Trials And Triumphs Of Inner City Students Social Work Essay

Trials And Triumphs Of Inner City Students Social Work Essay The book, And Still We Rise: The Trials and Triumphs of Twelve Gifted Inner-City Students, offers valuable insight into the lives of inner-city youth in Los Angeles and throughout the country. Inner-city students are frequently subjected to poverty, violence, gangs, and drugs in their schools, homes, and communities. Yet, many of these students manage to survive and thrive despite their volatile environment. The book provides school social workers with a unique opportunity to understand the challenges presented to inner-city students, and the power of resilience to overcome adversity. Let us now examine how various psychosocial and environmental factors contributed to the development and success of the students discussed in the book. Developmental Tasks, Systems, and Resilience Adolescence is arguably one of the most difficult and challenging stages of development for an individual. It is a time of great social, psychological, emotional, and academic growth that poses many challenges for youth surrounding identity, self-esteem, and self-efficacy (Zastrow Kirst-Ashman, 2007). According to Eriksons psychosocial theory of development, adolescence is a time of exploration and experimentation in relation to peers and social roles in order to establish a sense of identity (Zastrow Kirst-Ashman, 2007). The students in the book are each facing various identity challenges and demands within their environment. They are exposed to gangs, drugs, poverty, and teen pregnancy in their everyday lives, and they must each make the difficult decision of who to be and how to reconcile various role demands. Sadi, for example, had to make the difficult decision of whether to maintain his gang lifestyle which provided a sense of power, protection, and family for him or to explo re his intellectual abilities as a student in school. Fortunately, with encouragement from Ms. Little and Mr. Braxton, Sadi chose to join a different kind of family, one that offered promise and hope through academic achievement. The students in the book are also charged with the task of navigating various systems within their environment that impact their lives. On a mezzo level, the students interact with family, teachers, social workers, foster and group homes, and gangs. On a macro level, the students interact with the school, community, social services, and the judicial system. Unfortunately, the students in the book are negatively impacted by a number of these systems. Many of the students lack adequate support at home and are forced to work in order to survive. Some students have been neglected or abandoned by their families and are forced to navigate a cruel and unjust world alone. The students are also exposed to violence and poverty within the community and frequently suffer retribution from the judicial system. Additionally, the social service system did not always adequately address the needs of the students. For many of the students, their only sanctuary was school, a place where they felt welcom ed, supported, encouraged, and cared for. The students in the book survived due to their resiliency. Each student possessed the inner strength, power, and motivation to overcome obstacles in their environment and to thrive in the face of adversity. The incredible power of resiliency allowed the students to maintain focus and motivation despite negative environmental factors. Their resiliency coupled with the support and encouragement of administrators and teachers within the school allowed the students to exceed expectations and claim futures full of hope and promise for a better life through education. Let us now examine how the challenges of adolescence, systems in the environment, and resilience shaped the life of one inner city student. Olivias Story Olivias story provides a unique perspective on the various difficulties encountered in relation to systems in the environment, and how the power of resilience provides motivation and drive to survive and beat the odds despite numerous obstacles. Olivia was affected by various mezzo and macro level factors throughout her childhood. On a mezzo level, Olivias interactions with her mother, social workers, and various foster and group homes shaped her life. Olivia was physically and emotionally abused and neglected by her mother, and abandoned by her father. At the age of twelve she entered the world of social services, and began her journey through various foster and group homes that provided little to no financial or emotional support. Olivias social worker did not provide her with adequate resources and support either, and Olivia was forced to take matters into her own hands and support herself by working a number of jobs, many of which were inappropriate, dangerous, and illegal. From a macro level perspective, Olivias encounters with the teachers and administrators at Crenshaw High School, the social service system, and the judicial system significantly influenced her life as well. At a time of chaos and uncertainty in her life, school was her only reprieve. It was the only place she felt wanted, needed, and loved. School also provided her the opportunity to show her true potential in the gifted magnet program. Olivia received the support and encouragement she needed at school from Ms. Little and Mr. Braxton, who served as her pseudo parents and family. They provided her with the guidance, nurturance, and impetus she needed to reach her academic potential. Unfortunately, Olivia was underserved by the social service and judicial system. She was in the social service system for many years and was never provided the adequate resources and support she needed to survive. As a result, Olivia