Reflect on diverse IC teams within the context of your own social work identity. Think broadly about your current knowledge and experience (if you have any) in a specific area of interest to you in social work (e.g., mental health, child welfare, substance abuse, policy, etc.). Then, make a list of all the different individuals, professionals, and organizations that might be considered as “stakeholders”- those who have an interest in, or who are affected by—social work services and practice in your chosen area.

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Reflect on diverse IC teams within the context of your own social work identity. Think broadly about your current knowledge and experience (if you have any) in a specific area of interest to you in social work (e.g., mental health, child welfare, substance abuse, policy, etc.). Then, make a list of all the different individuals, professionals, and organizations that might be considered as “stakeholders”- those who have an interest in, or who are affected by—social work services and practice in your chosen area.

Explore how these stakeholders from different and various professions might differ in perspective, but also work together to address the issue. Finally, discuss your personal role as a social worker and how your social work values would contribute to the team of individuals you have analyzed.

Include supportive, scholarly resources as appropriate.

Length: 2-3 pages, not including title and reference pages

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

 

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The Council on Social Work Education (CSWE), a national nonprofit association, advances social work education to ensure preparation for a professional practice that promotes individual, family, and community well-being as well as social and economic justice. CSWE pursues this mission by setting and maintaining national accreditation standards for baccalaureate and master’s degree programs in social work, promoting faculty development, engaging in interprofessional collaborations, and by advocating for social work education and research. The Role of Social Work in Interprofessional Education Social workers are vital to the future of the healthcare infrastructure in the United States. They are on the front lines, working with interdisciplinary teams in a variety of settings to improve healthcare outcomes and ensure that people are successful in their treatment and care, as well as in administrative and policy positions to support comprehensive health care. Social workers touch many Americans’ lives through their work in veterans’ hospitals, general and special service health care facilities, substance abuse prevention and treatment programs, and gerontological long-term care facilities in addition to public schools, child protective services, and family service settings. CSWE works to develop and promote curriculum to prepare for interprofessional collaborative practice, which leads to better outcomes for patients and supports cost containment. As Congress considers legislation and appropriations on interprofessional education, the CSWE encourages policy makers to consider these principles and use CSWE as a resource to inform policy. Social Workers Provide Support Through a Team-based Approach CSWE recognizes that interprofessional and collaborative efforts often provide the best care and result in the best outcomes. • CSWE supports interprofessional approaches to serve individuals with mental and behavioral health needs as well as other populations with specialized issues such as geriatrics. • CSWE supports interprofessional education programs focused on team-based approaches that incorporate care provided by social workers in conjunction with other health professions such as doctors, pharmacists, nurses, and others. CSWE recognizes the need to increase the number of health professionals in the United States trained to work with mental and behavioral health needs. • CSWE supports maintaining and/or expanding interprofessional health training initiatives funding through SAMHSA and HRSA. Social Workers are Committed to Meeting the Needs of Persons in their Environment CSWE recognizes the necessity of addressing the full needs of an individual, including access, diagnosis, medication management, treatment, therapy, care transitions, support services, and culturally competent care. • CSWE supports expanding opportunities for all professionals critical to ensuring the best care and outcomes for the individual. • CSWE supports incorporating adequate requirements for professionals who provide services and ensure that peer-to-peer programs have the proper training, experience, and oversight. Contact: Darla Spence Coffey, CSWE President, DCoffey@cswe.org Julie Jolly, CSWE Government Relations, Julie@lewis-burke.com In accordance with State of Illinois and City of Chicago announcements, and aligned with the University of Illinois’ requirements, Jane Addams Hull -House Museum is closed to the public indefinitely. But the museum is open virtually with public programs, virtual group tours , and self-guided tours! JANE ADDAMS HULL-HOUSE MUSEUM • ABOUT/ • VISIT/ • EXHIBITIONS/ • COLLECTIONS/ • EDUCATION/ • PROGRAMS/ • DONATE/ • CONTACT About Jane Addams About Jane Addams and Hull-House Settlement Born in Cedarville, Illinois, on September 6, 1860, and graduated from Rockford Female Seminary in 1881, Jane Addams founded, with Ellen Gates Starr, the world famous social settlement HullHouse on Chicago’s Near West Side in 1889. From Hull-House, where she lived and worked until her death in 1935, Jane Addams built her reputation as the country’s most prominent woman through her writing, settlement work, and international efforts for peace. Social settlements began in the 1880s in London in response to problems created by urbanization, industrialization, and immigration. The idea spread to other industrialized