,

when he relocated to Globe, AZ.

A granddaughter, Toni (age 13), recently moved in with Mr. Harjo following her father’s death,

Mr. Harjo’s son, from cirrhosis of the liver due to alcoholism. Toni's biological mother is serving

five years in prison on a second conviction for possession of drug paraphernalia, a class six

felony in Arizona (https://www.azleg.gov/ars/13/03415.htm) . Toni's biological parents were

never married, and her mother did not obtain a legal divorce from her first husband. When Toni

was born, the hospital registrar accidentally listed the first husband as the legal father on her

birth certificate.

Mr. Harjo went to Toni's school to give notice of a change of address and to put his name on file

as guardian and emergency contact. School officials pointed out that Toni was not legally related

to Mr. Harjo, and that therefore he had no authority to authorize medical care, or to enroll Toni

in school.

The principal referred Mr. Harjo to an attorney, where he appealed for help in getting Toni's

paternity corrected. The attorney advised that the biological father adopt Tony in order to change

the legal parent, but refused to take the case because Toni's mother was incarcerated, and the

likelihood of an adoption by an incarcerated parent was too low (Garcia, Bain, Avera, Armenta,

2005).

Toni’s grades have dipped to a C average (she typically earns A’s and B’s) since the death of her

father. She is on the freshman softball team, and cites this as one of her favorite activities, but

will be ineligible to play should her grades continue to decline. Toni has no specific academic

interests but wants to remain eligible to play softball. Teachers report that Toni has always been

quiet, but has had difficulty concentrating in school since her fathers’ death two months ago.

Three months ago, she suffered a knee injury playing softball and is slowly returning to practice,

and was prescribed Percocet (an opioid) for the severe pain. Toni complains that she still has

lingering pain and continues to take the prescribed Percocet. She also shared a few of her pain

killers with a friend.

Mr. Harjo followed up with the principal for a recommendation to get Toni in to see a counselor,

but has not received a reply. He is unsure where to go to find something he might be able to

afford. Toni has no known medical issues, and has seen a doctor regularly. Toni reports she does

not remember the last time she has seen a dentist, and is worried that she may need braces.

The Community of Globe, AZ

The total population of Globe, AZ, located in Gila County, was 7,532 according to the latest

census in 2010. The following tables will give you an idea of the demographics in the

community of Globe. Major industries in Globe include mining- specifically copper- which

employed 20% of the population. There is one fire department, and one public library.

(​http://www.globeaz.gov/visitors/information​) (​http://globemiamichamber.com​) Information ​Retrieved from ​http://www.census.gov/2010census/popmap/

Age

AZ – Globe city

Male 3,736

Female 3,796

Under 18 1,764

18 and

over

5,768

20-24 406

25-34 804

35-49 1,367

50 -64 1,622

65 & over 1,382

Race

White 5,993

African American 69

Asian 85

AIAN 430

NHPI 9

Some Other Race 722

Two or more

Races

224

Ethnicity

Hispanic or Latino 2,775

Not Hispanic or

Latino

4,757

Retrieved from http://www.census.gov/2010census/popmap/

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Council on Social Work Education’s Educational Policy and Accreditation Standards by Chapter

The Council on Social Work Education’s Educational Policy and Accreditation Standards requires all social work students to develop nine competencies and recommends teaching and assessing 31 related component behaviors, listed as Educational Policy (EP) Competencies 1–9 below. Multicolor icons and end-of-chapter “Competency Notes” connect these important standards to classwork in

the chapters identified below.

Competencies and Practice Behaviors

The Nine Competencies and 31 Component Behaviors (EPAS, 2015):

Competency 1—Demonstrate Ethical and Professional Behavior: 1, 5, 13, 14

a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics as appropriate to context.

1, 6, 7, 8, 9, 10, 11, 12

b. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

1, 5, 6

c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.

1, 6, 9, 12

d. Use technology ethically and appropriately to facilitate practice outcomes.

e. Use supervision and consultation to guide professional judgment and behavior.

Competency 2—Engage Diversity and Difference in Practice: 1, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14

a. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

4, 5, 6, 7, 8, 14

b. Present themselves as learners, and engage clients and constituencies as experts of their own experiences.

5, 6, 11

c. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

1, 2, 5, 6, 7

Competency 3—Advance Human Rights and Social, Economic, and Environmental Justice:

a. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

1, 3, 4, 8, 11, 13

b. Engage in practices that advance social, economic, and environmental justice. 4, 5, 10, 11, 13

Competency 4—Engage in Practice-Informed Research and Research-Informed Practice

a. Use practice experience and theory to inform scientific inquiry and research. 1, 10

b. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.

c. Use and translate research evidence to inform and improve practice, policy, and service delivery.

1, 6, 10, 12, 14

Competency 5—Engage in Policy Practice: 11

a. Identify social policy at the local, state, and federal levels that impacts well-being, service delivery, and access to social services.

2, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14

b. Assess how social welfare and economic policies impact the delivery of and access to social services.

4, 7, 10, 11

c. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

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Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States

C E N G A G E E M P O W E R M E N T S E R I E S

An Introduction to the Profession of

SOCIAL WORK B E C O M I N G A C H A N G E A G E N T

S I X T H E D I T I O N

Elizabeth A. Segal Arizona State University

Karen E. Gerdes Arizona State University

Sue Steiner California State University Chico

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Empowerment Series: An Introduction to the Profession of Social Work, Sixth edition Elizabeth A. Segal, Karen E. Gerdes, and Sue Steiner

Product Director: Marta Lee-Perriard

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This book is dedicated to social work professionals everywhere.