was forced to seek alternate illegal sources of support that ultimately l anded her jail. If Olivia had been given adequate resources and support from the social service system she would not have had to engage in illegal activities to survive. In this sense, the judicial system was reactive as opposed to proactive with Olivia. For many years, she tried to navigate her way through an unforgiving system trying to attain assistance. Ironically, it was not until she committed a crime that she finally had access to the resources and support she desperately needed throughout her childhood. Fortunately, despite all the hardships Olivia endured throughout her childhood she did not let the social service or judicial system prevent her from attaining her dream of attending Babson College. Her incredible sense of resiliency and drive for a better life helped her to stay positive and maintain focus despite the many obstacles she encountered. Olivia always knew she would prevail, and in the end she did! She relied on the strength and perseverance she had used to overc ome past obstacles to achieve the dream that had almost been stolen from her. Her story is a source of inspiration for inner-city students throughout the world, and proves that childhood experiences and environmental systems may influence, but do not define, an individual. Lessons for a Future School Social Worker The book provided me with valuable insight into the lives of inner-city students. Prior to reading the book, I was unaware of the various obstacles many inner-city students face in their everyday lives. I now have a new understanding of how various systems in the environment negatively and positively influence students, and how I might be able to assist students in navigating many of these systems as a school social worker. The book also helped me realize how important it is for students to have access to adequate resources and support for optimal psychological, social, and academic development. The book also highlighted the relevant role school teachers and administrators have in impacting students lives, and how important it is for social workers to work collaboratively with school staff to ensure that students needs are being met. On a positive note, I have learned that inner-city students have incredible potential and that as a school social worker I will play a vital role in ide ntifying and addressing obstacles, providing resources and support, and serving as an advocate and coach to help students reach their full potential. I can, and will, make a difference in the lives of the students I work with! J

Key Principles of Management and Leadership

Unit 1 – Key principles of management and leadership Activity 1 a) Though the two terms seem similar on the surface, in reality they are quite different. A great manager does not necessarily make a great leader, and a great leader does not necessarily make a great manager. Management controls or directs people/resources in a group according to principles or values that have already been established. Leadership is setting a new direction or vision for a group that they follow, i. e. : a leader is the spearhead for that new direction.The manager uses a formal, rational method whilst the leader uses passion and stirs emotions. People naturally and willingly follow leaders due to their charisma and personality traits, whereas a manager is obeyed due to the formal authority vested in him/her. As a result, people tend to be more loyal towards leaders rather than managers. Managers supervise employees. They make plans, delegate responsibilities, and coordinate activities. Their goal is to create something that is definable and repeatable. Leaders are focused on bringing about innovation and change for the company.Their primary role is to inspire people and to motivate employees. They are focused on change. They create a sense of vision, hope, and alignment among employees. An organisation cannot thrive without a manager, and it cannot thrive without a leader. Leadership and management must go hand in hand to be successful – both in corporate and casual settings. They are linked, and complimentary to one another. Managers will:Leaders will: AdministrateInnovate MaintainDevelop Focus on systems and/or structuresFocus on people Rely on their controlInspire trust in people Hold short range viewsHave a longer range perspectiveAsk ‘how’ and ‘when’Ask ‘what’ and ‘why’ Keep an eye on the bottom lineKeep an eye on the horizon ImitateOriginate Accept the status quoChallenge it Be a classic good soldierBe his/her own person Accept realityInvestigate it b) Management encompasses 5 functions which are planning, organising, staffing, directing and controlling. Planning – Planning gives management the ability to logically come up with different strategies to make sure that the project ends in success. The term for generating plans of action can be for immediate, short term, medium term and long term periods.If management does not implement a plan the only plan that he can guarantee is a poor performance. Organising – In order to make sure that the plan is a success management have to make sure things within the company and the plan are properly organised. This is where management can divide, coordinate and control the task and information within the organisation. Assigning work and granting authority are 2 important elements of organising. Staffing – Now that the structure is properly put together, management needs to have employee's to carry out the plan. This is also known as human resource management.In this concept management will be devoted to properly acquiring, training, appraising, and compensating their employee's. Employees are what give a company a competitive edge. Management must ensure that the right number