Course Modules: Post-Master's Certificate Program in Equity-Minded Practice SU22

Course logistics

Course logistics Course logistics

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Zoom link Zoom link 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Certificate program learning objectives Certificate program learning objectives 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Rubric for awarding of graduation certificates and CEU credits Rubric for awarding of graduation certificates and CEU credits 3

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Week 1: Consenting to learn in public (Asynchronous work due 9 a.m. 6/6, Zoom meeting 6 p.m.)

Week 1: Consenting to learn in public (Asynchronous work due 9 a.m. 6/6, Zoom meeting 6 p.m.) Week 1: Consenting to learn in public (Asynchronous work due 9 a.m. 6/6, Zoom meeting 6 p.m.)

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What to do for week 1: What to do for week 1: 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading: Harro on the cycle of socialization Required reading: Harro on the cycle of socialization 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Required reading: Keene on consenting to learn in public Required reading: Keene on consenting to learn in public 3

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading: Ryan on Reflection and Reflextion compared and synthesized Required reading: Ryan on Reflection and Reflextion compared and synthesized 4

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Discussion Topic

Discussion 1: On consenting to learn in public Discussion 1: On consenting to learn in public 0 5

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Recommended Readings: Week 1 Recommended Readings: Week 1 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Week 2: Intersectionality, privilege & oppression (Asynchronous work due 9 a.m. 6/13, Zoom meeting 6 p.m.)

Week 2: Intersectionality, privilege & oppression (Asynchronous work due 9 a.m. 6/13, Zoom meeting 6 p.m.) Week 2: Intersectionality, privilege & oppression (Asynchronous work due 9 a.m. 6/13, Zoom meeting 6 p.m.)

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What to do for week 2: What to do for week 2: 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Required video: The urgency of intersectionality - a talk by Dr. Kimberlé Crenshaw Required video: The urgency of intersectionality - a talk by Dr. Kimberlé Crenshaw 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading: Johnson Slayter Simmons 2021 On equity-minded practice as a framework for social workers Required reading: Johnson Slayter Simmons 2021 On equity-minded practice as a framework for social workers 3

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Required reading: Case example: Yana's Family Required reading: Case example: Yana's Family 4

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Privilege Lists 5.31.21 Privilege Lists 5.31.21 5

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Privilege and Oppression Matrix v2 - Example 1 Privilege and Oppression Matrix v2 - Example 1 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Privilege and Oppression Matrix v2 - Example 2 Privilege and Oppression Matrix v2 - Example 2 7

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Privilege and Oppression Matrix for you to fill out (one for you, one for case) Privilege and Oppression Matrix for you to fill out (one for you, one for case) 8

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Discussion Topic

Discussion 2a: Reflecting on privilege, oppression, and intersectionality Discussion 2a: Reflecting on privilege, oppression, and intersectionality 0 9

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Recommended Readings: Week 2 Recommended Readings: Week 2 11

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Week 3: Using data in equity-minded practice(Asynchronous work due 9 a.m. 6/20, Zoom meeting 6 p.m.)

Week 3: Using data in equity-minded practice(Asynchronous work due 9 a.m. 6/20, Zoom meeting 6 p.m.) Week 3: Using data in equity-minded practice(Asynchronous work due 9 a.m. 6/20, Zoom meeting 6 p.m.)

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What to do for week 3 What to do for week 3 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading: Intersectionality and working with children exposed to IPV.pdf Required reading: Intersectionality and working with children exposed to IPV.pdf 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading: Oregon Equity-Lens-Guide-2019 (PAGES 20, 22 & 23 ONLY) Required reading: Oregon Equity-Lens-Guide-2019 (PAGES 20, 22 & 23 ONLY) 3

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Screencast for module 3 on understanding disparities and disproportionalities Screencast for module 3 on understanding disparities and disproportionalities 4

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Slayter - On disparities and disproportionalities (slides that go with screencast recording) Slayter - On disparities and disproportionalities (slides that go with screencast recording) 5

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Racial or Ethnic Disproportionality Worksheet Handout - Example used in screencast.docx Racial or Ethnic Disproportionality Worksheet Handout - Example used in screencast.docx 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Blank Racial or Ethnic Disproportionality Worksheet Handout.docx Blank Racial or Ethnic Disproportionality Worksheet Handout.docx 7

