Interview Presentation QuestionsTo prepare · I.docx
- 1. Interview Presentation: Questions To prepare: · Identify an interview subject with a different cultural background than you. · Ask your interview subject the questions below. Be sure to record the interview and/or take good notes. During the interview, ask the individual the following interview questions: · Have you ever lived or visited outside of the United States? If so, where? Describe the experience. · What do you identify as your culture? · What are the most important values and beliefs of your family and community? · What are the important events, traditions, celebrations, and practices in your family or community? · How does your family or community define gender roles? · How do you identify your: · Race · Ethnicity · National origin · Color · Sex · Sexual orientation · Gender identity or expression · Age · Marital status · Political belief · Religion · Immigration status
- 2. · Disability status · How well do you fit within your family or community based on these other identities you hold? · How do you think others outside your community view your culture? · Have you experienced prejudice or discrimination? Please describe. Social Media and Ethical Considerations Walden’s MSW Social Media Policy A student’s presence on and use of social media reflects on the MSW program and the social work profession; therefore, behavior on social media will be held to the same professional standards and student code of conduct expectations. Social Work professionals, including students, are expected to adhere to the NASW Code of Ethics related to virtual communications. Students should use social work values and principles, as well as specific agency policy, to guide their social media interactions. Students need to consider the ethical consequences of their own social media use, as well as use
- 3. of social media in practice. Be aware of and follow agency policies regarding the use of social media. Before using social media communication tools on behalf of a field agency, students must seek agency approval of any messages or posts. Walden MSW students are expected to adhere to the ethical standards outlined in the NASW Code of Ethics. Common ethical issues that social workers need to understand and manage when utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07), conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03). There is significant risk of unintentionally sharing protected information when using social media. Be cautious when posting information about an agency. Never post confidential or private information about clients or colleagues, even using pseudonyms. Students need to remain aware of professional boundaries even when participating in social media in their personal time. Managing “friend” requests and maintaining privacy settings is
- 4. critical regardless of whether a student uses social media for personal or professional reasons. According to the Code of Ethics, “social workers should not engage in dual or multiple relationships…in which there is a risk of exploitation or potential harm to the client…and social workers…are responsible for setting clear, appropriate, and culturally sensitive boundaries” (1.06c). The Code of Ethics further clarifies use of technology as related to 1.06 Conflicts of Interest: (e) Social workers should avoid communication with clients using technology (such as social networking sites, online chat, e-mail, text messages, telephone, and video) for personal or non-work-related purposes. (f) Social workers should be aware that posting personal information on professional Web sites or other media might cause boundary confusion, inappropriate dual relationships, or harm to clients. (g) Social workers should be aware that personal affiliations
- 5. may increase the likelihood that clients may discover the social worker’s presence on Web sites, social media, and other forms of technology. Social workers should be aware that involvement in electronic communication with groups based on race, ethnicity, language, sexual orientation, gender identity or expression, mental or physical ability, religion, immigration status, and other personal affiliations may affect their ability to work effectively with particular clients. (h) Social workers should avoid accepting requests from or engaging in personal relationships with clients on social networking sites or other electronic media to prevent boundary confusion, inappropriate dual relationships, or harm to clients. The NASW Code of Ethics goes on to state, “Social workers should respect clients’ right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services” (1.07a). Social work students should consider the ethics of obtaining information about a client through social media means.
