SWU 171 Arizona State University Features of Poverty Deconstructioon Discussion This discussion relates to this week’s learning objective: Deconstruct the

SWU 171 Arizona State University Features of Poverty Deconstructioon Discussion This
discussion relates to this week’s learning objective: Deconstruct the features
of poverty, Analyze social justice, and Evaluate the social construction of
identity and cultural competence.The purpose of
this discussion is for you to assess the intersection of how your client’s
culture, civil rights, Socioeconomic Status influence their case. Additionally,
you will learn how to reflect on your own values, opinions, and perspectives
and how it can impact their client’s case. You will do this by reading the case
study and providing thoughtful response that includes critical thinking. You
will be expected to apply course concepts to your client’s case. Discussion 3: Social Justice
This discussion relates to this week’s learning objective: Deconstruct the features of
poverty, Analyze social justice, and Evaluate the social construction of identity and
cultural competence.
The purpose of this discussion is for you to assess the intersection of how your
client’s culture, civil rights, Socioeconomic Status influence their case. Additionally,
you will learn how to reflect on your own values, opinions, and perspectives and how
it can impact their client’s case. You will do this by reading the case study and
providing thoughtful response that includes critical thinking. You will be expected to
apply course concepts to your client’s case.
Prompt
First read the Harjo Case Study. Also read through the supplemental information on
the city of Globe.
You need to address the following questions in your response:
1. Discuss one aspect of your client’s culture that you think has had an impact on
your case. What made you select this particular aspect? How is this a strength
for the client?
2. Do you think that poverty is a presenting concern for your client? What makes
you think this?
3. In what ways would a social worker be able to advocate for your client’s civil
rights/social justice? How would that help your client?
4. What is one question that you have about your case study/client and its relation
to this week’s module material?
5. What similarities and difference do you see between yourself and the case study
client? Why might it be important to be aware of our similarities and differences in
social work? How does your own life experience shape your opinion about this
case?
Posts should be no less than 300 words and no more than 500 words(the
whole post not each one!!).
Peer Reply
Please ensure that you respond to at least one peer in addition to your own post! Peer
responses are expected to be a minimum of 100 words. Be sure to include critical thinking
and thoughtful feedback in your response to ensure you earn the full amount of points in
your post.
Grading Rubric
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/
Mrs. Harjo and Tony: Mrs. Harjo is 65 year old female who identifies as Latina. She lives in
Globe, Arizona, and subsists on Supplemental Security Income, SNAP (Supplemental Nutrition
Assistance Program, commonly known as food stamps), and her garden. Mrs. Harjo has been
living alone since the death of her husband five years ago. She is the daughter of Mexican
immigrants, and visits her hometown in Mexico for Semana Santa every other year. Mrs. Harjo
identifies as Catholic by has not participated in organized religion since the age of 14, when she
relocated to Globe, AZ.
A paternal grandson, Tony (age 13), recently moved in with Mrs. Harjo following his mother’s
death from cirrhosis of the liver due to alcoholism. Tony’s biological father 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) . Tony’s biological parents were never
married, and his mother did not obtain a legal divorce from her first husband. When Tony was
born, the hospital registrar accidentally listed the first husband as the legal father on his birth
certificate.
Mrs. Harjo went to Tony’s school to give notice of a change of address and to put her name on
file as guardian and emergency contact. School officials pointed out that Tony was not legally
related to Mrs. Harjo, and that therefore she had no authority to authorize medical care, or to
enroll Tony in school.
The principal referred Mrs. Harjo to an attorney, where she appealed for help in getting Tony’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 Tony’s father was incarcerated, and the
likelihood of an adoption by an incarcerated parent was too low (Garcia, Bain, Avera, Armenta,
2005).
Tony’s grades have dipped to a C average (he typically earns A’s and B’s) since the death of his
mother. He is on the freshman baseball team, and cites this as one of his favorite activities, but
will be barred from playing should his grades continue to decline. Tony has no specific academic
interests but wants to remain eligible to play baseball. Teachers report that Tony has always been
quiet, but has had difficulty concentrating in school since his mother’ death two months ago.
Three months ago, he suffered a knee injury playing baseball and is slowly returning to practice,
and was prescribed Percocet (an opioid) for the severed pain. Tony complains that he still has
lingering pain and continues to take the prescribed Purcocet. He also shared a few of his pain
killers with a friend.
Mrs. Harjo followed up with the principal for a recommendation to get Tony in to see a
counselor, but has not received a reply. She is unsure where to go to find something she might be
able to afford.Tony has no known medical issues, and has seen a doctor regularly. Tony reports
he does not remember the last time he has seen a dentist, and is worried that he may need braces.

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