Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.

For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today’s society how people with disabilities are still “hidden.” Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person’s space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a “good life” and how is that decision made?

To prepare: Read the case “Working With Individuals With Disabilities: Valerie.”

Post an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients’ other identity characteristics. Use specific examples from the case study in your explanation.

Working With Clients With Disabilities: The Case of Valerie

Valerie is a 56-year-old, heterosexual, African American female. She receives Social Security Disability Insurance (SSDI) and works part time at a credit card company as a telemarketer. She currently lives in an apartment alone but receives home attendant services for 5 hours a day. She lost her left leg when she was hit by a car and has a prosthesis. She uses a walker or an electric scooter to be ambulatory but generally prefers the scooter. She is slightly overweight, which makes using the walker more painful. She has been prescribed Zoloft® (100 mg per day) for general anxiety and has been taking it for almost 3 years. Valerie has a history of drug and alcohol abuse, although she has been drug free for 15 years. She has a core group of friends she has maintained a relationship with over the course of her lifetime, and although she does not see them as often as she would like, she keeps in touch over the phone and through email. She has no criminal background.

Valerie came for services to address unresolved feelings related to an abusive marriage. She continued to be in contact with her ex-husband, John, although they had been divorced for almost 13 years. Valerie said that she and John had remained intimate since the separation and divorce and that John texted and called her to meet for sex. She felt torn because she believed no one else would want to date her due to her disability but also felt John was using her. She also stated that although he had stopped hitting her, he continued to be verbally abusive. She remained anxious and depressed and felt hopeless about the situation.

Valerie said John abused alcohol and began using drugs in the first few years of their marriage. Unaware of his illicit drug use, Valerie arrived home from work early one day to surprise him and found him using cocaine. John attacked her and forced her to use cocaine as well. She relented due to her fear of continued assault. An ongoing pattern of drug use and physical assault persisted throughout their marriage.

Valerie lost her left leg when she was walking across the street and was hit by a car, and she spent close to 9 months in the hospital and a rehabilitation program. She was fitted for a prosthetic leg and given an electric scooter through her insurance company, which allowed her to begin working part time at a credit card company when she returned home. John’s abusive behavior and drug use continued, so Valerie hid her paychecks, slowly saving her money until she had enough to leave. Eventually, she was able to rent a room. In addition, she was able to secure the assistance of a home health aide.

Valerie began individual and group sessions to address her feelings of depression and anxiety. I worked with her to set manageable goals to increase her independence in physical functioning and from her ex-husband’s controlling and abusive behaviors. Valerie and I agreed to use cognitive behavioral therapy to address her continued negative thought patterns that affected her behavior. Valerie shared many insights into her disability to help me understand how she felt in a world that was not very accessible. Through our meetings, I learned about the Americans with Disabilities Act (ADA) and how inaccessible buildings and programs affected her quality of life. We met once a week for 3 months, and I monitored Valerie’s depression through a baseline and then periodic administrations of a depression screen using the Beck Depression Inventory.

After 12 weeks, we decided together it was time for termination. She reported fewer episodes of anxiety and expressed feelings of hope for the future. She continued to attend the group sessions and found new friends who had become a support network for her. She had stopped seeing her ex-husband and changed her phone number to prevent him from contacting her.

References:

Gilson, S. F., & DePoy, E. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38(1), 153–165.

Note: Retrieved from Walden Databases.

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

• Week 5 Discussion

  Discussion Topic

  

   Due November 23 at 10:59 PM

  Before beginning work on this discussion forum, please review the link Doing Discussion Questions Right, the expanded grading rubric for the forum, and any specific instructions for this topic.

  From the bulleted list below, select one topic for which you will lead the discussion in the forum this week. Early in the week, reserve your selected topic by posting your response (reservation post) to the Discussion Area and identifying your topic in the subject line. By the due date assigned, research your topic and start a scholarly conversation as you respond with your initial or primary post to your own reservation post in the Discussion Area. Make sure your response does not duplicate your classmates’ responses.

  • Research two different theories about personality. Compare the theories and draw conclusions relative to leaders. Answer “so what?” That is, your post needs to provide clear practitioner value.
  • Research criteria for making ethical decisions. Draw conclusions relative to leaders. Answer “so what?” That is, your post needs to provide clear practitioner value.
  • Propose a model for leading change, including potential strengths and weaknesses of the model. Answer “so what?” That is, your post needs to provide clear practitioner value.
  • Research an issue pertaining to leadership that has not been specifically addressed in course materials thus far (e.g., gender, diversity, culture, innovation, learning, negotiation, global cultural dimensions, and emotional intelligence). Answer “so what?” That is, your post needs to provide clear practitioner value.

  As the beginning of a scholarly conversation, your initial post should be:

  • Succinct—no more than 500 words.
  • Provocative—use concepts and combinations of concepts from the readings to propose relationships, causes, and/or consequences that inspire others to engage (inquire, learn). In other words, take a scholarly stand.
  • Supported—scholarly conversations are more than opinions. Ideas, statements, and conclusions are supported by clear research and citations from course materials as well as other credible, peer-reviewed resources.

  For grading:

  • The reservation post and initial post are assessed in the rubric line item “Quality of initial posting.”
  • Neither the reservation post nor the initial post count toward days of participation.
  • Follow-up posts made throughout the week to your classmates and professor will apply to participation points in the rubric.
  • All posts will be assessed for writing mechanics and information literacy. Be sure to review the expanded rubric for more details on grading criteria.
• Week 5 Project

  Assignment

  

   Due November 27 at 10:59 PM

  Leadership Development and Succession

  Throughout the course, you have studied a variety of theories about leadership. By now, you should be developing your own perspective on who the leader is and what the leader does. You likely have gravitated towards certain styles and ideas about leadership.