of and kind of employees are placed at the right places and at the right time when the organisation is in need of them. Directing – This is the ability to get employee's to achieve the goals of the company in the most effective and optimal way. Leading, motivating, communication and coordination are the elements that come under directing.Directing is about guiding and leading the people in an organisation. Controlling – This is the process that ensures whether the resources are obtained and used efficiently in achieving the organisational objectives. This function will be the last task that management will do. This will allow the ability to check the performance of the employee's to make sure it correlates with the input (plan) and output (performance). For this reason, that is why controlling function of management is closely linked with the planning function. ) It is the requirement of a team leader to achieve objectives set by management for a team. However, since the team leader cannot meet these objectives on their own, it will be required for the team leader to lead or manage a team to achieve success using the skills of the team. The team’s objectives will be those of the team leader. The team will consist of a number of individuals each working to achieve their own objectives, based on each individual’s particular skills, knowledge and expertise. This breaking down into specific tasks will contribute to the overall achievement of the objectives of the team.With this in mind a team leader must know their staff, but it is equally important that the staff know the team leader. A leader must know how to build and nurture such a team. A good leader knows when to be a leader and when to be a follower. Good leaders are good followers when that's what is needed. Other skills that the team leader will need to possess are: Integrity. Having strong internal guiding principles that one does not compromise. It means treating others as you would wish to be treated. Integrity promotes trust, and not much is accomplished without trust.Leading by example. Innovation and vision. Welcoming new tasks and new ways of doing things. Having a clear idea where his or her organisation and/or unit are going in the long term. Communication. Leaders need to learn to be proficient in both the communication that informs and seeks out information and the communication that connects interpersonally with others. Being able to listen well, explain things clearly, ask questions and be aware of what people really think and feel (not what they may say). Relationships.A leader who likes dealing with people issues, who can initiate and deepen relationships with others, has a great leadership ad vantage. This is a leader who can build a team and achieve impressive results. This can help with the ability to motivate others. Getting people to do things because they want to and not because they are told to. Persuasion. The ability to influence others and cause them to move in a particular direction is a highly important skill in leadership. A leaders ability to be persuasive is directly related to how much people trust you and how good your communication and relationships are.Adaptability. Adaptability and flexibility in not being bound by a plan are important success factors. A leader must move easily from one set of circumstances (the plan) to the next (the plan is not going as expected) and take them all in stride, even when the circumstances are unexpected. A good leader has to embrace change and see it as opportunity. Coaching and self-development. Developing others is an important role for a leader. Encouraging others to expand their capabilities and take on additional a ssignments is part of a leader’s responsibility.Leaders who feel threatened by the capabilities of others are generally challenged in this area. This coincides with being interested in what people think and feel. Self-development and expanding one’s own capabilities inspires trust and respect from the team which also goes hand in hand in developing others. Decision-making. A leader must be able to wade through information, comprehend what’s relevant, make a well-considered decision, and take action based on that decision. Making decisions too quickly or too slowly will impede leadership effectiveness. Planning.Planning involves making certain assumptions about the future and taking actions in the present to positively influence that future. Planning means to focus more strategically. Although important for guidance and focus, plans are rarely rigid. d) My job as a Senior Support Worker is to provide support to the Registered Manager and lead a small team of supp ort staff in the day to day running of the unit in line with the company’s objectives. I am responsible for ensuring all Service Users who reside at the unit receive high quality, person centred support. I provide support, coaching and mentoring to team members.I am responsible for preparing, maintaining and supporting team members in the updating of care plans. I ensure good working practices are established and maintained. I have to observe a proactive approach to achieving a positive, engaging, promotional and relationship building role with Local Authorities and all other stakeholders. e) * I give support, educate and manage the staff team on a day to day basis and through bi-monthly supervision. * I am responsible for the deployment and control of appointments on a day to day basis, plus the allocation of certain appointments to specific team members. I support the running of the home to achieve real, individualised care packages for the Service Users. * I promote effect ive team working, to maintain good communications systems, including hand over’s, log books, supervision and staff meetings. * I assist the