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Discussion Topic

Discussion 3: On the power of data in equity-minded child welfare practice Discussion 3: On the power of data in equity-minded child welfare practice 0 8

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Recommended Readings: Week 3 Recommended Readings: Week 3 9

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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In-class activity materials: Data-driven equity-minded management A In-class activity materials: Data-driven equity-minded management A 10

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In-class activity materials: Data-driven equity minded management B In-class activity materials: Data-driven equity minded management B 11

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Optional activity to practice disproportionality assessment skills on a different social identity Optional activity to practice disproportionality assessment skills on a different social identity 12

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Week 4: Navigating policy in child welfare (Asynchronous work due 9 a.m. 6/27, Zoom meeting 6 p.m.)

Week 4: Navigating policy in child welfare (Asynchronous work due 9 a.m. 6/27, Zoom meeting 6 p.m.) Week 4: Navigating policy in child welfare (Asynchronous work due 9 a.m. 6/27, Zoom meeting 6 p.m.)

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What to do for week 4 What to do for week 4 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading - Williams-Butler on Intersectionality and Child Welfare Policy - Implications for Black Women Children and Families Required reading - Williams-Butler on Intersectionality and Child Welfare Policy - Implications for Black Women Children and Families 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading: Oregon Equity-Lens-Guide-2019 (ONLY READ PAGES 24, 28 & 29) Required reading: Oregon Equity-Lens-Guide-2019 (ONLY READ PAGES 24, 28 & 29) 3

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Discussion Topic

Discussion 4: Policy analysis Discussion 4: Policy analysis 0 4

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

After completing the discussion, read these two articles on the issue of abolition in child welfare. As you read, think about how these authors are offering different perspectives on responding to the issue of systemic oppression raised in the first article you read (Williams-Butler and colleagues). We will discuss further in our session this week. 5

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Required reading: Detlaff et al (2020) What it means to abolish child welfare as we know it Required reading: Detlaff et al (2020) What it means to abolish child welfare as we know it 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Required reading: Barth et al (2020) The research doesn't support child welfare abolition Required reading: Barth et al (2020) The research doesn't support child welfare abolition 7

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Recommended Readings: Week 4 Recommended Readings: Week 4 8

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Week 5: Disability 101 (Asynchronous work due 9 a.m. 7/11, Zoom meeting 6 p.m.)

Week 5: Disability 101 (Asynchronous work due 9 a.m. 7/11, Zoom meeting 6 p.m.) Week 5: Disability 101 (Asynchronous work due 9 a.m. 7/11, Zoom meeting 6 p.m.)

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What to do for week 5 What to do for week 5 1

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Choose either the Disability 101 screencast or Chapter 1: 2

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Required reading - Chapter 1 in Slayter and Johnson - Social-work-practice-and-the-disability-community-An-intersectional-anti-oppressive-approach Required reading - Chapter 1 in Slayter and Johnson - Social-work-practice-and-the-disability-community-An-intersectional-anti-oppressive-approach 3

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Required viewing: Screencast video lecture: Disability competence 101 Required viewing: Screencast video lecture: Disability competence 101 4

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Required reading: On identifying children with disabilities Required reading: On identifying children with disabilities 5

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
External Url

Required reading: On why the term "differently abled" is offensive to many in the disability community (written by national disability civil rights and disability justice activist and Autistic lawyer Lydia X.Z. Brown) Required reading: On why the term "differently abled" is offensive to many in the disability community (written by national disability civil rights and disability justice activist and Autistic lawyer Lydia X.Z. Brown) 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Discussion Topic

Discussion 5 Discussion 5 0 7

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Preparing for in-class discussion (read before class) Preparing for in-class discussion (read before class) 8

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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In-class activity materials: The Ji-tae Kwok Case (read before class) In-class activity materials: The Ji-tae Kwok Case (read before class) 9

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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Recommended Readings: Week 5 Recommended Readings: Week 5 10

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Week 6: Parents with disabilities (Asynchronous work due 9 a.m. 7/18, Zoom meeting 6 p.m.)

Week 6: Parents with disabilities (Asynchronous work due 9 a.m. 7/18, Zoom meeting 6 p.m.) Week 6: Parents with disabilities (Asynchronous work due 9 a.m. 7/18, Zoom meeting 6 p.m.)