- 6. According to the NASW Code of Ethics, “Social workers should obtain client consent before conducting an electronic search on the client. Exceptions may arise when the search is for purposes of protecting the client or other people from serious, foreseeable, and imminent harm, or for other compelling professional reasons” (1.03i). Students are encouraged to further review the NASW, ASWB, CSWE, and CSWA Standards for Technology in Social Work Practice. https://www.socialworkers.org/includes/newIncludes/homepage/ PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf https://www.socialworkers.org/includes/newIncludes/homepage/ PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf Guidelines for the Use of Social Media by Social Work Graduate Students Walden MSW students are expected to adhere to the ethical standards outlined in the NASW Code of Ethics. Our ethical obligations to clients, colleagues, and other professionals are no
- 7. different when using Facebook, Twitter, or other social media channels, as well as communications via our cell phones such as texting or email. Social media channels, such as Facebook, Twitter, YouTube, Flickr, Instagram, Snapchat, and various blog sites are just a few examples of ways to connect with others and share information. However, the rapid growth of social media communication tools and their ease of accessibility can also have unintended and potentially damaging consequences to users if basic guidelines are ignored whether intentionally or not. Social Work professionals, including students, are expected to adhere to social work values, ethics and engage in professional conduct as outlined in the NASW Code of Ethics when using social media communication tools, whether they are using a personal site or an agency site. Common issues that social workers need to understand and manage when utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07), conflicts of interest and dual relationships (Section 1.06), and
- 8. informed consent (Section 1.03) in our relationships with clients, colleagues, and in our practice settings. Utilizing social media communication tools as a social work professional requires ongoing attention to these ethical challenges. Inadvertent postings about trouble with coworkers, classmates, and clients on different social media sites can be very harmful, especially in rural practice where the identities of these mentioned individuals could be quickly surmised or presumed. Keep in mind that your presence on and use of social media reflects on Walden and the social work profession and your behavior will be held to the same professional standard and student expectations. Professional Use of Social Media versus Personal Use of Social Media: As a social work professional, it is important to consider whether you are using social media channels for professional activities such as advancing social justice issues, advocating for vulnerable populations and promoting your professional identity versus using these sites to
- 9. maintain contact with friends and family. We must be cognizant that the legal, ethical, and clinical responsibilities we have as professionals does not cease when we leave the agency nor is it confined to the physical setting of an office. Our ethical obligations extend to the virtual world of the Internet and include the use of social media communication tools whether we use them professional or personally and to what sites or organizations we belong. It is therefore paramount that our professional lives are mirrored in our personal ventures as well. It is your responsibility to understand social media privacy settings and set them appropriately. Facebook: Managing friend requests and maintaining privacy settings is critical regardless of whether you use social media for personal and/or professional reasons. Allowing clients, former clients, or others, such as supervisors (and field instructors) in your professional circle to cross into your personal life may complicate and blur your professional
- 10. boundaries. This is particularly tricky when managing Facebook accounts. As a professional, you must fully consider the extent of your privacy settings, how you will manage friend requests, your level of self-disclosure, and how you will monitor wall posts or other interactions on your site. Be aware that if you do not employ any privacy settings on your social media site, your profile is public and anyone can see what is on your page. Additionally, people can see when you are tagged in photos, view comments made by others, note your status updates and see who you’ve friended. All professionals must evaluate the scope of their social media connections. Since this is still an emerging professional topic, some professionals may be cautious and guarded in their use of social media while others may be more open and exposed. It is your responsibility as a professional social worker or student and to abide by the Code of Ethics and your specific agency policy, including your virtual communications and use social work values and principles to guide your interactions.
- 11. Text, email, and Twitter: With the proliferation of hand held devices such as smart phones, accessing the Internet and connecting with others is literally in the palm of our hands. Text, email, and Twitter are quick and effective ways to communicate with others; however, many ethical, legal, and clinical issues must be addressed when using these communication tools. For example, if you text a client, is the text considered protected information under HIPAA? Are you ethically, legally, and/or clinically bound to respond to a client who texts you after hours? How will you maintain the privacy and confidentiality of these digital communications? Should texts be included in the clinical record? If you maintain a public Twitter profile, anyone can read or reply to what you post. Are you prepared to monitor and respond to questions and comments from clients who follow your Tweets? These and many other issues are emerging as professionals learn to navigate new and evolving technologies. As such, it is important to consider the security, privacy, and confidentiality of all communication methods and
- 12. when in doubt, seek consultation and supervision before embarking into unfamiliar or uncertain areas. Below are some general guidelines for the use of social media communication tools. Maintain confidentiality and privacy: There is a huge risk for unintentionally sharing protected information when using social media so always use good ethical judgment. Be cautious when you post information about your agency (field placement and classroom work, if you are a student) or agency staff. Never post confidential or private information about clients or colleagues, even using pseudonyms. Be aware of agency policies regarding the use of social media and scrupulously follow agency policies. Do not discuss a client, patient, or situation on a social media site even if you are disguising the information. In general, do not post anything about yourself that you would not
- 13. want on the front page of a newspaper. It is almost impossible to remove anything from the Internet so once it is posted, tagged, tweeted, or followed, you had better feel good about it. Respect time and property: Before using social media communication tools on behalf of your agency, be sure to seek approval of any messages or posts. Be careful not to endorse or promote a product, cause, or position without prior approval. If you have personal sites, maintain them on your own time using your own computer. (If you are a student, your time in field and the resources provided to you in your field placement are to be used for field related matters.) Be accurate and authentic: Do not pretend to be someone else or hide your identity when using social media. Be clear if you are sharing personal views and use good judgment regarding sensitive issues. Verify information before you post it, correct mistakes in a timely manner, and be aware of legal liability issues such as copyright infringement, defamation, and posting proprietary information.
