Doing community research: Involving the community

This reflection is on Chapter 23, "Asset Building in Rural Communities through Participatory Research" from our textbook Rural Social Work: Building and Sustaining Community Assets by Scales and Streeter (2004).

I choose to write about this chapter because it spoke to me regarding the work I am doing with Former Foster Students on campus at Humboldt State University.

According to Scales and Streeter (2004), participatory research "places a community's greatest asset, its people, in control of the knowledge building work" (p. 290). What a novel idea!

I have been getting to know a small portion of students on campus who came through the Foster Care system. I helped to resurrect the Former Foster Youth Club which we recently renamed E.L.I.T.E. (Excelling & Living Independently Through Education). I have been spending time with them doing various activities and traveling to conferences which has helped us to build a relationship built on trust. Our common goal is to be part of the process of building support on campus to address this particular populations needs.

Back to this chapter: The classic model (positivist) of community development is contrasted with participatory research. The positivist model separates the experts from the community and the relationship is vertical or top-down. This is not only based on dominance and colonialism thinking; it isn't very effective for several reasons. The needs are defined by the experts and not by the people affected. Interviewers are placed from outside the community, so trust issues interfere with any feedback. And, this kind of research process fails to include the very people who the research was being conducted on. Doesn't sound very effective does it?

First and foremost in contrast, the participatory model views dialogue as important between experts and the community. This requires a horizontal relationship. This takes time to build, especially in rural communities. According to Scales and Streeter (2004), The relationship is based on "love" "humility" "mutual trust" and "faith" (p. 291-Freirr, 2000). Essential is the understanding that community needs to design it's own future and is capable. It is the job of the expert to build trust over time and empower the people in what ever way is needed. Sometimes experts will include training, promotion of the shared overarching purpose, aim and objectives. In a focus group, "sessions [are] conducted in a semi structured and open-ended manner intended to elicit the greatest degree of input form the focus group participants" (p. 298). Sounds empowering right?!

"Participatory research was designed to invest ordinary people with the power to create knowledge by using their own assets and participating as researchers" (p. 300-301). Anyone who is reading this and conducting research about a community--I challenge you to look closely at your process and make sure that you are working from a participatory model!

Reflections on Chapter 11: Using Networks and Networking by Hardcastle & Powers (2004)

This chapter offers an important focus and useful tools of assessment! It's about the role of a social-worker and the need to assist clients in the assessment, development, and management of social networks. The authors make the claim that the above listed is "the crux of social work practice" (p. 293). And they mention that networking is the "holism of social work's person-in environment (P-I-E) perspective" (p. 293). The chapter also reviews the social network theory.

When working in agencies it is necessary to understand that "power in networks is an ability to get resources, influence, and get things done in the network" (p. 296). One of the reasons why social work is so important is that often individuals have little power in isolation and the need for organizations and coalitions to assist in the development of balancing power and access to resources.

"Coser(1964) has asserted that, as the world becomes more interdependent and closer, there will be a greater need for rules of conflict and for conflict resolution" (p. 302). Hardcastle and Powers provide strategies and insights to how responses to conflicts can create positive exchanges and negative exchanges. "A win-win strategy involves using collaboration and cooperation, where focusing on similar contestant needs and sharing of resources becomes a means of conflict resolution" (p.303). In discussion of strategies the authors posit that "bargaining and negotiation skills are crucial to social work advocacy and practice"(p. 304). And further explain that bargaining "requires clarity of communication between the parties, a willingness to compromise and see areas of agreement and middle ground, and a mutual recognition of legitimacy of the parties to bargain" (p. 304). Hardcastle and Powers continue to provide detailed strategies on the next few pages. One aspect that really spoke to me is to take the time to not rush into premature solutions and to not be premature with offering too much in the beginning as a way to maintain bargaining power. Worth mentioning also is that "conflict is critically necessary for the socially marginalized in changing the status quo" (p. 302). And lastly,

"social supports are positively associated with mental health and mental health gains"(p. 308).

Types of social supports are listed as "emotional aid, material aid, information, and companionship" (p. 310). "Social mapping techniques are commonly used to assess social support networks" (p. 312).

Most of this personally seems like common sense--but maybe I take this for granted? Yet the chapter does provide tools for assessment and important aspects of assessment, development and management of social networks. In addition, negative relationships of the marginalized to the welfare state and resources, is dependant in nature, therefore the need to use empowering practices when working with clients is warranted.

Reflections on Chapter 10-Using Work Groups:Committees, Teams, and Boards from my textbook: Community Practice by Hardcastle & Powers (2004)

I first give credit to my Professor Dr. Itin. He taught me not to fear conflict in a group process and further helped me to understand that conflict is just part of the process and if handled well can help groups to be effective. I never tire learning how to handle various conflicts and in my text they provide case examples our how to deal with various situations or roles that are common in a group process.