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What to do for week 6 What to do for week 6 1

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Attachment

Required reading: Lightfoot and LaLiberte (2011) On parental supports for parents with intellectual and developmental disabilities Required reading: Lightfoot and LaLiberte (2011) On parental supports for parents with intellectual and developmental disabilities 2

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External Url

Required viewing: Working with Parents with Intellectual Disabilities and their Families Required viewing: Working with Parents with Intellectual Disabilities and their Families 3

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Page

Required reading: A few words on cross-system collaboration Required reading: A few words on cross-system collaboration 4

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External Url

Required reading (two of the four brief articles): Advice for Professionals from Parents with Disabilities Required reading (two of the four brief articles): Advice for Professionals from Parents with Disabilities 5

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Discussion Topic

Discussion 6: Reflecting on your practice with disabled parents at DCF Discussion 6: Reflecting on your practice with disabled parents at DCF 0 6

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Page

In-class activity materials: The Sada Gonzalez Case (read before class) In-class activity materials: The Sada Gonzalez Case (read before class) 7

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Page

Recommended Readings: Week 6 Recommended Readings: Week 6 8

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Week 7: Facing our own ableism (Asynchronous work due 9 a.m. 7/25, Zoom meeting 6 p.m.)

Week 7: Facing our own ableism (Asynchronous work due 9 a.m. 7/25, Zoom meeting 6 p.m.) Week 7: Facing our own ableism (Asynchronous work due 9 a.m. 7/25, Zoom meeting 6 p.m.)

Page

What to do for week 7 What to do for week 7 1

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External Url

Required reading: Pulrang (2020) On personal and structural ableism Required reading: Pulrang (2020) On personal and structural ableism 2

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Attachment

Required reading - Disabled Parenting Project 2020 - Stigma Experienced by Disabled Parents.pdf Required reading - Disabled Parenting Project 2020 - Stigma Experienced by Disabled Parents.pdf 3

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External Url

Required reading: DISABILITY IS A STRENGTH Stories Of Disabled Parents And Their Families Required reading: DISABILITY IS A STRENGTH Stories Of Disabled Parents And Their Families 4

external_url 19432838 0

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External Url

Please go to the Project Implicit website at Harvard University and take the test on disability Please go to the Project Implicit website at Harvard University and take the test on disability 5

external_url 19432839 0

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Discussion Topic

Discussion 7 Discussion 7 0 6

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Page

In-class activity materials: The de Sousa Family (read before class) In-class activity materials: The de Sousa Family (read before class) 7

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Week 8: Anti-oppressive disability practice (Asynchronous work due 9 a.m. 8/1, Zoom meeting 6 p.m.)

Week 8: Anti-oppressive disability practice (Asynchronous work due 9 a.m. 8/1, Zoom meeting 6 p.m.) Week 8: Anti-oppressive disability practice (Asynchronous work due 9 a.m. 8/1, Zoom meeting 6 p.m.)

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What to do for week 8 What to do for week 8 1

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Attachment

Required reading - Chapter 2 in Slayter and Johnson - Social-work-practice-and-the-disability-community-An-intersectional-anti-oppressive-approach Required reading - Chapter 2 in Slayter and Johnson - Social-work-practice-and-the-disability-community-An-intersectional-anti-oppressive-approach 2

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External Url

Required viewing webinar A: Supporting the social lives of children of disabled parents Required viewing webinar A: Supporting the social lives of children of disabled parents 3

external_url 19432844 0

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External Url

Required viewing webinar B: Maximizing motherhood with technology Required viewing webinar B: Maximizing motherhood with technology 4

external_url 19432845 0

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External Url

Required viewing webinar C: Blindness and Parenting - Myths, Challenges and Practical Advice Required viewing webinar C: Blindness and Parenting - Myths, Challenges and Practical Advice 5

external_url 19432846 0

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Discussion Topic

Discussion 8 Discussion 8 0 6

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Page

In-class activity materials: The Odean Jeanclaude Case (read before class) In-class activity materials: The Odean Jeanclaude Case (read before class) 7

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Page

Recommended Readings: Week 8 Recommended Readings: Week 8 8

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Page

In-Class Discussion 7/19: Key Takeaways from Videos Related to Parents with Disabilities In-Class Discussion 7/19: Key Takeaways from Videos Related to Parents with Disabilities 9

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Week 9: Context for immigrant & refugee practice (Asynchronous work due 9 a.m. 8/8, Zoom meeting 6 p.m.)