- 14. Protect your identity: Understand how privacy settings work and review them regularly. Refrain from providing too much personal information such as your home address or full birth date. Don’t post in advance when you plan to be on vacation or away from home for an extended period of time. In addition, by no means post provocative images of yourself or family that may come back to haunt you at some future point in time. Think before you post: There is no such thing as privacy on a social media site or the Internet. Comments can be forwarded or copied, posts and pictures can be found on search engines years after the initial publication, and archival systems save information even after you delete it. Consider the image you are portraying by the photos and comments you post. Are you projecting the image you want future employers (and faculty members), advisors and friends to know you by? What you write
- 15. or post is ultimately your responsibility so be thoughtful about your on-line communication. Be certain that what you post today will not come back to haunt you a few years from now. Do no harm: Social media channels provide an excellent means to build our community; however, as you navigate these channels, do no harm to yourself, your field site, your clients, Walden, or the social work profession in the process. WEEK 7 DISCUSSION RESOLVING ETHICAL DILEMMAS If there is a right and wrong answer, there is no ethical dilemma. An ethical dilemma occurs when one or more competing ethical principles must be considered and weighed against each other. Social workers serve individuals, families, and communities who experience complex problems for which there are rarely simple solutions, or right or wrong answers. As such, social workers use the NASW Code of Ethics to identify the various ethical principles and standards that will guide ethical decision making. In this Discussion, you apply social work ethics as you analyze an ethical dilemma. RESOURCES
- 16. Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE · Consider the ethical decision-making framework outlined in this week’s resources, including Figure 1.1 on page 439 of Kirst-Ashman and Hull. · Select one of the following options, and then engage in the first few steps of the ethical decision-making process, including consultation with colleagues through your response posts. Option 1 · As technology advances, so do the ways that social workers can connect with clients. Is it acceptable to look at a client’s activities on social media or seek information through an internet search? Should a social worker allow clients to contact them by text or e-mail? How does a social worker’s personal social media presence influence the worker/client relationship? Option 2 · Consider the presence of dual relationships in social work practice. What are examples of nonharmful and harmful dual relationships between clients and workers? How do social workers determine if dual relationships are harmful to a client? Option 3 · Your Instructor will post a social work ethical dilemma related to a current event. BY DAY 3 Post a response to the following: · Describe a specific ethical dilemma based on one of the options above. · Describe the ethical issues in the option chosen. · Identify specific values or ethical standards that apply. · Identify who is likely to be affected by the ethical dilemma. · Describe potential courses of action.
- 17. · Examine reasons in favor of or opposed to the course of action. Support your post with examples from the course text and any other resources used to respond to this Discussion. Demonstrate that you have completed the required readings, understand the material, and are able to apply the concepts. Include a full reference of resources at the bottom of the post. BY DAY 6 Respond by providing consultation to at least two colleagues on the ethical dilemma they described by doing one of the following: · Explain additional ethical standards and values that your colleague may need to consider in the case. OR · Explain any previously unconsidered course of action and reasons in favor of or opposed to that course of action. Required Readings · Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning. · Chapter 11, “Values, Ethics, and the Resolution of Ethical Dilemmas” (pp. 419–465) · National Association of Social Workers. (2021). Code of ethics of the National Association of Social
- 18. Workers. Links to an external site.https://www.socialworkers.org/About/Ethics/Code-of- Ethics/Code-of-Ethics-English.aspx · Reamer, F. G. (2014, June). Eye on ethics: The evolution of social work ethics. Links to an external site.Social Work Today. http://www.socialworktoday.com/news/eoe_061614.shtml · Document:Social Media and Ethical ConsiderationsDownload Social Media and Ethical Considerations (PDF) WEEK6 ASSIGNMENT INTERVIEW PRESENTATION How you present yourself to others is an important part of being a social worker. Being able to present yourself in an open, caring, and professional manner helps with building rapport and influences your clients’ willingness to share their experiences. You also must be skilled at interacting with clients who are different from you. Interviewing skills are also very important, as you have seen, and social workers must be mindful of how to conduct an interview in a culturally competent and culturally sensitive manner. In this Assignment, you have an opportunity to practice your engagement and assessment skills. You conduct an interview with an individual from a different culture than your own to learn their perspective about culture and gender. The goal is for you to explore the cultural norms within that ethnic or cultural