I have had my fair share of conflicts gone bad and I have always tried to avoid conflict. I don't lean towards working alone when provided the choice and to me there is nothing better than a team that works well together. One reason is because I value the opportunities to learn from others and see the possibilities of bringing together different perspectives and ideas. Often others have thought of something I would never have thought of and this is what I really value. Yet, this whole process of needing structure, buy-in, respect, shared collaboration sometimes is just quite a challenge within a group. It takes a lot of courage to bring up issues that are tense in a group, for fear that the group will turn on the person who is trying to mediate.

So as dorky as this sounds I love this stuff--I would love to learn how to gain skills so that I could help in any group I am in so that cooperation and consensus flows well.

Hardcastle and powers write "How many times have you gone to a meeting and left with the feeling that it was a waste of time? Nothing was accomplished. When this happens, frequently it is because whoever was responsible for running the meeting did not think through the specific decisions to be made at the meeting or could not facilitate the decision-making process effectively." So all of you out there in the leadership roles--which will be many of my co-horts after we graduate from the MSW program at HSU--We need to get our act together! This statement hit home for me. And I hate to say this I have been in that leadership role and made mistakes. The good news is that I can learn skills to be effective in this role. Another point that Hardcastle and Powers bring up is that all members in a group process are responsible for helping the process to be effective. So even if you are not in the leadership role--you potentially have the power to help group process or harm group process.

It's good to understand the stages of group development. A good reference is from Tuckman 1965--who describes the stages as Forming, Storming, Norming, Performing, & Adjournment. I learned this from my Professor Itin as well--These stages of development continue to be taught today. By learning about the stages it helps to see what is important to accomplish at each stage and can help with understanding why a group process is not working well--Maybe something was not accomplished at a particular stage.

On pages 286, Hardcastle & Powers (2004) three common group problems are discussed with a scenario--then they offer a study which evaluates whats happening and the assessment which identifies underlying issues. Then they offer several interventions and discuss the possible outcomes of each decision. I found this to be very helpful and I would recommend this section highly to all of my co-horts as well as to anyone interested in learning how to be an effective leader and strategies for intervention--even if you are not in a leadership role!

Here's to groups that work, here's to effective leadership, and may we never have to work in groups that we end up walking away with a feeling of wasting our time. If you do--ask yourself what you could have done differently.

Update: Supporting Former Foster Youth Students

Hi all,

I promised that I would keep you updated on my Internship working towards the creation of a Guardian or Renaissance type program on campus at Humboldt State University. For those of you who don't know what these programs are: basically they are specific programs designed to support retention of Former Foster Youth students by helping them with barriers specific to this population.

I just got back from a conference in Los Angeles titled : Creating a Blue Print: Supporting Former Foster Youth in Higher Education. I heard about this late September--quickly went after grants on campus so that I could take Former Foster Youth (FFY) students with me--And we (two students and I) just got back. It was phenomenal--empowering--and gave us a lot of useful information and inspired a collective vision for the future.

I began my internship as sort of a ship sailing with one sail out there in the big silo world on campus. I did not know what existed on campus in the way of support for former foster youth students. I was placed at the Educational Opportunity Program (EOP) at Humboldt State University, with the understanding that this was a very busy time for them so I would need to keep myself busy.

In the beginning I spent my time researching programs on other campuses, trying to establish a FFY club through outreach efforts, creating letters to mail out to students, going after grants to attend this conference, and making myself available to FFY students in the EOP program. Several students were referred to me for various issues and I diligently connected them to resources or found answers to their questions. Working with students with needs has become a passion of mine. It is completely rewarding and humbling to be in a position to respond to people by developing relationships with them. I have found all the students I have ever worked with to be inspiring, bright, and amazing people who are working towards a goal of completing their education as a way to brighten their future.

Many people on campus do not understand that students who are from the Foster Care system were placed due to their parents issues not because of any fault of their own. Many people don't know the common issues that foster care children face. It's common for foster kids to be moved from placement to placement and from school to school. This in itself is very demoralizing and creates a lack of trust and lack of self-esteem. When you can't trust your own parents who can you trust? From past abuse and trauma from being removed from a family home; and then passed around from foster home to foster home, often without anyone ever really understanding or caring like a parent does --- foster youth often develop mental health and deep trust issues. Then to top of this whole experience, the system historically has not provided necessary life skills and the kids are cut off the system at age 18. Many are not prepared and become homeless and enter into the criminal system out of no fault of their own except for making understandable mistakes. The good news is that current legislation is mandating systems to work with foster kids at a young age to prepare them for higher education, and provide independent living skills. In addition newer legislation is mandating liaisons on campus at community colleges, we still need to also carry this over to Universities. Our local Judge, Chris Wilson, just helped with these processes by allowing appropriate sharing of information to ensure foster kids are getting access to higher education.

Back in 1965 an educational act (Higher Education Act of 1965) was declared in order to attend to disadvantaged students. This is when EOP, Talent Search, Upward Bound and TRIO type programs were developed. The population that was forgotten were the kids from the foster care system. At my internship, through connecting with many people I uncovered the efforts of many working towards the development of support on campus for this population. Yet, I also uncovered a clear understanding of the need mixed with unsuccessful efforts to really get a program off the ground. A lot of hard work has been done to lay the groundwork by directors on campus through relationship building and networking off campus--but time and funds have been major barriers as well as the a clear understanding of support from those in power.