Week 9: Context for immigrant & refugee practice (Asynchronous work due 9 a.m. 8/8, Zoom meeting 6 p.m.) Week 9: Context for immigrant & refugee practice (Asynchronous work due 9 a.m. 8/8, Zoom meeting 6 p.m.)

Page

What to do for week 9: What to do for week 9: 1

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Attachment

In-class activity materials (case to read before class): Lizette Tomas and Ana.docx In-class activity materials (case to read before class): Lizette Tomas and Ana.docx 2

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Discussion Topic

Discussion 9 Discussion 9 0 3

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Attachment

Cultural Self Awareness Exercise.docx Cultural Self Awareness Exercise.docx 4

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Context Module Sub Header

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 1: Immigration and immigrant policy: Barriers and 0pportunities for Families. Pages 1-29. 5

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Context Module Sub Header

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 2: From there to here: The journey of refugee families to the united states. Pages 30-51. 6

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 9: Embracing a new home: resettlement research and the family. Pages 198-220. 7

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Attachment

Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Immigrant and Refugee Families, 2nd Ed. MN: University of Minnesota Libraries Publishing. Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Immigrant and Refugee Families, 2nd Ed. MN: University of Minnesota Libraries Publishing. 8

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Potocky, M. & Naseh, M. (2019). Stages of Migration. In Best practices for social work with immigrants and refugees, 2nd Edition. NY: Columbia University Press. Potocky, M. & Naseh, M. (2019). Stages of Migration. In Best practices for social work with immigrants and refugees, 2nd Edition. NY: Columbia University Press. 9

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Attachment

Lin, C. & Wiley, A.R. (2019). Enhancing the practice of immigrant child welfare social workers in the United States. International Social Work, 62(2), 595–611. Lin, C. & Wiley, A.R. (2019). Enhancing the practice of immigrant child welfare social workers in the United States. International Social Work, 62(2), 595–611. 10

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Context Module Sub Header

Recommended Reading: 11

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Context Module Sub Header

Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 3: Human rights. Pages 52-72. 12

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Context Module Sub Header

Suggested Media Resources: 13

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External Url

Why migrants are fleeing Guatemala - ABC News’ Marcus Moore reports from Guatemala on the poverty and violence contributing to the mass exodus of migrants to the U.S Why migrants are fleeing Guatemala - ABC News’ Marcus Moore reports from Guatemala on the poverty and violence contributing to the mass exodus of migrants to the U.S 14

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External Url

The role of social workers in immigration legal services organizations - The role of social workers in immigration legal services organizations: Advocating with and for immigrant survivors of gender-based violence through an interdisciplinary perspective. The role of social workers in immigration legal services organizations - The role of social workers in immigration legal services organizations: Advocating with and for immigrant survivors of gender-based violence through an interdisciplinary perspective. 15

external_url 19432865 0

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Attachment

Resource: Immigration Interviewing questions2021.docx Resource: Immigration Interviewing questions2021.docx 16

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Week 10: Immigrant parents & children (Asynchronous work due 9 a.m. 8/15, Zoom meeting 6 p.m.)

Week 10: Immigrant parents & children (Asynchronous work due 9 a.m. 8/15, Zoom meeting 6 p.m.) Week 10: Immigrant parents & children (Asynchronous work due 9 a.m. 8/15, Zoom meeting 6 p.m.)

Page

What to do for week 10: What to do for week 10: 1

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Attachment

In-class activity materials (case to read before class): Adolescent Discipline Case.docx In-class activity materials (case to read before class): Adolescent Discipline Case.docx 2

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Discussion Topic

Discussion 10 Discussion 10 0 3

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Attachment

Critical considerations in child welfare with immigrant and refugee families.docx Critical considerations in child welfare with immigrant and refugee families.docx 4

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Context Module Sub Header

Required Readings: 5

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Attachment

The California Evidence-Based Clearinghouse for Child Welfare. Why is it important to work more effectively with Immigrant Families? The California Evidence-Based Clearinghouse for Child Welfare. Why is it important to work more effectively with Immigrant Families? 6