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iv

Preface xvi

1 What Is Social Work? 1 Social Work as a Profession 2 Who Are Social Workers? 3 Box 1.1 More About . . . Social Work 5 Social Work Education 6 Box 1.2 More About . . . Social Work Education Criteria 6 Box 1.3 What Do You Think? 6

Central Concepts and Theories 7 Person in Environment Concept 7 Theoretical Basis for Social Work Practice 8 Box 1.4 What Do You Think? 12 Box 1.5 More About . . . NASW Standards and Indicators for Cultural

Competence in Social Work Practice 13

The Power of Language 14 Box 1.6 Point of View 16 Box 1.7 What Do You Think? 18

Social Work Values and Ethics 18 Social Workers’ Ethical Responsibilities 19 Box 1.8 Ethical Practice . . . Helping Clients 20 Box 1.9 From the Field: Herman’s Rights or Worker Safety? 21 Social Work Careers 21 Child Welfare: Working with Children and Their Families 21 Box 1.10 What Do You Think? 22 People Who Are Older 22 Health Care/Medical Social Work 22 Mental Health 23 School Social Work 23 Substance Abuse 23 Violence, Victims, and Criminal Justice 24 Crisis, Trauma, and Disasters 24 Military Social Work 24 Public Welfare 24 Community Organization 25 Policy Practice 25 Management/Administration 25

Contents

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CONTENTS v

Rural Social Work 25 International Social Work 26

Is Social Work for You? 26 Personal Characteristics Suited to Social Work Practice 26 Social Workers as Change Agents 28 Box 1.11 Becoming a Change Agent 29 Box 1.12 What Do You Think? 30

Choosing Social Work as a Career 30 Conclusion 30

2 The History of the Social Welfare System and the Social Work Profession 37

How the Social Welfare System Helps People 39 Box 2.1 What Do You Think? 41

The History of US Social Welfare 41 Colonial Period 41 Pre–Civil War Period 43 The Civil War and Post–Civil War Period 43 The Progressive Era 44 The Great Depression and the New Deal 46 World War II and the Postwar Economy 47 The Social Reform Years 48 The Retrenchment Years 49 Social Welfare in the New Millennium: Terrorism, War, Financial Struggles,

and Recovery 50 Box 2.2 Becoming a Change Agent 53

Major Social Welfare Programs 53 Cash Assistance Programs 55 In-Kind Benefit Programs 56 Box 2.3 What Do You Think? 56

The History of the Social Work Profession 57 Charity Organization Societies 58 Box 2.4 More About . . . Mary Richmond 58 Settlement Movement 59 Box 2.5 More About . . . Jane Addams 59

Values, Social Welfare, and Social Work 62 Are Recipients Worthy or Unworthy? 63 Religious Values or Separation of Church and State 63 Box 2.6 Ethical Practice . . . Abortion 64 Should We Change the Person or the System? 64 Impartial Professional or Advocate 64 Helping People We Know or Helping Strangers 65

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vi CONTENTS

Crisis or Ongoing Need 65 Box 2.7 What Do You Think? 65

Conclusion 66

3 Poverty and Economic Disparity 71 Defining Poverty 72 Box 3.1 What Do You Think? 73 The Official Definition of Poverty 73 Who Is Poor in America? 74

The Causes of Poverty 75 Values and Blaming the Victim 76 Box 3.2 From the Field: The Faces of Poverty 77 Box 3.3 What Do You Think? 77 Employment and Income Levels 78

Jobs 78 Income Distribution 79

Race 80

The Costs of Poverty 81 Homelessness and Housing 81 Personal Costs 83

The Roles of Social Workers 83 Box 3.4 Becoming a Change Agent 84 Social Welfare Programs 85

Supplemental Security Income 85 Temporary Assistance for Needy Families 85 Supplemental Nutrition Assistance Program 88

Psychosocial Interventions 89 Advocacy 90 Box 3.5 Ethical Practice . . . Self-Sufficiency or Neglect? 90

Conclusion 91

4 Human Rights and Social and Economic Justice 97 What Is Social Justice? 99 Social Work’s Mandate for Social Justice 100 Barriers to Social Justice 101 Box 4.1 More About . . . Oppression and Violence 102 Box 4.2 What Do You Think? 103 Box 4.3 Becoming a Change Agent 104 Box 4.4 From the Field: Doing My Civic Duty 107 Explanations of Social Injustice 109 Biological Determinism 109 The Socialization Process 109 Psychological Perspectives 110

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CONTENTS vii

Sociological Perspectives 110

Models of Intergroup Relations 111 Overcoming Social Injustice 112 Civil Rights 112 Protection from Discrimination 112 Civil Rights for Lesbians, Gay Men, Bisexuals, and Transgender Persons 114 Hate Crimes Prevention Act 115 Affirmative Action 116

Immigration Rights 117 Refugees 118

Social Work Roles in Fighting Social Injustice 119 Box 4.5 More About . . . Social Work’s Commitment to Social Justice 119 Box 4.6 Ethical Practice . . . Social Justice 120

Social Justice and Civil Rights in the Twenty-First Century 120 Conclusion 121

5 Dimensions of Diversity 127 Social Construction of Differences 128 Diversity in the United States 130 Historical Background 132 Exploration and Colonization 132 Forced Relocation and Enslavement 133 Expansion into Mexico 133 Immigration 134 Refugee Status 134 Undocumented or Unauthorized Immigrants 135 Implications for Social Work Practice 135

Influence of History 135 Barriers to Service 136

Box 5.1 From the Field: Cultural Divide 137 Box 5.2 What Do You Think? 137

Cultural Competency 138

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