As you may guess these barriers are complicated with the silo structures. Not all players on campus are working together as is necessary. My role is interesting because I am not in a position of power, yet I have put out a lot of effort and passion for this need.

The outcome of a meeting I had-- developed into another meeting and it was decided to bring all the key players together with a social worker who has been working with other college campuses across the nation on similar projects with little funding available. At this meeting the missing key players were identified and the clear need from all present to have the endorsement from upper power positions. It was agreed to move forward and begin the process of identifying a key person on campus as the FFY liaison, find a space, and involve all key players at on-going meetings.

My efforts have now shifted. My main focus at this time is to continue empowering practices with the club members (FFY students currently at Humboldt State University in their efforts, goals and voice in this whole process and to ensure sustainability of these efforts so all does not fall flat as it has over the past five years. To be continued...

Human Service Organizations (HSO's)

These are some reflections and pieces that spoke to me from Chapter Nine, Community Practice, by Hardcastle and Powers, (2004).

One implication for Social Workers to ponder is the future direction of human service agencies and also funding sources. According to Hardcastle and Powers (2004), the current trend is towards privatization. "The for-profit sector has an almost 36% share of the social services market, with a 50% growth projected over the next few years (p. 247). (THIS IS A BIG CHANGE) On the upside, "faith-based agencies in the not-for-profit sector also are expanding and serve as an exception to the commercialization trend"(p. 247). I don't know all of the implications of this--I suspect the focus on profit may shift focus on quality of service. In addition, the very rich are giving less since the 1980's because they are not getting the same tax breaks. Already social work is stressful, but the added changes point in the direction of additional hardships from a loss of resources and a loss of focus on service and reform.

An important reminder is that, "most of our important social reform came about through nonprofit activities--child welfare, civil rights, environmental protection, women's rights, workplace safety"(p. 248--originally from Salamon, 1992).

I couldn't help thinking back to a time I worked at a non-profit which served the needs of the community, yet ran at a high cost to the employees and ultimately-- due to this fact at the cost of the community. The board worked with the CEO as a team, much like it should --yet the CEO was misrepresenting and mismanaging and failed to keep the board properly informed. Unfortunately this went on for years, with several crisis's and upheavals until the board finally took control and fired the CEO--but it took many years and a persistent director to make this change. This can happen-- especially when the CEO is not qualified to be in such a position.

Hardcastle and Powers (2004) point out that "human service work is often stressful, not only because of inadequate resources, but also because it is both "moral work" and "gendered work" (p. 246). Social work holds it's own ethics and values--which play into decisions and particular jobs that require us to make decisions that may go against our own values and that require moral judgments about the worth of individuals and families. Hardcastle and Powers reference gendered work because women make up the majority of the direct service workers while men are more often in managerial positions. In addition to this fact, Hardcastle and Powers claim that feminine values of "altruism, caring and nurturing" and the need to be flexible conflict with a more structured masculine value orientation centered on efficiency. "This conflict, coupled with the lower pay attached to female-dominated occupations and industries and the fact that many of the clients of human serviced agencies are poor women and other "undeserving" poor, devalues human service work and demeans all human service workers" (p. 246). Again the funding is directly tied to this value and as such "might change the pattern of allocations significantly in the future"(p. 246). I appreciate the focus on how power is distributed in social work and how this distribution plays out in funding, and where value is placed. It's very important not to loose site of power inequities when working towards reform or change within agencies.

What I found most helpful are the tips provided for service workers when facing the need to work towards reform within agencies. It's important to understand formal and informal structures and lines of power. Hardcastle and Powers point to the importance of developing what they term "social capital" which is described as establishing positive relationships with co-workers and establishing "personal legitimacy" (p. 262). The reference to personal legitimacy has to do with developing personal expertise in an area of value. All decisions should be made with caution and taking time to lower personal and unnecessary risks. Refer to page 263 for a complete list of "rules of thumb for working the system" (p. 263).

Personally I align myself with organizational development strategies which are"cooperative, collaborative, and consensus building in nature"(p. 265). (when at all possible!!!)

"Yes We Can": What we can accomplish!