manager in identifying training and development needs for the staff team and to help facilitate these needs. * I review, monitor and fulfil health and safety responsibilities to ensure a safe working environment for yourself, colleagues and the Service Users. I support and maintain effective working relationships with all other staff and to promote good relationships with local residents and the general community. * I have a positive, hardworking attitude and remain committed to the ethos of Reed Care Homes Ltd. * I provide a positive working role model for other colleagues and Service Users, with reference at all times to the company’s equal opportunities policy and the recognition of each person unique racial, cultural and religious needs. * I assist the Registered Manager in the recruitment of new team members and complete induc tions. I provide cover for the Registered Manager in their absence. * I maintain professional knowledge and skills through training and a commitment to continuous professional development. f) In 1997 John Adair developed a model of leadership training based on three overlapping circles that are involved in any leadership situation. If you look closely at matters involving leadership, there are always three elements or variables: * the leader – qualities of personality and character * the situation – partly constant, partly varying the group – the followers: their needs and values. There are three areas of overlapping need which are centrally important which are related to task, group maintenance and the individual. Task – The reason a group of people come together to perform a task is because the task is too big for one person. A range of knowledge and skills are required and these will not be found in one person. Group maintenance – Many of the fo rmal or informal rules and procedures of the group are designed to promote unity and to maintain cohesiveness at all costs.There is a feeling that good relationships are essential towards a shared goal. This need to create and promote group cohesiveness is called group maintenance. Individual – Individuals bring into groups their own needs, for eg, recognition; a sense of fulfilment, status, and what Adair terms as the deeper needs to give to and receive from other people in a working situation. Adair believes that these individual needs are more profound than we sometimes realise. These needs may attract us or repel us from any given group.The three areas of need overlap and influence one another. If the common task is achieved, then that tends to build the team and to satisfy personal human needs in the individual. If there is a lack of cohesiveness in the team circle, a failure of team maintenance, then clearly performance in the task area will be impaired and the satisfac tion of individual members reduced. In order to achieve the common task and to maintain teamwork, certain functions have to be performed. Adair's three circles model emphasises the importance of distinguishing the individual from the group.It is fundamental that each of the circles must always be seen in relation to the other two. A leader must always be aware of what is happening in relation to the team in terms of the three circles. In 1993 Charles Handy pointed out that it is unlikely that there will ever be a situation where there is a perfect match between the need of the individual, the group and the task. The leader's job is to be aware of the tension and to manage it. A leader must maintain some distance, as they are responsible and accountable for: * Achievement of the common task Ensuring the group work as a team * Facilitating the development of the individuals Leaders need to interact with others whose support they need in order to accomplish goals. To gain their support , leaders must be able to understand and motivate them. To understand and motivate people, leaders must know human nature. Human nature is the common qualities of all human beings. People behave according to certain principles of human nature. Human needs are an important part of human nature and leaders must understand these needs because they can be powerful motivators.In 1970 Maslow felt that human needs were arranged in a hierarchical order and that the basic needs must be met before the higher order needs in the form of 5 levels: 5. Self-actualization — knows exactly who you are, where you are going, and what you want to accomplish. A state of well-being. 4. Esteem — feeling of moving up in world, recognition, few doubts about self. 3. Belongingness and love — belong to a group, close friends to confide with. 2. Safety — feels free from immediate danger. 1. Physiological — food, water, shelter, sex.Maslow deemed that people want and are foreve r striving to meet various goals. Because the lower level needs are more immediate and urgent, then they come into play as the source and direction of a person's goal if they are not satisfied. A need higher in the hierarchy will become a motive of behaviour as long as the needs below it have been satisfied. Unsatisfied lower needs will dominate unsatisfied higher needs and must be satisfied before the person can climb up the hierarchy. Leaders knowing where a person is located on the pyramid will aid in determining effective motivators.Almost no one stays in one particular hierarchy for an extended period. We constantly strive to move up, while at the same time various forces outside our control try to push us down. The goal as a leader is to help people obtain the skills and knowledge that will push them up the hierarchy on a more permanent basis. People who have their basic needs met become much better workers as they are able to concentrate on fulfilling the visions put forth to them, rather than consistently struggling to make ends meet.

