Social work- what value position towards difference and diversity is essential for high quality practice when working with children, families and communities?

Order Description
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the essay Q: What value position towards difference and diversity is essential for high quality practice when working with children, families and communities?

lecturer said needs to be in the essay:
1. Write an introduction explaining what high quality practice in service provision for children and families is. This is a BRIEF section which outlines principles of what you believe high quality practice is, not the fine detail. It is appropriate to discuss practice in the area in which you aim for employment (e.g. family support, early education and care, or other community services). It would be useful to include here a brief explanation of why you have selected this area of service provision. AUSTRLALIAN WRITINGS- YOU CAN CHOSE AN SOCIAL WORK EMPLOYMENT TO WRITE ABOUT SUCH AS YOUTH WORK OR EDUCATION, THE CHOICE IS YOURS

2. Briefly discuss a range of values positions presented in this unit, clearly linking each values position to service provision (i.e. practice) and provide some examples of past and present services that illustrate these value positions. Make sure that definitions of each value position are sufficiently supported with references to Sims (1997, 2011). Evaluate each against your standards of high quality practice.

3. Discuss in detail principles of high quality practice in your chosen area. Support that with references and link them to the value position that is congruent with high quality practice. In this section you will need to consider two theoretical approaches to working with people and communities (discussed in this unit): social planning and community development approach, and the social justice perspective. Explain which of these theoretical perspectives link to the high quality practice in your chosen area.

4. When discussing high quality practice you will need to address a range of differences, not just one type of difference. In this unit we have considered differences in ability, ethnicity, gender, sexuality and families. You are required to include all these ways of being different and explain how these differences will be addressed in high quality services in the chosen area.

5. Write a conclusion summarising your argument.
5. You must provide relevant references throughout the text and ensure that your references both in-text and in the Reference List at the end of your essay are correct. APA guidelines. Essays not providing appropriate and correct referencing will be penalised.

6. This assessment is to be presented in an academic essay format.

7. You are expected to read widely and to include a range of credible sources including books and journals. The electronic materials provided are a good starting point. You must use some of these readings. You are, however, expected to research more widely than these alone. You are expected to draw examples from a wide range of sources and not limit yourself to the academic literature alone. You might, for example, look at some policy documents or selected curricula. Where relevant, personal experience and newspaper articles may also be used to illustrate your point, but they need to be balanced with academic literature.
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I will attach a file or send an email with more information like the marking key. Thanks 🙂
———————–
some references to possibly use:

• Sims, M. (1997). Including all children and families. Quinns Rocks, Western Australia: Praxis Education. (Chapter 1, pp.5-12; sections 1.4.1 & 1.4.2).

• Sims, M. (2011). Social Inclusion and the Early Years Learning Framework. NSW, Australia: Pademelon Press. Chapter 1, pp.1-10.

• Bucher, R. D. (2010). Diversity Consciousness. Opening our minds to people, cultures, and opportunities. Upper Saddle River, N.J.: Prentice Hall. (Chapter 3, pp.78-105).

• Sims, M. (2005). Difference and conformity. Unpublished paper used with permission from the author.

• Johnson, M. (2003). Discrimination and the formation of a minority. In Make them go away. Clint Eastwood, Christopher Reeve and the case against disability rights. (p173 – 197). Louisville, KY: Advocado Press. ISBN 0 9721189 0 X.

• Sims, M. (1997). What we believe is what we do. Keynote Address at “Delve into Diversity,” the 4th National SUPS Conference, Adelaide, 3-5 September.

Warren, F. (1985). A society that is going to kill your children. In H. Turnbull, & A. Turnbull (Eds). Parents speak out. (pp. 201 – 229). Columbus: Charles E Merrill.

• Scott, S & Jackson, S. (2000). Sexuality. In G. Payne (Ed.). Social divisions. (pp. 168 – 184). Houndsmills: Macmillan Press.

• Robinson, K. (2005). Doing anti-homophobia and anti-heterosexism in early childhood education: moving beyond the immobilising impacts of ‘risks’, ‘fears’ and ‘silences’. Can we afford not to? Contemporary Issues in Early Childhood, 6 (2), 175 – 188.

• Saggers, S & Sims, M. (2005). Diversity: beyond the nuclear family. In Poole, M (ed) Family: changing families, changing times. (p 66 – 87). Crows Nest, NSW: Allen & Unwin. ISBN 1 74114 454 X.

• Kallen, E. (2004). The experience of degradation, abuse and the harmful impact of hate. In Social inequity and social injustice. (p74 – 95). Houndsmills: Palgrave Macmillan. ISBN 0 333 92428 2.

• Pearpoint, J., & Forest, M. (1994/5). Delusions and the ethics of inclusion. Inclusion News, Winter, 4.

• Parekh, B (2000) Equality in a multicultural society. In Rethinking multiculturalism. Cultural diversity and political theory. (p 239 – 263). Houndsmills: Palgrave. ISBN 0 33 60882 8.

• Berrigan, C. (1994/95). School in Italy: A national policy made actual. TASH Newsletter 20, 21,(12.1), 24-27.
• Rosenau, V. (Ed.). (1990). A child’s birthright: to live in a family. A vicarious visit to Macomb-Oakland Regional Centre. (pp. 17-18, 47-49). Mt Clemens, Michigan Syracuse: Centre on Human Policy.

Snow, K (1998) To achieve inclusion, community, and freedom for people with disabilities, we must use People First Language. TASH Newsletter, 24 (10), pp 14 – 16

Social work- what value position towards difference and diversity is essential for high quality practice when working with children, families and communities?