What we can accomplish: It all starts with the belief that you can accomplish anything if you don’t give up and you can think critically and creatively. Most importantly if you don’t see stop-signs (metaphorically speaking), and don’t accept statements or answers as if they are the gospel—even when and especially when-- negative beliefs have been supported for a very long time.
As a social worker, stories can be a source of inspiration and as a reminder that not only can I accomplish a lot, it is my responsibility. I am currently doing community work. Along the way I have stumbled upon barriers that I was able to re-frame. What looked like an obstacle to one person-I reframed it to be something else, and was able to accomplish a task which had been a major barrier over years of time. It was that simple. Chapter eight of Community Practice (Hardcastle and Powers, 2004) covers this use of self in relation to community work. They remind us to be careful about what we reveal, and to be mindful in all situations of what we say. Basically, they are pointing out the importance as a community leader or change agent not to alienate anyone, and you never know, even in the elevator, who might be listening. Then, they discuss beliefs that shape our behavior and the persistence that allows a person to solve long standing problems with creative solutions combined with a positive belief. I recently learned in my AOD class that when people are working through ambivalence they need three ingredients to be successful when working towards a change. They need to be willing, ready and able. When you can shift a belief from being helpless and hopeless to a belief that change is possible then you open your mind to consider next actions (the able part).

The following is a true story. When I was 11 years old, all I could think about were horses. I asked my parents if I could have a horse. We lived in a summer home on Puget Sound which had been weatherized by my father. To get to our house, you had to walk down a very steep trail through tall trees, maiden-hair ferns, and trilliums. We had no flat land. From the balcony, I could throw a rock into the water. Sometimes I would sleep on the balcony/porch and wake up to the sound of water lapping on the dock, and birds singing. I can’t think of a more peaceful setting, yet this beautiful surrounding did not support the needs of a horse. Yet, when I was eleven I asked my mom if I could have a horse. She said, first off we have no place for a horse, and second off we can’t afford a horse. This is when my wheels (my mind) began to churn. I found a pasture close by with a barn, whose owner agreed to my use free of charge. I baby-sat on a weekly basis and saved my money. Eventually, I saved enough for a horse, I found one through the local papers, enlisted my friends’ parents to trailer it home, and continued with my baby-sitting job to afford hay and grain. I learned how to build a corral with a peer and learned to care for his hoofs with help from a local Ferrier. What this story is about is a little girl who did not let one persons response be her destiny. With hard work, persistence, and the belief that she could find a way—she accomplished a lot.
As I read chapter eight of community practice—and look back to chapter seven which told a similar story about Erin Brokcovich—I see how these characteristics can make a difference. President Obama understood this with his slogan “Yes We Can”. Our Professor Michael Yellow Bird has been pressing us to consider our minds as one of the most important resources available to ourselves and to our community. It starts with our beliefs about being able, and then we can choose not to accept status quo or even what the majority says. How often do we hear people say they are hopeless and feel helpless? This kind of thinking stops us in our tracks! Our community can accomplish a lot, and we are not helpless or hopeless—even when things seem overwhelming at times.

What I would like to ask our class( –taking all of this chapter into consideration—which basically surrounds particular ways of developing particular characteristics AND—Tapping into what Yellow Bird has been drilling into us as our most powerful resource, developing the way we see the world, how we believe that we can respond, learning how to be persistent, to think critically, to move beyond an unconscious reactions of our reptilian brain based on fear and realities that don’t serve us well- to expand our brain to create a new way of being as effective positive change agents of our communities reaching across nations)-- is can we as a class take time to consider more concretely how we will develop our awareness about ourselves so that we can develop these characteristics mentioned in chapter eight of CO?
For instance: How does one develop persistence?
How does one develop the belief in ourselves, and lend this belief out to others? I used to think that some of these characteristics were either inherent or not. For instance I am one of those people who see the cup as half full—My husband on the other hand is much more cautious and see’s the cup as half empty—He brings some strength to the table for me because he considers details –when I might just be jumping forward without making important considerations—Now that I’ve made this statement---I see that with some critical thinking we could both gain from our limited vantage points—but my concern is that I have developed these trenches in my brain or pathways so now I need to take deliberate actions to develop these new pathways—which is not necessarily clear to me at this time. I also need to develop my awareness. Is Yellow Bird suggesting that through meditation and focus this is what we can accomplish??

Our President: Taking a stand!

http://www.c-spanvideo.org/program/ID/213658

President Obama delivered the keynote address at the 13th annual Human Rights Campaign national dinner. He praised the work of the campaingn on behalf of civil rights for lesbian, gay, bisexual and transgerder (LBGT) Americans and thanked them for thir support during his presidential campaign. He aslo acknowledged frustrations with the pace of government action, but urged persistance in the fight for recognition of LBGT families, passage of hate crimes legislation, ending discrimination in the workplace and military, as well as extending the benefits of marriage through repeal of the Defense of Marriage Act.

Last Weeks discussion-what I can remember. And other related thoughts.

Life has been hectic, my sleep has not been that great, I am 47 and I need conversation,at times, to dig my memory up--But I have hope because my brain is still malleable or plastic--This is what my professor, Michael Yellow Bird, tells me. I am trying to understand this neuroplasticity stuff and how this can play out in everyday life. And, how this knowledge about neuroplasticity will make my community healthier and more vibrant? And how this all relates to community organizing.

