SOCW 6051 Ability and Disability Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
SOCW 6051 Ability and Disability Essay
SOCW 6051, Ability, Disability, Essay
Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the u.s. And across the globe due to having a disability.
Post an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients’ other identity characteristics. Use specific examples from the case study in your explanation.
Discussion 2: ability and disability in the parker case
Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability?
Post an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the parker case to illustrate your thoughts.
Also, describe the intersection of stephanie’s mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize stephanie’s place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.
References
Laureate education (producer). (2013). Parker family (episode 30)
. In sessions. Retrieved from https://class.waldenu.edu
Parker family episode 3 program transcript female speaker:
I want to take care of her. I really do. I mean, she’s my mom, and she’s not getting any younger. But i deserve my own life, my own place. And i’m always tired of feeling like i’m suffocating all the time. It’s just– it’s so confusing. I love her, you know?
Female speaker: i understand that you want a place of your own to live. You mentioned before that you and your mother argue a lot.
Female speaker: a lot? How about all the time? And all that stuff she hoards, it’s just like, i’m drowning in it. It’s like there’s more room for her junk than there is for us. It just drives me crazy. Right to the hospital sometimes. Female speaker: how many times have you been hospitalized?
Female speaker: let’s see. Three times in four years. I think i mentioned to you that i’m bipolar, and i’m lousy dealing with stress. Oh. Wait, um, there was another time that i was in the hospital. I tried to commit suicide. I guess i was pretty lousy at that too, otherwise i wouldn’t be here.
Female speaker: what made you want to do it? I was a teenager. And when you’re a teenager, you find a reason every day to try to kill yourself, right? I was– i was depressed. I remember one night i went out with some of my friends. And, um, they were all looking up at the sky and talking about how pretty the stars were.
And all i could think about was that that sky was nothing more than a black eye. It was lifeless, and it could care less about any of us. When they finally let me go home from the hospital, my family– wow– what a trip they were. They didn’t want to talk about what i had tried to do. That was off-limits. I tried to kill myself. And i they acted like nothing ever happened. I’ve never told anybody that before. Female speaker: are you seeing a psychiatrist now?
Female speaker: um, i go to a clinic, and i see him once a month. I also go to drop-in centers for group sessions, mostly for my depression.
Female speaker: what about medications? Female speaker: hell, yeah. They’re my lifesaver.
Female speaker: what are you taking? ©2013 laureate education, inc. 1 parker family episode 3 female speaker: let’s see. For the bipolar i take lithium, paxil. Oh. Wait a minute. I made a list so i would not forget the medications that i take. Let’s see. I take lithium, paxil, abilify, klonopin–
Adams, m., blumenfeld, w. J., castaneda, c., catalano, d. C. J., dejong, k., hackman, h. W,… Zuniga, x. (eds.). (2018). Readings for diversity and social justice (4th ed.). New york, ny: routledge press.
Section 6 ableism intro (pp. 467-474)
Plummer, s.-b., makris, s., & brocksen s. M. (eds.). (2014). Social work case studies: foundation year. Baltimore, md: laureate international universities publishing. [vital source e-reader].
“working with clients with disabilities: valerie”
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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