countries. Settlement houses typically attracted educated, native born, middle-class and upper-middle class women and men, known as “residents,” to live (settle) in poor urban neighborhoods. Some social settlements were linked to religious institutions. Others, like Hull-House, were secular. By 1900, the U.S. had over 100 settlement houses. By 1911, Chicago had 35. In the 1890s, Hull-House was located in the midst of a densely populated urban neighborhood peopled by Italian, Irish, German, Greek, Bohemian, and Russian and Polish Jewish immigrants. During the 1920s, African Americans and Mexicans began to put down roots in the neighborhood and joined the clubs and activities at Hull-House. Jane Addams and the Hull-House residents provided kindergarten and day care facilities for the children of working mothers; an employment bureau; an art gallery; libraries; English and citizenship classes; and theater, music and art classes. As the complex expanded to include thirteen buildings, Hull-House supported more clubs and activities such as a Labor Museum, the Jane Club for single working girls, meeting places for trade union groups, and a wide array of cultural events. The residents of Hull-House formed an impressive group, including Jane Addams, Ellen Gates Starr, Florence Kelley, Dr. Alice Hamilton, Julia Lathrop, Sophonisba Breckinridge, and Grace and Edith Abbott. From their experiences in the Hull-House neighborhood, the Hull-House residents and their supporters forged a powerful reform movement. Among the projects that they helped launch were the Immigrants’ Protective League, the Juvenile Protective Association, the first juvenile court in the nation, and a Juvenile Psychopathic Clinic (later called the Institute for Juvenile Research). Through their efforts, the Illinois Legislature enacted protective legislation for women and children in 1893. With the creation of the Federal Children’s Bureau in 1912 and the passage of a federal child labor law in 1916, the Hull-House reformers saw their efforts expanded to the national level. Jane Addams wrote prolifically on topics related to Hull-House activities, producing eleven books and numerous articles as well as maintaining an active speaking schedule nationwide and throughout the world. She played an important role in many local and national organizations. A founder of the Chicago Federation of Settlements in 1894, she also helped to establish the National Federation of Settlements and Neighborhood Centers in 1911. She was a leader in the Consumers League and served as the first woman president of the National Conference of Charities and Corrections (later the National Conference of Social Work). She was chair of the Labor Committee of the General Federation of Women’s Clubs, vice-president of the Campfire Girls, and a member of the executive boards of the National Playground Association and the National Child Labor Committee. In addition, she actively supported the campaign for woman suffrage and the founding of the National Association for the Advancement of Colored People (1909) and the American Civil Liberties Union (1920). In the early years of the twentieth century Jane Addams became involved in the peace movement. During the First World War, she and other women from belligerent and neutral nations met at the International Congress of Women at the Hague in 1915, attempting to stop the war. She maintained her pacifist stance after the United States entered the war in 1917, working to found the Women’s Peace Party (WILPF), which became the Women’s International League for Peace and Freedom in 1919. She was the WILPF’s first president. As a result of her work, she was awarded the Nobel Peace Prize in 1931. Jane Addams died in Chicago on May 21, 1935. She was buried in Cedarville, her childhood home town. About Hull-House Hull-House, Chicago’s first social settlement was not only the private home of Jane Addams and other Hull-House residents, but also a place where immigrants of diverse communities gathered to learn, to eat, to debate, and to acquire the tools necessary to put down roots in their new country. The Museum is comprised of two of the settlement complex’s original thirteen buildings, the HullHome and the Residents’ Dining Hall. These spaces were used variously over the years, including as a nursery school, a library, and a salon for social and political dialogue. When Jane Addams and Ellen Gates Starr first opened Hull-House in 1889, they had very modest goals. They imagined a place to offer art and literary education to their less fortunate neighbors. The role of Hull-House, however, quickly grew beyond what either Gates or Addams could have imagined and continuously evolved to meet the needs of their neighbors. The residents of HullHouse, at the request of the surrounding community, began to offer practical classes that might help the new immigrants become more integrated into American society, such as English language, cooking, sewing and technical skills, and American government. The residents were the women and men who chose to live at Hull-House; they paid rent and contributed to the activities and services that the Settlement was committed to providing to their neighbors. These services included, but were not limited to, a nursery and a kindergarten, a public kitchen, and access to public baths and a playground. Hull-House became not only a cultural center with music, art, and theater offerings, but also a safe haven and a place where the immigrants living on Chicago’s Near West Side could find companionship and support and the assistance they needed for coping with the modern city. Addressing Multiple Pandemics with Guillermo Gómez-Peña Why Women Should Vote True Peace: the Presence of Justice Opened Sept. 19, 2019 Virtual Tours Virtual Tours at Hull-House Group Tours (312) 413-5353 | jahh@uic.edu 800 S. Halsted Street (M/C 051), Chicago IL, 60607-7017 Privacy Policy …
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