Is this more simply stated as the power of education and meditation? So that we become critical thinkers and train our brains with meditation--we become healthier. I think this is what we are being presented to a certain extent with also this new understanding of the capacity of our brain to make new neuro- pathways up until the day we die-So I throw this out to my fellow cohorts and to my professor for some dialog--Maybe this discussion can be brought back to class. If I am on the right track then--how do we present this to the masses and heal the world community by community--with the realization that many don't have access or are just trying to survive? And if I have missed an important aspect about neuroplasticity then--please spell it out.

A past cohort of mine went to Ghana for her internship. She was so affected by her experience such that she is a changed person. When you witness different realities, it changes perceptions of current realities. She said to me one day... If people could see what I saw they would see that Americans living in poverty have opportunities that don't exist for these people. I tell this story because it is so easy to be egocentric and only think about the United States when now is the time to think at a global level and it seems so wrong for groups of people to only work towards lifting oppression for their community. To save the environment we can't do it without including the rest of the world.--and really we need to work together!--And I believe that for our community to be healthy, we have to consider global issues. --of course the point that we have to at least be healthy enough to consider beyond survival is always true.

Recently, I began thinking about purchasing clothing and how I can become more conscious about who I am affecting. Are the businesses I am purchasing from at least moving in a direction that is environmentally conscious? Are the manufacturers decent or exploitative to their employees?-- all the while realizing that I am privileged to be in the position to even consider these things and then I get mad!! Stark raving Mad!! Why in the hell is the system set up this way Dammit! How did the world become so driven by profit that people and the environment don't count! Everyone deserves the right to make conscious decisions with the full understanding of the consequences! Everyone deserves a different world!--If anyone has some ideas to help me--fine but will these kinds of efforts just be some sort of ego-trip to pacify myself and believe that --Hey, at least I am being environmentally, and morally conscious. Which is a good segway into our class discussion. but first-- I just got an idea--Why don't I take pictures of exploitation--the power of images are just that.."POWERFUL" I will uncover business by business of unthinkable environmental
practices and pics of the women, children, and men who are being exploited with some educating words attached and ways that everyday people can respond.--I see a partnering with Michael Moore--Don't laugh or do because it will only propel me to do just this--My images will become so powerful that businesses will become so full of fear they will take action not to become a target of my picture taking!--This will be their motivation to take environmental action and for the government to take action to stop Americans from allowing businesses
to travel over seas and exploit people. Back to the main point of class:

One of the main points I got out of our class discussion is this: Social workers are pacifying systems just enough so that people don't revolt. Well, this got my hairs standing up! Is this true, don't our caring efforts in the work towards change count for anything. Are we maintaining status-quo? Betty Chin our local hero who was on Oprah because she has taken it upon herself to aid the homeless and hungry--Is she just pacifying our community?? I can understand both sides of this issue. People have experienced her generous, genuine care and are better from it. In fact the ripple of her efforts have been felt and are powerful quite beyond my limited knowledge so I need to dig in and keep/hold her efforts as sacred. She saw a need and is responding. I believe that we need more Betty Chins in this world AND people who are willing to see systems and their failings and stand up and push for change. Frankly, I don't see how we can change the systems enough unless we can find a way to educate the masses about the failings of a capitalistic economy and demand something better.

What we can do, beyond feeling overwhelmed!

What we can do, beyond feeling overwhelmed!

So many images are available, images that rip my heart open to deep sadness if I can feel the depth of pain in the moment. I believe that at different times in our lives we can't and that's ok. As a young woman, I remember a moment in time at age 21 or so. I was already a mother of two sons. I was watching the news and I made a decision to quit watching because I felt so overwhelmed with the horrific acts and situations going on throughout the world. I think as a mother, it hit me especially hard. For several years I avoided watching the news. In retrospect, it may have been helpful for me to realize I had a choice beyond Fox type newscasts. Yea, I know this is laughable, but remember I was young, and a very busy mom who was emotionally parenting alone. I had a husband, who at the time, only understood his responsibility as bringing home the paycheck.

Now I am older, my four sons’ are out of my nest, I have a husband who supports me in all that I do. I want to know what is going on in the world. Painful images don't shut me down completely. Believe me they are painful--but I need to choose seeing the cup as half-full. I need to reach out to the hope-- or make it when I can. The realities of horrible life circumstances, through images, can indeed be powerful and are important to see so that we can respond. And as a social worker I see this as a deep responsibility.

Our professor brought tragic intense famous images to our class and talked about them in detail. Some had to get up and leave, I honor them being able to take care of themselves in the moment and it brings up the dilemma of being emotionally pushed to separate from our class discussion--which I think they would have liked to have been present for.While it's important to learn how to face realities so that we can respond and learn how not to shut down or become overwhelmed--I wished we could have honored my fellow classmates at the same time. These classes were very valuable for me. I have not had the opportunity to discuss the process of being overwhelmed or moving beyond feeling overwhelmed (taking action!). (Because this is precisely something I have struggled with) This was a powerful discussion so I personally appreciated these classes, yet my classmates are part of a group (our class). As part of a group we need the support to maintain cohesion. So, I am reaching out to my professor very directly to request the need to be flexible to honor my classmates when they are pushed beyond their limits so that they can contribute and be a part of our class discussions, while still making some very important points.

