Discussion Essay

Question

Using the Acierno, Henrnandex, Amstadter, Resnick, Steve & Muzzy (2010) and the DeJong & Love (2010) articles, compare and contrast the readings and discuss the implications for macro and micro practices with elders?

W7 Readings 3
Instructions

Describe how you see the intersectionality of ageism and ableism impacting the lives of older adults. Suggest ways we might address this in practice at the structural, organizational and individual levels. Use the course materials to support your position.

W08 Readings 1
Instructions
Reflect on your professional social work and/or field experiences and address the discussion questions below:

Think about any organization where you have worked, attended school, or otherwise been engaged. Suggest three problem areas you see in that organization in regard to equity/inclusivity/cultural competence and an intervention to address each.

W08 Readings 3
Instructions
Reflect on your professional social work and/or field experiences and address the discussion questions below:
Using the Evans & Washington (2013), Harro (2013), and Martinez (2013) readings for the week, identify three (3) ways you can invoke change with the clients, groups, or communities you serve or will serve. Discuss how you see yourself as a ‘Change Agent’.

Answer

Discussions

W7 Readings 2: Implications for macro and micro practices with elders

The findings of DeJong and Love’s article (2016) compares to that of Acierno, Hernandez, Amstadter, Resnick, Steve & Muzzy (2010) that stated that elder abuse in the form of violence and neglect is prevalent in the United States. However, DeJong and Love’s article goes a step further to discuss the various forms of discrimination that elderly adults face. From the readings, it is evident that macro and micro practices with elders have a profound impact on their lives as they determine the care and attention given to the elderly adults. Physical mistreatment, neglect and financial exploitations remain some of the major implications faced by the elderly adults.

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W7 Readings 3: Impact of Intersectionality of Ableism and Ageism in the Lives of Older Adults

            Social identities such as ability and age often influence the lives of older adults as DeJong and Love (2016) posit. Financially able older adults tend to receive better life-saving services than their poor counterparts and are less likely to suffer from deprivations faced by the poor. Similarly, they often face workplace discrimination. The situation is worse for poor, black and disabled elder women as they suffer more unlike elders in the opposite sphere (rich, white and able elder women). The situation can be changed by challenging the prevailing cultural beliefs and attitudes of elders as well as the already established institutional practices and policies. This implies instituting policies that allow the elders to have real control over their lives and feel part and parcel of the community (DeJong and Love, 2016). As such, intersectionality helps in challenging the status quo, enhancing understanding, exploring new approaches and encouraging inclusivity.

W08 Readings 1: Problem Areas of Inclusivity/Cultural Competence/Equity

            As the world continues to evolve into a global village due to advancements in the transport and communication technologies, issues of cultural competence, inclusivity and equity are bound to arise. I will reflect on my undergraduate studies since my university admitted students from various parts of the world cutting across numerous cultures and religious backgrounds. Some of the problems I identified include inequity amongst the student population in accessing and participating in educational programs equally thus resulting in disparities in terms of achievements. To address this problem, it is important that deliberate policies aimed at increasing equity amongst the student population are put in place. Some level of cultural incompetence was also evident in that some students often disregarded other cultures and were inconsiderate about cross-cultural interaction as well as lack of inclusivity for people perceived to embrace different sexual orientations. Cultural incompetence and lack of inclusivity can be addressed through advocacy and sensitization on the need to embrace inclusivity and cultural competence.

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W08 Readings 3: How to Act as a Change Agent

            Management of change at all organizations remains a daunting task for change implementers the world over. To initiate change in the society, I would follow the cycle of liberation posited by Harro (2008). Harro argues that one needs to begin with self by reflecting on the aspects of individual behaviors, attitudes and belief that needs change and dismantle them first. The individual then reaches out to few individuals such as friends to test how your views will be received and to join allies before reaching out to other community members through sensitization and motivation. The last step of the liberation cycle is monitoring and strengthening the change. Alternatively, I can build alliances by first understanding the histories of the clients or groups before presenting the change as Martinez (2013) argues. I believe that I can be a valuable change agent as long as I believe in the change itself. Not only am I open to individual differences such as cultural and religious, I am also persuasive and confident when listening to and communicating with my clients and colleagues, traits that are deemed important by Evans and Washington (2013).

References

Acierno, R., Hernandez, M., Amstadter, A., Resnick, H., Steve, K. & Muzzy, W. (2010). Prevalence and Correlates of Emotional, Physical, Sexual, and Financial Abuse and       Potential Neglect in the United States: The National Elder Mistreatment Study.   American Journal of Public Health, 100(2): 292-297.

DeJong, K. & Love, B. (2016). Youth Oppression and Elder Oppression. In Adams, M., Bell, L.,           Goodman, D. & Joshi, K.  (Eds.), Teaching for Diversity and Social Justice (pp.339-          356). New York: Routledge.

Evans, N. & Washington, J. (2013). Becoming an Ally: A New Examination. In Adams, M.,     Blumenfeld, W., Castaneda, C., Hackman, H., Peters, M. & Zuniga, X (Eds.), Readings         for Diversity and Social Justice (pp. 411-420).  New York: Routledge.

Harro, B. (2013). The Cycle of Liberation. In Adams, M., Blumenfeld, W., Castaneda, C.,         Hackman, H., Peters, M. & Zuniga, X (Eds.), Readings for Diversity and Social Justice (pp. 618-625). New York: Routledge.

Martinez, E. (2013). Challenges and Strategies in Building Alliances. In Adams, M.,               Blumenfeld, W., Castaneda, C., Hackman, H., Peters, M. & Zuniga, X (Eds.), Readings         for Diversity and Social Justice (pp. 638-641). New York: Routledge.

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