Order Description
.

the essay Q: What value position towards difference and diversity is essential for high quality practice when working with children, families and communities?

lecturer said needs to be in the essay:
1. Write an introduction explaining what high quality practice in service provision for children and families is. This is a BRIEF section which outlines principles of what you believe high quality practice is, not the fine detail. It is appropriate to discuss practice in the area in which you aim for employment (e.g. family support, early education and care, or other community services). It would be useful to include here a brief explanation of why you have selected this area of service provision. AUSTRLALIAN WRITINGS- YOU CAN CHOSE AN SOCIAL WORK EMPLOYMENT TO WRITE ABOUT SUCH AS YOUTH WORK OR EDUCATION, THE CHOICE IS YOURS

2. Briefly discuss a range of values positions presented in this unit, clearly linking each values position to service provision (i.e. practice) and provide some examples of past and present services that illustrate these value positions. Make sure that definitions of each value position are sufficiently supported with references to Sims (1997, 2011). Evaluate each against your standards of high quality practice.

3. Discuss in detail principles of high quality practice in your chosen area. Support that with references and link them to the value position that is congruent with high quality practice. In this section you will need to consider two theoretical approaches to working with people and communities (discussed in this unit): social planning and community development approach, and the social justice perspective. Explain which of these theoretical perspectives link to the high quality practice in your chosen area.

4. When discussing high quality practice you will need to address a range of differences, not just one type of difference. In this unit we have considered differences in ability, ethnicity, gender, sexuality and families. You are required to include all these ways of being different and explain how these differences will be addressed in high quality services in the chosen area.

5. Write a conclusion summarising your argument.
5. You must provide relevant references throughout the text and ensure that your references both in-text and in the Reference List at the end of your essay are correct. APA guidelines. Essays not providing appropriate and correct referencing will be penalised.

6. This assessment is to be presented in an academic essay format.

7. You are expected to read widely and to include a range of credible sources including books and journals. The electronic materials provided are a good starting point. You must use some of these readings. You are, however, expected to research more widely than these alone. You are expected to draw examples from a wide range of sources and not limit yourself to the academic literature alone. You might, for example, look at some policy documents or selected curricula. Where relevant, personal experience and newspaper articles may also be used to illustrate your point, but they need to be balanced with academic literature.
———————-
I will attach a file or send an email with more information like the marking key. Thanks 🙂
———————–
some references to possibly use:

• Sims, M. (1997). Including all children and families. Quinns Rocks, Western Australia: Praxis Education. (Chapter 1, pp.5-12; sections 1.4.1 & 1.4.2).

• Sims, M. (2011). Social Inclusion and the Early Years Learning Framework. NSW, Australia: Pademelon Press. Chapter 1, pp.1-10.

• Bucher, R. D. (2010). Diversity Consciousness. Opening our minds to people, cultures, and opportunities. Upper Saddle River, N.J.: Prentice Hall. (Chapter 3, pp.78-105).

• Sims, M. (2005). Difference and conformity. Unpublished paper used with permission from the author.

• Johnson, M. (2003). Discrimination and the formation of a minority. In Make them go away. Clint Eastwood, Christopher Reeve and the case against disability rights. (p173 – 197). Louisville, KY: Advocado Press. ISBN 0 9721189 0 X.

• Sims, M. (1997). What we believe is what we do. Keynote Address at “Delve into Diversity,” the 4th National SUPS Conference, Adelaide, 3-5 September.

Warren, F. (1985). A society that is going to kill your children. In H. Turnbull, & A. Turnbull (Eds). Parents speak out. (pp. 201 – 229). Columbus: Charles E Merrill.

• Scott, S & Jackson, S. (2000). Sexuality. In G. Payne (Ed.). Social divisions. (pp. 168 – 184). Houndsmills: Macmillan Press.

• Robinson, K. (2005). Doing anti-homophobia and anti-heterosexism in early childhood education: moving beyond the immobilising impacts of ‘risks’, ‘fears’ and ‘silences’. Can we afford not to? Contemporary Issues in Early Childhood, 6 (2), 175 – 188.

• Saggers, S & Sims, M. (2005). Diversity: beyond the nuclear family. In Poole, M (ed) Family: changing families, changing times. (p 66 – 87). Crows Nest, NSW: Allen & Unwin. ISBN 1 74114 454 X.

• Kallen, E. (2004). The experience of degradation, abuse and the harmful impact of hate. In Social inequity and social injustice. (p74 – 95). Houndsmills: Palgrave Macmillan. ISBN 0 333 92428 2.

• Pearpoint, J., & Forest, M. (1994/5). Delusions and the ethics of inclusion. Inclusion News, Winter, 4.

• Parekh, B (2000) Equality in a multicultural society. In Rethinking multiculturalism. Cultural diversity and political theory. (p 239 – 263). Houndsmills: Palgrave. ISBN 0 33 60882 8.

• Berrigan, C. (1994/95). School in Italy: A national policy made actual. TASH Newsletter 20, 21,(12.1), 24-27.
• Rosenau, V. (Ed.). (1990). A child’s birthright: to live in a family. A vicarious visit to Macomb-Oakland Regional Centre. (pp. 17-18, 47-49). Mt Clemens, Michigan Syracuse: Centre on Human Policy.

Snow, K (1998) To achieve inclusion, community, and freedom for people with disabilities, we must use People First Language. TASH Newsletter, 24 (10), pp 14 – 16