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Attachment

The Center on Immigration and Child Welfare. Best Practices to Support Immigrant Families Involved in the Child Welfare System. The Center on Immigration and Child Welfare. Best Practices to Support Immigrant Families Involved in the Child Welfare System. 7

attachment 19432873 0

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Attachment

Potocky, M. & Naseh, M. (2019). Unaccompanied minors. In Best practices for social work with immigrants and refugees, 2nd Edition. 303-312. Potocky, M. & Naseh, M. (2019). Unaccompanied minors. In Best practices for social work with immigrants and refugees, 2nd Edition. 303-312. 8

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Creaa, T.M., Lopeza , A., Hassona, R.G., Evansa, K., Palleschia, C., & Underwood, D. (2018). Unaccompanied immigrant children in long term foster care: Identifying needs and best practices from a child welfare perspective. Children and Youth Services Review, 92, 56–64. Creaa, T.M., Lopeza , A., Hassona, R.G., Evansa, K., Palleschia, C., & Underwood, D. (2018). Unaccompanied immigrant children in long term foster care: Identifying needs and best practices from a child welfare perspective. Children and Youth Services Review, 92, 56–64. 9

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Avrushin, A. & Vidal de Haymes, M. (n.d.). Well-being and permanency: The relevance of child welfare principles for children who are unaccompanied immigrants. Child Welfare, 96(6), 107-128 Avrushin, A. & Vidal de Haymes, M. (n.d.). Well-being and permanency: The relevance of child welfare principles for children who are unaccompanied immigrants. Child Welfare, 96(6), 107-128 10

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Context Module Sub Header

Recommended Reading: 11

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Attachment

Citrin, A., Martin, M., & Houshyar, S. (n.d.). Supporting youth at the intersection of immigration and child welfare systems. Child Welfare, 96(6), 69-85. Citrin, A., Martin, M., & Houshyar, S. (n.d.). Supporting youth at the intersection of immigration and child welfare systems. Child Welfare, 96(6), 69-85. 12

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Score at least Must score at least to complete this module item Scored at least Module item has been completed by scoring at least View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
Attachment

Maiter, S., Alaggia, R., Chan, A.S. & Leslie, B. (2017). Trial and error: Attending to language barriers in child welfare service provision from the perspective of frontline workers. Child and Family Social Work, 22, 165–174. Maiter, S., Alaggia, R., Chan, A.S. & Leslie, B. (2017). Trial and error: Attending to language barriers in child welfare service provision from the perspective of frontline workers. Child and Family Social Work, 22, 165–174. 13

attachment 19432879 0

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Attachment

Best Practices for Working With Interpreters.pdf Best Practices for Working With Interpreters.pdf 14

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Context Module Sub Header

Suggested Media Resources: 15

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External Url

Addressing Mental Health Needs of Hispanic and Latino Unaccompanied Minors Web Panel - Raising awareness of the traumatic experiences, background, developmental history, and mental health needs of unaccompanied minors (UC) and place this in the context of the child’s culture and national origin is critical Addressing Mental Health Needs of Hispanic and Latino Unaccompanied Minors Web Panel - Raising awareness of the traumatic experiences, background, developmental history, and mental health needs of unaccompanied minors (UC) and place this in the context of the child’s culture and national origin is critical 16

external_url 19432882 0

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Week 11: Cultural factors, trauma and mental health (Asynchronous work due 9 a.m. 8/22, Zoom meeting 6 p.m.)

Week 11: Cultural factors, trauma and mental health (Asynchronous work due 9 a.m. 8/22, Zoom meeting 6 p.m.) Week 11: Cultural factors, trauma and mental health (Asynchronous work due 9 a.m. 8/22, Zoom meeting 6 p.m.)

Page

What to do for week 11: What to do for week 11: 1

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Attachment

In-class activity materials (case to read before class):Domestic Violence Case.docx In-class activity materials (case to read before class):Domestic Violence Case.docx 2

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Discussion Topic

Discussion 11 Discussion 11 0 3

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Attachment

Best Practices for Culturally Competent Case Management.pdf Best Practices for Culturally Competent Case Management.pdf 4

attachment 19432886 0

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Context Module Sub Header

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 5: Mental health. Pages 99-124. 5

context_module_sub_header 19432887 0

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Context Module Sub Header

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 6: Intimate partner violence among Immigrants and Refugees. Pages 124-150. 6