Why Nobody Is Talking About Term Paper Meaning

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SMART Boards to Build Math Skills Essay - 1133 Words

Math is one of the fundamental subjects taught in elementary school and is a necessity for overall academic survival. Young learners’ future understanding of mathematics requires an early foundation based on a high quality, challenging, and accessible mathematics education (NCTM, 2013). An engaging and encouraging learning environment helps children develop confidence in their ability to understand and use mathematics. However, math proves to be a difficult subject for many students. In a world filled with technology, it has become increasingly important to incorporate technology based-teaching in the classroom. As new technologies enter the classroom the question is raised as to how these technologies can be used to build math skills.†¦show more content†¦The adaptability of the SMART Board also allows for teachers to easily differentiate lessons. Students have fun and often don’t even realize they are learning while they combine their cognitive and physical abilities to interact with the SMART Board technology (Riska, 2010). In the context of math, the wide range of technology offered by the SMART Board enhances teaching while the teacher still manages the learning environment (Kent, 2006). Through the use of SMART Boards to create lessons for which the students can interact, teachers promote higher order thinking and create or negotiate understanding of subject matter (Kent, 2006). SMART Boards provide teachers with a learning tool that opens the door to teacher-led discussions that â€Å"probe student understanding on mathematical concepts without being limited by the student’s arithmetic abilities† (Kent, p. 3, 2006). Using the SMART Board teachers are able to facilitate learning through generating and exploring multiple representations of mathematical ideas (Juersivich, Garofalo Fraser). Students note that with the use of the SMART Board math is more interesting and concepts that were difficult to understand became clearer with the help of 3-D imagery and virtual math manipulatives (Savoie, 2008). Discussion The key to the success of SMART Boards and their integration inShow MoreRelatedCurrently I’M Doing Field Work At School A, Observing A1447 Words   |  6 Pagesso they hopefully understand better. A lot of the lessons are taught on a televised-like smart board where everything in this case is computerized and digital. The smart board is visible to everyone in this classroom. The teachers can manipulate the notes by using digital markers to draw on the smart board. Even students are allowed to take part in this technology when they write the answers on the smart board. 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During free time, Bill struggles with peers interactions during free time. With Bill struggles in areas that will affect his future education and I would like for us to build activities and provide accommodations to help Bill continue to progressRead MoreMy Ambition Of Wanting To Become A Teacher Originates From1682 Words   |  7 Pagesexperience, I was placed in a grade 5 classroom at St. Marthaà ¢â‚¬â„¢s Catholic School for six weeks. During the time I was there, I was fortunate to be able to learn how to use the Smart Board, and throughout the teaching experience, I was able to teach geometry and multiplication unit in math using the Smart Board notebook software. The Smart Board was an essential tool in teaching at this class. Students were engaged, and it also allowed for differentiated instruction. 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Buildings and Facilities Staff Room, Lunch Halls, Toilets, PE Department, Math s Department, Science Department, English Department, Humanities Department, Art, Design, Textile, Food Department, Library, Technician Department, ICT Department, Sixth form Department, Nursery Department, Tennis Court and Astro Turf. This is a schoolRead MoreSkills Gaps in Americas Work Force Essay1318 Words   |  6 Pagesï » ¿Current Event: Week 2 Current Event Article: Skill Gaps in America’s Work Force Jess Tourville Endicott College October 13, 2013 Managerial Economics Richard Weissman Summary In the well written article Stubborn Skills Gap in America’s Work Force, the author Eduardo Porter describes how fictitious the idea of workers in America really is. When asking President Obama which country develops and breads the most skilled work force he said hands down the UnitedRead MoreHow Can Math Facts Help Solve Real World Word Problems? Essay993 Words   |  4 PagesTeacher: Loupe Title: I Can Add Doubles! Subject: Math Grade Level: 1st Grade Date: October 5th, 2016 Standard: 1.0A.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.Use strategies such as counting on; making ten (e.g., 8+6=8+2+4=14); decomposing a number leading to a ten (e.g.13-4=13-3-1=10-1=9): using the relationship between addition and subtraction (e.g., knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., addingRead MoreStudent and Stakeholder loyalty of East Memorial Essay1548 Words   |  7 PagesEast Memorial is an elementary school consisting of grades K through fifth. The school is a part of Weld County School District Six (WCSD 6). The following information will identify how WCSD 6 and East Memorial Elementary School (EMES) build and keep stakeholders loyalty. This is an important part of any school organization. According to Baldrige, one organizational goal should be â€Å"†¦achieving such a degree of loyalty that the student or stakeholder will advocate for your organization and your prog ramsRead MoreEvaluation Of A Student Learning Objectives1268 Words   |  6 PagesStudent Learning Objectives (SLO), intended for six weeks of instruction. Each unit contains the content of the grade that can be taught to proficiency by the end of the unit. The assessment allows for measuring student proficiency of those targeted skills as the year of instruction progresses. Assessment procedures are not only used to evaluate student success but can also be used to evaluate the curriculum itself. Essentially, by assessing our students, we are also evaluating the curriculum.