- 19. group. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE · Identify an interview subject. · Download the Interview Presentation: Questions handout from the Learning Resources. · Ask your interview to subject the questions found in the Interview Presentation handout. Be sure to record the interview (with participant’s permission) and/or take good notes. · You will not submit the interview itself. You create a presentation about the interview. · Record a PowerPoint presentation. Your video should be 4–5 minutes but no more than 6 minutes. BY DAY 7 Submit a recorded PowerPoint (PPT) presentation about your interview with a person from a different culture than your own. Your PowerPoint presentation should include 8–10 slides and should be 4–5 minutes in recorded length. In the PowerPoint presentation, address the following: · Identify basic background information of the interviewee. · Provide a summary of what you learned about the individual when conducting this interview. · Identify the skills you used to address the differences between you and the interview subject. · Describe your reaction to this activity. · Reflect on these reactions, and explain why you believe you may have experienced these thoughts and feelings. · Describe what you learned, and explain which additional
- 20. social work skills you could apply or could have applied when working with this individual. Please remain mindful of confidentiality and privacy of the interviewee when presenting information in the educational environment. SUBMISSION AND GRADING INFORMATION For guidance on posting a video into the Discussion Forum, please refer to the steps below or to the Kaltura section of the Classroom Support Center, accessed via the Help button (the i icon) on the left-hand global navigation menu. · Click on Start Assignment near the top of the page. · Next, click Text Entry and then click the Embed Kaltura Media button. · Select your recorded video under My Media. · Check the box for the End-User License Agreement and select Submit Assignment for review. Rubric SOCW_6101_Week6_Assignment_Rubric SOCW_6101_Week6_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeSummary 15 to >13.35 pts Exceeds Expectations Student presentation of interviewee provides all of the following while providing in-depth detail and specific examples:... 1) Basic background information of the interviewee... 2) Summary of what student learned about the interviewee when conducting this interview 13.35 to >11.85 pts
- 21. Meets Expectations Student presentation of the interviewee provides all of the following:... 1) Basic background information of the interviewee... 2) A good summary of what student learned about the interviewee when conducting this interview 11.85 to >10.35 pts Fair Student presentation of the interviewee provides at least one of the following in sufficient detail and does the other superficially: ... 1) Basic background information of the interviewee... 2) Summary of what student learned about the interviewee when conducting this interview 10.35 to >0 pts Needs Improvement Student presentation of the interviewee provides only one of the following or does both superficially:... 1) Basic background information of the interviewee... 2) Summary of what student learned about the interviewee when conducting this interview 15 pts This criterion is linked to a Learning OutcomeSkills to Address Difference 15 to >13.35 pts Exceeds Expectations Presentation identifies three or more skills used to address difference and provides specific examples of these skills. 13.35 to >11.85 pts Meets Expectations Presentation identifies two skills used to address difference and provides at least on general example of these skills. 11.85 to >10.35 pts Fair Presentation identifies at least one skill used to address difference with an example and/or identifies a list of skills with no explanation. 10.35 to >0 pts
- 22. Needs Improvement Presentation either does not list skills or identifies one or more skills that do not have clear connection with the difference identified. 15 pts This criterion is linked to a Learning OutcomeReflection on Reactions 15 to >13.35 pts Exceeds Expectations Student presentation provides all of the following:... 1) Description of three or more reactions to the activity; provides specific examples to demonstrate each reaction... 2) Reflection of one each reaction and explanation of why student experienced these reactions (Presentation supports reflection with examples from course learning resources and/or specific personal experiences.) 13.35 to >11.85 pts Meets Expectations Student presentation provides all of the following:... 1) Description of two reactions to the activity... 2) Reflection on most reactions identified and explaination of why student experienced these reactions (Presentation supports reflection with general examples.) 11.85 to >10.35 pts Fair Student presentation provides all the following:... 1) Describes one reaction to the activity or superficial description of more than one reaction... 2) Reflects on briefly reaction (Explanation of why they experienced these reactions may be superficial or lack detail.) 10.35 to >0 pts Needs Improvement Student presentation provides only one of the following or does both superficially:... 1) Describes student's reaction to the activity... 2) Reflects on these reactions and explains why they