Community Practice

One of the text books we are using in our Community Organizing class is titled "Community Practice" by Hardcastle & Powers. So far (I have read the first three chapters) I would recommend this book. It's one of those books that can be applied to every-day social work easily. My Internship is on campus, working with the Educational Opportunity Program (EOP) at Humboldt State University. I have been approached to work with Former Foster Youth (FFY) and asked to develop a template for a Guardian Scholar type program on campus, including supporting a club and building a resource website. My learning objectives are still being developed, yet my focus is to ensure sustainability and work with empowerment based actions and convictions. As I read through the first chapter I see how it clearly maps out a community organizing process for me: According to Hardcastle & Powers p. 4, originally from (Well & Gamble, p. 577) Community practice's objectives are to;

• develop the organizing skills and abilities of individuals and groups, (right now I am first developing a relationship with FFY so that I can find out who they are, what they want to accomplish, gain a comprehensive understanding of what their needs are, educate them on my research, and filter out of that, what is meaningful to them.)

• make social planning more accessible and inclusive in a community, ( part of what I am uncovering is that resources are available yet many FFY are not always aware of them --so providing this access seems very important which may include; building the website, providing information at registration, educating departments on campus, and taking my understanding of their needs to develop the template in partnership)

• connect social and economic involvement to grassroots community groups, (I see this step as networking, building relationships and tapping into the community to create partners and creative solutions, and exploring grants and funding to provide the means to meet needs)

• advocate for broad coalitions in solving community problems, and (I hope to collaborate on this template with FFY and then inspire and support them to present this template to all of the key players on campus while building coalitions and solving community problems)

• infuse the social planning process with a concern for social justice. ( here I can imagine one part of what I need to provide when I am educating and advocating for this program is to have statistics available and understand the specific social issues that surround the lack of support for FFY, including history and current legislation)

In the introduction, on p. 11, The Social Work Problem-Solving Strategy is presented as follows:

1. Recognition of a problem and establishment of the need for change. In my case the problem has been recognized by many for some time. (certainly FFY have experienced a very unfair and unsupported response to their needs) The need is to build a program template and funding to provide the needed services, (level the playing field) a lot of work, coalition building and response has already been put into place by departments and individuals and now it just needs to be compiled, further identified, solutions formulated, and presented to all key players.

2. Information gathering. (This is where I am at in the process.)

3. Assessment and the development of a case theory (empowerment, sustainability, organizational structure, social justice) and plan (program template) for change.

4. Intervention and the change effort. (My hope is that I will support FFY to develop a template working in cooperation and as a team present this to the key players to provide the intervention and ultimately develop something that is sustainable on this campus.)

5. Evaluation and termination of the change effort. (I would expect that this will always be a dynamic and changing process with the intent to meet the needs of FFY by including their input and offering support.)

When you're out their pioneering and doing social work--it can be very helpful to have templates/strategies as a place to start from. ...More to be revealed as my process and internship develops. Thanks for engaging in my process and I do appreciate sincere feedback.

Antidote to Colonialism

"A Model Of The Effects Of Colonialism, 2003" by my professor Dr. Michael Yellow Bird is a holistic model that oulines several areas of concern including; economic, psychological, spiritual, intellectual, physical, political and social aspects of colonialism and provides specific examples of these area's of concern. Then in reference to each area, he provides the "colonized adaptation" and the"antidote to colonialism."

At this point in my education I have a fair understanding of the significance of colonialism and it's pervasive oppression, yet I don't understand as well, how to work towards change. At this point in my education I'm interested in understanding how I can make a difference, rather than feeling helpless and hopeless that the effects of colonialism will prevail no matter what. For example, the antidote for the economic effects of colonialism is; "a critical examination of the effect of capitalism. Modified socialistic system. Critical examination of sustainable development models, employment skill variety. Recalculation of bottom line and poverty. "

I may be thought as a radical, yet really this just makes sense to me. For instance the more recent welfare program TANF really does nothing to help people out of poverty rather it continues to hold them there. If you have any understanding of how it costs more to be poor, and how the system does not provide a way for enough education to get out of poverty then you have some understanding of how the system is really just a bogus effort to keep the status quo and not designed to help people. The current amount that the Federal government spends on the "welfare system" is a drop in the bucket when considering federal budgets. Something that many don't understand.

If the government were to stop providing loop holes to big companies who don't need financial help, we would have more than enough federal dollars to provide support around education for those who do want to rise above poverty. I hold a belief in the capability and integrity of people when and if provided opportunites vs the belief that poor people are inherently bad apples.--It is the latter belief that inspired the current welfare system and which continues to demoralize, oppress, and maintain poverty. Statiscally it is commonly understood that minorities over- represent in poverty which is directly related to the effects of colonialism. This is not hard to see with a little education.

Too many times I feel incomplete and frustrated when I learn about something that is quite destructive, pervasive, and oppressive, without a piece that also outlines how change/progress can be made, otherwise my sense of helplessness becomes overwhelming.