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Context Module Sub Header

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 7: Substance abuse. Pages 151-175. 7

context_module_sub_header 19432889 0

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Attachment

Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Immigrant and Refugee Families, 2nd Ed. MN: University of Minnesota Libraries Publishing. Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Immigrant and Refugee Families, 2nd Ed. MN: University of Minnesota Libraries Publishing. 8

attachment 19432890 0

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Context Module Sub Header

Recommended Reading: 9

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Attachment

Burgos, M., Al-Adeimi, M., & Brown, J. (2017). Protective factors of family life for immigrant youth. Child and Adolescent Social Work Journal, 34, 235–245. Burgos, M., Al-Adeimi, M., & Brown, J. (2017). Protective factors of family life for immigrant youth. Child and Adolescent Social Work Journal, 34, 235–245. 10

attachment 19432892 0

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Attachment

Kim, W., Yalim, A.C., & Kim, I. (2021). “Mental health is for crazy people.” Perceptions and barriers to mental health service use among refugees from Burma. Community Mental Health Journal, 57, 965–972. Kim, W., Yalim, A.C., & Kim, I. (2021). “Mental health is for crazy people.” Perceptions and barriers to mental health service use among refugees from Burma. Community Mental Health Journal, 57, 965–972. 11

attachment 19432893 0

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Context Module Sub Header

Suggested Media Resources: 12

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External Url

Culture and Mental Health Among Central and South Americans Living in the United States - This one and half-hour online session provide information on 10th, 11th, and 12th largest population of Hispanic origin living in the United States, the Ecuadorians, Peruvians, and Nicaraguans; each group accounted for 1% of the U.S. Hispanic population in 2017. Culture and Mental Health Among Central and South Americans Living in the United States - This one and half-hour online session provide information on 10th, 11th, and 12th largest population of Hispanic origin living in the United States, the Ecuadorians, Peruvians, and Nicaraguans; each group accounted for 1% of the U.S. Hispanic population in 2017. 13

external_url 19432895 0

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External Url

Trauma and Trauma Informed Strategies to Support Migrant Students - Experiencing or witnessing traumatic events can affect children's and adolescent's mental and emotional wellbeing. Hispanic and Latino children are particularly vulnerable to suffer or witness traumatic events. Trauma and Trauma Informed Strategies to Support Migrant Students - Experiencing or witnessing traumatic events can affect children's and adolescent's mental and emotional wellbeing. Hispanic and Latino children are particularly vulnerable to suffer or witness traumatic events. 14

external_url 19432896 0

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External Url

Substance Use, Domestic Violence, and Latinas: Examining the Intersections - Although recent research shows a strong relationship between intimate partner violence and greater frequency of alcohol intoxication, the overall evidence regarding whether a woman’s alcohol abuse increases her likelihood of experiencing intimate partner violence has been described as “weak.” Substance Use, Domestic Violence, and Latinas: Examining the Intersections - Although recent research shows a strong relationship between intimate partner violence and greater frequency of alcohol intoxication, the overall evidence regarding whether a woman’s alcohol abuse increases her likelihood of experiencing intimate partner violence has been described as “weak.” 15

external_url 19432897 0

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Week 12: Getting to Know the Queer Community and Unpacking Our Bias (Asynchronous work due 9 a.m. 8/29, Zoom meeting 6 p.m.)

Week 12: Getting to Know the Queer Community and Unpacking Our Bias (Asynchronous work due 9 a.m. 8/29, Zoom meeting 6 p.m.) Week 12: Getting to Know the Queer Community and Unpacking Our Bias (Asynchronous work due 9 a.m. 8/29, Zoom meeting 6 p.m.)

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What to do for week 12: What to do for week 12: 1

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Attachment

Required reading: MA Commission on LGBTQ+ Youth in DCF Custody Report 2021 Required reading: MA Commission on LGBTQ+ Youth in DCF Custody Report 2021 2

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Attachment

Required reading: Scarlet Case.docx Required reading: Scarlet Case.docx 3

attachment 19615543 0

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Discussion Topic

Discussion 12: Unpacking our bias related to the Queer community Discussion 12: Unpacking our bias related to the Queer community 0 4

discussion_topic 19615549 1

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Page

Recommended Readings: Week 12 Recommended Readings: Week 12 5

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Week 13: LGBTQ+ Caregivers & Foster Parents (Asynchronous work due 9 a.m. 9/12, Zoom meeting 6 p.m.)