  For the Week 5 paper, you will design a leadership development program for an organization of your choice.

  Tasks:

  • Summarize the key details about your organization. What is it? What does it do? How does it currently develop (or not develop leaders)? Don’t just copy and paste your writing from the Week 1 introduction. Further summarize organizational details.
  • Assess leadership. What is it? Why is it important?
  • Defend an approach (e.g., style or theory) to leadership that you wish to replicate throughout the organization you have selected. Why is it appropriate for the organization?
  • Design a leadership development plan to infuse your selected leadership approach into the organization. The plan can be a 2- to 3-page summary of a process, set of action steps, modules, or other means you will use to develop leaders.
  • Propose a leadership succession perspective for your organization. Why is succession planning important? What are the consequences of failing to do so? What are the benefits of having a succession plan? What are 3 or 4 critical action steps the organization should take to build good leadership succession?
  • Synthesize your self-development in leadership perspective and practice as a result of study in the course. What did you think about leadership coming into the course? How has your thinking and practice changed because of your study?

  Submission Details:

  • Complete your analysis in an 8–10-page Microsoft Word document, using APA style.
  • Name your document SU_MGT7115_W5_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Area by the due date assigned.

• Week 3 Discussion

  Discussion Topic

  

   Due November 9 at 10:59 PM

  Before beginning work on this discussion forum, please review the link Doing Discussion Questions Right, the expanded grading rubric for the forum, and any specific instructions for this topic.

  From the bulleted list below, select one topic on which you will lead the discussion in the forum this week. Early in the week, reserve your selected topic by posting your response (reservation post) to the Discussion Area and identifying your topic in the subject line. By the due date assigned, research your topic and start a scholarly conversation as you respond with your initial or primary post to your own reservation post in the Discussion Area. Make sure your response does not duplicate your classmates’ responses.

  • Compare the Trait and Skill approaches to the Style approach. Where do the approaches overlap? Where do they diverge?
  • Compare the Style approach to the Situational approach. Where do the approaches overlap? Where do they diverge?
  • Research the Contingency Leadership Model (Fiedler), the Situational Leadership Model (Hersey & Blanchard), and the Path-Goal Model (House). Compare the models, including implications for leadership development.
  • Research the Leadership Challenge model (see Supplemental Lecture pdf in the assigned readings of this week as a starting point).

  As the beginning of a scholarly conversation, your initial post should be:

  • Succinct—no more than 500 words.
  • Provocative—use concepts and combinations of concepts from the readings to propose relationships, causes, and/or consequences that inspire others to engage (inquire, learn). In other words, take a scholarly stand.
  • Supported—scholarly conversations are more than opinions. Ideas, statements, and conclusions are supported by clear research and citations from course materials as well as other credible, peer-reviewed resources.

  For grading:

  • The reservation post and initial post are assessed in the rubric line item “Quality of initial posting.”
  • Neither the reservation post nor the initial post count toward days of participation.
  • Follow-up posts made throughout the week to your classmates and professor will apply to participation points in the rubric.
  • All the posts will be assessed for writing mechanics and information literacy. Be sure to review the expanded rubric for more details on grading criteria.
• Week 3 Project

  Assignment

  

   Due November 13 at 10:59 PM

  Comprehensive Exam Prep

  Looking ahead in your DBA program, the final step in the course sequence is a comprehensive exam. Students must successfully pass the comprehensive exam before moving on to the dissertation phase.

  Your preparation for the comprehensive exam should have already started via your study in previous courses, self-documentation of your learning, and completion of the reflection journals with your mentor.

  For the Week 3 paper, you will provide an annotated outline that:

  • Segments the OB field into at least three broad categories. You may have more than three categories, but the minimum for this assignment is three. For example:
    • Individual
    • Group/Team
    • Organizational/Environmental
  • Provides a set of core topics beneath each of the broad categories. At this point in your doctoral development, you must have at least five core topics for each category (thus, a minimum of fifteen total). You may have more than five topics for each category (and eventually you will in your preparation for the exam!) but the minimum for this assignment is five topics for each of your categories (or, at least a total of fifteen topics if you have more than three categories).
  • Integrates one annotated resource (key author—with brief description or bullet points of important points the author makes about the topic) for your fifteen core topics. You may provide more than one resource per topic, but you must have at least one resource each for a minimum of fifteen topics.
  • Synthesizes key learning from working on the guide, next steps you will take working on your guide, and potential benefits beyond comprehensive exam preparation.

  Sample Structure:

  Summary assessment of your three (or more) part schema. What is it? Why is it an appropriate way to view the OB field?

  First Category (e.g., Individual Level of Analysis)

  • Topic 1:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 2:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 3:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 4:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 5:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  Second Category (e.g., Group/Team Level of Analysis)

  • Topic 1:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 2:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 3:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 4:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 5:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  Third Category (e.g., Organizational/Environmental Level of Analysis)

  • Topic 1:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 2:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 3:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 4:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  • Topic 5:
    • Brief definition, description, and overview (2–3 sentences)
    • Key resource:
      • APA formatted reference
      • Summary of key insights about the topic from the source

  Synthesis of the key learning so far from building your study guide, next steps for working on your guide, and potential benefits beyond comprehensive exam preparation.

  Submission Details:

  • Complete your analysis in a 6–8-page Microsoft Word document, using APA style.
  • Name your document SU_MGT7115_W3_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Area by the due date assigned.

List of Topics and Sub-Modules for Week 1