- 23. experienced these reactions 15 pts This criterion is linked to a Learning OutcomeLearning and Application of Skills 15 to >13.35 pts Exceeds Expectations Student presentation provides a detailed and in-depth explanation of:... 1) What student has learned (Explanation of learning provides specific examples and explains about how their knowledge changed.)... 2) Additional social work skills student could apply or could have applied when working with this individual (Explanation identifies three or more skills, explains why the skills where chosen, and provides a specific example of skill application.) 13.35 to >11.85 pts Meets Expectations Student presentation provides a good explanation of:... 1) What student has learned (Explanation of learning provides general examples.)... 2) Additional social work skills student could apply or could have applied when working with this individual (Explanation identifies two skills and either explains why the skills where chosen or provides an example of skill application.) 11.85 to >10.35 pts Fair Student presentation provides at least one of the following in detail and does the other superficially:... 1) What student has learned (Explanation does not provide examples or needed details.)... 2) Additional social work skills student could apply or could have applied when working with this individual (Explanation identifies at least one skill.) 10.35 to >0 pts Needs Improvement Student presentation provides only one of the following or does both superficially:... 1) What student has learned ... 2)
- 24. Additional social work skills student could apply or could have applied when working with this individual 15 pts This criterion is linked to a Learning OutcomeProfessional Presentation 15 to >13.35 pts Exceeds Expectations Presentation is 4–5 minutes. ... The presentation is exceptionally professional and coherent. The student appears practiced and professional. The presentation displays effective organization and focus to communicate ideas. Tone and presentation of ideas are free from bias and objective. ... The slides are well organized and generally error free (two or fewer). Slides use best presentation practices in use of bullet, brief text, and use of color and font to enhance presentation. 13.35 to >11.85 pts Meets Expectations Presentation is 4–5 minutes. ... The presentation is clear and coherent. The student appears practiced and professional. Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt. ... The slides are well organized. Errors in grammar or spelling are minor, minimal (three to five), and do not interfere with the scholarly message. Slides conform to generally to presentation best practices. 11.85 to >10.35 pts Fair Presentation is between 3:30–4 minutes or between 5–6 minutes. ... The presentation is generally coherent but sometimes unfocused. The student appears professional and organized, but there is little evidence of practice. ... The slides might be slightly unorganized. Errors in grammar or spelling are minor but frequent (five to 10) and occasionally interfere with the message. Use of color and font maybe inconsistent. 10.35 to >0 pts Needs Improvement
- 25. Presentation is less than 3:30 minutes or more than 6 minutes. ... The presentation is generally unfocused and lacks professionalism, with little evidence of practice or preparation. Tone and presentation of ideas reveal bias and subjectivity. ... Errors in grammar or spelling are major, pervasive (11+), and interfere with the message. The slide deck is not organized or color/font is distracting and inconsistent with presentation best practices. 15 pts Total Points: 75 PreviousNext
- 26. REFERENCES · Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning. · Chapter 12, “Culturally Competent Social Work Practice” (pp. 466–498) · Chapter 13, “Gender-Sensitive Social Work Practice” (pp. 499–543) · Azzopardi, C., McNeill, T. (2016). From cultural competence to cultural consciousness: Transitioning to a critical approach to working across differences in social work. Links to an external site.Journal of Ethnic & Cultural Diversity in Social Work, 25(4), 282– 299. https://doi.org/10.1080/15313204.2016.1206494 · Fisher-Borne, M., Cain, J. M., Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence Links to an external site.Social Work Education, 34(2), 165–181. doi:10.1080/02615479.2014.977244 · Hook, J. N., Farrell, J. E., Davis, D. E., DeBlaere, C., Van Tongeren, D. R., & Utsey, S. O. (2016). Cultural humility and racial microaggressions in counseling Links to an external site.. Journal of Counseling Psychology, 63(3), 269–277. https://doi.org/10.1037/cou0000114 · Walden University Writing Center. (2020). Walden templates: General templates: PowerPoint
- 27. presentation. Links to an external site.http://academicguides.waldenu.edu/writingcenter/templates/ general#s-lg-box-2774360 · Document:Interview Presentation: QuestionsDownload Interview Presentation: Questions (Word document)