So much about the structures of society continue to be led by the few greedy through propaganda while the masses are frustrated, confused and taught to be helpless. It's time we empower each other to fight oppression and be agents of change. One way is to educate. Through education and working together we can provide the path to empowerment and change for the better. So thank-you Michael for including the "Antidote to Colonialism" in your model.

I believe that most individuals are not evil people who sit around to specifically hurt groups of people, rather the system is set up to be evil (destructive and oppressive) and most individuals are just ponds caught playing out the evil structure--And ignorance of many and the actions of the few greedy who use propaganda to confuse people and to maintain the status quo.

To change the effects of colonialism we have to change the structures of society. Even though the colonial period seems long ago, because our main structures of society were made at that time, it makes perfect sense that the effects are still very present and pervasive today. It's time for a change. Most young people I have met over the last few years want social justice and they're tired of American colonial systems, no matter the color of thier skin.

Link to web-site for equal justice assisting Foster Youth

http://equaljusticeworks.wordpress.com/2009/08/21/summer-of-service-assisting-foster-youth/

Community Organizing

Just read three articles on community organizing. If you're interested in the history of community organizing you need to look up Saul Alinsky. I have heard of him before but didn't realize that he identified Cesar Chavez as a leader and trained him. According to the Community organizing toolbox:

Community Organizers: Who are They?http://www.nfg.org/cotb/12organizers.htm

A Brief History of CO: http://www.nfg.org/cotb/09historyco.htm

What is CO: http://www.nfg.org/cotb/07whatisco.htm

community organizing is "called "bottom-up" change in pursuit of social and economic justice." It's important as an organizer to understand dominant power and how it plays out in society. It's about building community--most recently networking local, state and federal support. The articles focus on the idea of facilitating people's work, but not leading it. I hope to learn about this in depth in class! So far my understanding is: an organizer's role is to be a listener about issues and problems of concern without bringing in preconceived ideas. Also the organizer identifies leaders and empowers them to act on their own behalf. It is also mentioned that "organizers develop new relationships out of old ones- sometimes by linking one person to another and sometimes by linking whole networks of people together" (community organizers: who are they?) I like the mention from this article that organizers are responsible to challenge feelings that stop action like self-doubt , fear and isolation by supporting feelings that support action like "anger, hope, self-worth, urgency and a sense of community." Now the test for me is to see how I as an organizer can facilitate Former Foster Youth (FFY) to develop a program on our campus at Humboldt State University. (HSU): to be revealed as my process develops.

This weeks assignment!

http://www.archive.org/details/salt_of_the_earth

This movie was made by Hollywood's blacklisted artists during the contraversial era in which people were discriminated against for thier political views--presummed to be communists. It's a great story about the Chicano plight (discrimination) with a great twist that parallels feminist issues throughout the entire movie. It covers issues of class, unions, gender and the power of the people to shape thier own future. It's a black and white movie made in 1954--enjoy.

Former Foster Youth

Last year I attempted at the last minute to create an intership on campus when I was in my last year of the BSW program; this year I'm doing it. I'm working with EOP to take vision of creating a program on campus for Former Foster Youth and putting it into action. Many other universities have what is called a Guardian Scholar program which is basically a one-stop program for Former Foster Youth (FFY), putting together; year-round housing, specific scholarship, grant, and financial aid advising with extra help for specific financial issues, community-building social events, mentoring, career and employment counseling, connection to resources off-campus, leadership opportunities, health and counseling services, routine academic advising and much more. The key is to have one person who Foster Youth can work with to get the support they need when facing unique barriers while trying to get an education. What happens to Former Foster Youth is that they age out of the system at age 18 and all of a sudden have no support or a place to live. Often this leaves Former Foster Youth homeless, and if you can imagine not having anyone to call to get help when you need it--like most young people who have the option of calling mom & Dad for help. Certainly not all young people are automatically ready at the magic age of 18 to be completely self-sufficient without some help! So--You can imagine the importance of these programs and the local need here on campus. But let me make clear that it is my intention to not assume the needs of FFY, rather my intended process is to involve FFY in all aspects of the process and will depend on them to direct the process. I'll keep you posted! And will be making connections at the local, State, and the Federal level to garner support and make this happen and with anyone who is dedicated to help! My friend has empowered me to do what-ever it takes because he knows the need!

The Revolution that gives us hope

After listening to Norman Dodge in the youtube listed below I marvel at the incredible hope he presents from working with people who have learning disorders to people who have anxiety disorders. Scientists over the last four hundred years have believed that our brain circuits are pre-determined and that we are left to live with what we are born with or with the results of traumatic injuries or experiences. Neuroplasticity is revolutionizing our understanding of the brain and it's plasticity such that it effects all human activities. Our thoughts can change the structure and therefore the functioning of our brain. The implications seem to be boundless in influencing how we perceive the world, our response to action and our imagination capabilities. Norman talks about how our thoughts can turn on genes to make new connections. Our thoughts lead to changes in the brain. He ends his speech with the question "If the brain is plastic how did we miss it?" My response to his question--Is to be thankful with this new understanding. My desire is to focus on learning more about how people are using this new knowledge and to gain a better understanding about the brains resilience and vulnerabilities such that we can all be inspired with this new hope and understanding.

