Posted: December 2nd, 2022

Family and community support and applies that philosophy

Family and community support and applies that philosophy to a mini-case study.

Detailed Instructions attached. Neccessary materials that must be referenced throughout the paper are attached. 1. Your family and community support philosophy (1-2 pages): What are the ideals and values for family and community support and engagement that shape your approach to this work? What does equitable, culturally-responsive engagement mean to you? Please consider how your own social identities (age, class, color, (dis)ability status, ethnicity, gender identity and expression, immigration status, race, religion, sex, sexual orientation, etc.) shape your approach to this work. How will you collaborate with families and communities across differences? 2. Mini-case study analysis (1-1.5 pages): Imagine that you are a social worker employed full time at a local public library ( revisit materials on libraries as a site of community resources and family support). As part of your work, you hold regular office hours to meet with library guests, facilitate monthly “coffee hours” featuring local organizations who present their services, and coordinate family engagement events. The case study below draws on the prompts to consider how you would engage with one of these guests, based on the family and community support philosophy you outlined above. Alicia first attended a coffee hour you hosted a few months ago on early care and learning. Alicia is 34-years-old, has been married to her husband Hector for almost 12 years, and is the mother of Junior (age 10), Emilia (age 8), and Gloria (age 4). She emigrated from Mexico to the U.S. ten years ago, arriving shortly after Hector. Alicia is undocumented, but all three of her children were born in the U.S. and are U.S. citizens. Alicia has never worked outside the home and does not drive. She enjoys caring for her children, and is considering working outside the home after Gloria begins kindergarten. Recently, you’ve noticed that in addition to attending occasional coffee hours, Alicia has begun coming to the library every week to take English language classes offered for adults by a local nonprofit organization. You’ve had multiple informal conversations, and decide to follow up with her to see if she’d like to meet with you for a one-on-one conversation about her goals. Alicia agrees. Consider the following prompts regarding your work with Alicia: Alicia already holds a variety of strengths, forms of capital, and “funds of knowledge.” What are these? How would you engage Alicia to learn more? What kinds of questions might you ask? Alicia shares with you that she’d like to begin applying for jobs, but she’s worried about finding childcare for Gloria (age 4) and being able to afford it. What resources would you share with Alicia? Alicia also shares that she is having a hard time connecting with the teachers at Junior and Emilia’s schools. She wants to engage, but she is worried that because she is an English language learner and undocumented, that the schools aren’t a safe place for her to go. How might you navigate this conversation with Alicia? What steps or resources might you suggest? Critical Analysis and Concluding Remarks (1 page): In your conclusion, consider how the library guest you’ve focused on (Alicia, Eleanor, John, or Grace) may be impacted by broader social, structural, or political forces, including policies (or lack thereof). What are some of the structural, social, or political factors that may be influencing their experiences? Please comment on why it’s important to remember the broader social context when working with children, youth, and families in their communities. What is your assessment of the services and resources potentially available to the library guest you’ve focused on – are there significant gaps or unmet needs? Why or why not? Finally, please share one thing you’ve learned from the material that you’d like to carry forward with you into your professional life.

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