Week 13: LGBTQ+ Caregivers & Foster Parents (Asynchronous work due 9 a.m. 9/12, Zoom meeting 6 p.m.) Week 13: LGBTQ+ Caregivers & Foster Parents (Asynchronous work due 9 a.m. 9/12, Zoom meeting 6 p.m.)

Page

What to do for week 13: What to do for week 13: 1

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External Url

UN Standards for LGBTI Workplace Inclusion UN Standards for LGBTI Workplace Inclusion 2

external_url 19615550 0

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Attachment

Required reading: Joseph Case.docx Required reading: Joseph Case.docx 3

attachment 19615552 0

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Discussion Topic

Discussion 13: Learning from reflections on heterosexual and cisgender privilege Discussion 13: Learning from reflections on heterosexual and cisgender privilege 0 4

discussion_topic 19615553 1

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Week 14 Mentoring sessions & Collaboration meetings (Asynchronous work due 9 a.m. 9/19, Zoom meeting 6 p.m.)

Week 14 Mentoring sessions & Collaboration meetings (Asynchronous work due 9 a.m. 9/19, Zoom meeting 6 p.m.) Week 14 Mentoring sessions & Collaboration meetings (Asynchronous work due 9 a.m. 9/19, Zoom meeting 6 p.m.)

Page

What to do for week 14 What to do for week 14 1

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Discussion Topic

Discussion 14: Crafting your capstone project plan Discussion 14: Crafting your capstone project plan 3

discussion_topic 19432910 0

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Week 15: Capstone presentations to your cohort peers (Zoom meeting 9/26 6 p.m.)

Week 15: Capstone presentations to your cohort peers (Zoom meeting 9/26 6 p.m.) Week 15: Capstone presentations to your cohort peers (Zoom meeting 9/26 6 p.m.)

Page

What to do for week 15 What to do for week 15 1

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Week 16: Reflections on learning about equity-minded practice

Week 16: Reflections on learning about equity-minded practice Week 16: Reflections on learning about equity-minded practice

Graduation: Capstone results presentations to Commissioner Spears (6 weeks-ish after last module)

Graduation: Capstone results presentations to Commissioner Spears (6 weeks-ish after last module) Graduation: Capstone results presentations to Commissioner Spears (6 weeks-ish after last module)

Course Modules

Course logistics

Week 1: Consenting to learn in public (Asynchronous work due 9 a.m. 6/6, Zoom meeting 6 p.m.)

Week 2: Intersectionality, privilege & oppression (Asynchronous work due 9 a.m. 6/13, Zoom meeting 6 p.m.)

Week 3: Using data in equity-minded practice(Asynchronous work due 9 a.m. 6/20, Zoom meeting 6 p.m.)

Week 4: Navigating policy in child welfare (Asynchronous work due 9 a.m. 6/27, Zoom meeting 6 p.m.)

Week 5: Disability 101 (Asynchronous work due 9 a.m. 7/11, Zoom meeting 6 p.m.)

Choose either the Disability 101 screencast or Chapter 1: 2

Week 6: Parents with disabilities (Asynchronous work due 9 a.m. 7/18, Zoom meeting 6 p.m.)

Week 7: Facing our own ableism (Asynchronous work due 9 a.m. 7/25, Zoom meeting 6 p.m.)

Week 8: Anti-oppressive disability practice (Asynchronous work due 9 a.m. 8/1, Zoom meeting 6 p.m.)

Week 9: Context for immigrant & refugee practice (Asynchronous work due 9 a.m. 8/8, Zoom meeting 6 p.m.)

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 1: Immigration and immigrant policy: Barriers and 0pportunities for Families. Pages 1-29. 5

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 2: From there to here: The journey of refugee families to the united states. Pages 30-51. 6

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 9: Embracing a new home: resettlement research and the family. Pages 198-220. 7

Recommended Reading: 11

Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 3: Human rights. Pages 52-72. 12

Suggested Media Resources: 13

Week 10: Immigrant parents & children (Asynchronous work due 9 a.m. 8/15, Zoom meeting 6 p.m.)

Required Readings: 5

Recommended Reading: 11

Suggested Media Resources: 15

Week 11: Cultural factors, trauma and mental health (Asynchronous work due 9 a.m. 8/22, Zoom meeting 6 p.m.)

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 5: Mental health. Pages 99-124. 5

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 6: Intimate partner violence among Immigrants and Refugees. Pages 124-150. 6

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 7: Substance abuse. Pages 151-175. 7