Memory Works Website & youtube

Find the website listed below about neuroplasticity.
http://www.memoryzine.com/neuroplasticity.htm

And then read my comments.

It seems that neuro-scientists are on the edge of learning about the capacity of our brains to create new pathways (neuroplasticity) to aid in activities that range from sports to developing a high level of compassion. So it seems that social workers and anyone who works in professions with people may be drastically changing approaches and practices with this new understanding.

What is overwhelming to consider is the possibility of the degree of changes in approaches working with people who have "traumatic injury, stroke, age-related cognitive decline, or any number of degenerative diseases (Alzheimer’s, Parkinson’s, and cerebral palsy, among many others). Plasticity also offers hope to people suffering from cognitive disabilities such as ADHD, dyslexia, and Down Syndrome; it may possibly lead to breakthroughs in the treatment of depression, anorexia, and other behavioral and emotional disorders as well. Some scientists have even ventured to suggest that, one day, neuroplasticity could be used in short-circuiting the brain’s racist, sexist, or otherwise culturally unacceptable thinking patterns; even the body’s ability to perform intricate sequences of activities necessary for sports and other highly complex physical processes might eventually be perfected through the power of neuroplasticity"( http://www.memoryzine.com/neuroplasticity.htm).

In my class this week, my professor at Humboldt State University (Michael Yellow Bird) had us use some of his knowledge about opening neuro-pathways by doing simple exercises that helped us to stay engaged and make strong connections, (or wake up), engaging both sides of our brain. So it seems essential to take time out on a regular basis to actively train our brains to enhance brain functioning even in every day life. According to the web-site listed above, scientists once thought about the brains ability to create new brain cells stopped at age 3 or 4 now it is believed that we have the capacity to do this into the latest stages of life-age 70 and beyond! The old saying can't teach a old dog new tricks is now a big lie.

Buddhists have been working with scientists for some time researching the brains plasticity and findings show that the brains ability to transform through meditation is significant.

If your interested, more information is available at these youtube sites:

http://www.youtube.com/watch?v=tFbm3jL7CDI&feature=PlayList&p=8A044B2F88677F08&playnext=1&playnext_from=PL&index=9

or

http://www.youtube.com/watch?v=FkXtz72hjDI&feature=related

I plan on working with disadvantaged students at the college level when I graduate and will be thinking and learning how I can use research on neuroplasticity to find practical ways to teach students how to use this information to their advantage and when working with individuals and out in their community.

Politics of drug use

I'm in the Master's Social Work Advanced standing program at Humboldt State University. I'm reading about substance abuse today. I read an article by Melissa Raven.
In her article, The politics of drug use, she talks about drug issues and their complexities and how they are highly political. According to Raven "the two drugs (alcohol and tobacco) that cause the most harm and damage in the world today-are both legal in most countries ..." (Raven, The politics of drug use) Interesting...I was once again reminded how much we are socialized to respond the way we do. How we respond to people has a lot to do with what is accecpted across society. Common beliefs are continuously reinforced regardless of scientific proof or reality. I am reminded to think critically and question much of the time, especially when ideas or beliefs can cause harm. What if heroin was legal? Would we have an entirely different attitude towards people who use heroin? What if drugs were neither judged as good or bad. To quote Raven "Virtually all drugs have both positive and negative effects."

Quote of mine and one of my Professors

My Professor said "Life is not a series of problems to be fixed, instead it is to be lived" As a social worker it is not my job to fix others lives, rather it is my job is to be a witness and share my compassion on their journey.

He inspired me to write my own quote "A heart doesn't know limiting boundaries and expects beauty" What if we expected beauty in every moment? Isn't that the only truth that exists?

Beth Budesheim's healing mandalas

The Seed of Self~ Authenticity is a tonal note behind every feeling and experience that holds the knowing and Truth of who you are. This mandala holds the energy of authentic self, and creation of authentic moments. In authenticity doubt and regret are eliminated. There is expansion of confidence, humbleness, honesty and being fully present.http://www.paintedjourneys.com/attunementMandalas.html

On this web-site of Mandalas I found a perfect mandala for Social Workers. In our work it is essential to work and practice from our authentic selfs so I thought that my fellow social workers might injoy this one. Check out the rest of Beth's healing attunements!

Mandalas

Click on this ulr to be inspired and if you are interested in Mandalas. http://www.mandalas.com/Multimedia/PAUL128.html

Open the Heart of Your Mind

Training the mind to be compassionate is attainable through meditation and practice. Scientists and Buddhists have been working in collaboration to study this phenomenon. The brain holds the abilty to be pliable and transformative, known as neuroplasticity. We can train our minds to be happy, alive, and passionate!