Course Modules: Post-Masters Certificate in Equity Minded Practice SUII

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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Policy on missed classes, missed work and requirements for award of certificate Policy on missed classes, missed work and requirements for award of certificate 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
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Shared Agreements Shared Agreements 7

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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
Attachment

Required reading: Villarreal Sosa et al 2021 Crossing borders Required reading: Villarreal Sosa et al 2021 Crossing borders 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
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Required reading: Case example: Yana's Family Required reading: Case example: Yana's Family 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 Lists Privilege Lists 6

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Attachment

Privilege and Oppression Matrix v3 - Example Privilege and Oppression Matrix v3 - Example 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 v3 - Example 2.docx Privilege and Oppression Matrix v3 - Example 2.docx 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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Privilege and Oppression Matrix for you to fill out Privilege and Oppression Matrix for you to fill out 9

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Discussion Topic

Discussion 2: Reflecting on privilege, oppression, and intersectionality Discussion 2: Reflecting on privilege, oppression, and intersectionality 0 10

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Preparing for in-class discussion Preparing for in-class discussion 12

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Recommended Readings: Week 2 Recommended Readings: Week 2 13

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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

LINKS FROM OUR IN-CLASS DISCUSSION 14

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External Url

Dr. Bettina Love: Being a co-conspirator Dr. Bettina Love: Being a co-conspirator 15

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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

Layla Saad, author of "Me and White Supremacy" on becoming a good ancestor Layla Saad, author of "Me and White Supremacy" on becoming a good ancestor 16

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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

The Sum of Us WHAT RACISM COSTS EVERYONE AND HOW WE CAN PROSPER TOGETHER By Heather McGhee The Sum of Us WHAT RACISM COSTS EVERYONE AND HOW WE CAN PROSPER TOGETHER By Heather McGhee 17

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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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Some questions/thoughts from Villarreal Sosa et al. (2021) reading Some questions/thoughts from Villarreal Sosa et al. (2021) reading 18

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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. 6/27, Zoom meeting 6 p.m.)

Week 3: Using data in equity-minded practice (Asynchronous work due 9 a.m. 6/27, Zoom meeting 6 p.m.) Week 3: Using data in equity-minded practice (Asynchronous work due 9 a.m. 6/27, 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
Attachment

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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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 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. 7/11, Zoom meeting 6 p.m.)

Week 4: Navigating policy in child welfare (Asynchronous work due 9 a.m. 7/11, Zoom meeting 6 p.m.) Week 4: Navigating policy in child welfare (Asynchronous work due 9 a.m. 7/11, 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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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
Attachment

Race-Equity-Impact-Assessment-Tool-highlighted.pdf Race-Equity-Impact-Assessment-Tool-highlighted.pdf 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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Racial Trauma Resources Racial Trauma Resources 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 5: Disability 101 (Asynchronous work due 9 a.m. 7/18, Zoom meeting 6 p.m.)

Week 5: Disability 101 (Asynchronous work due 9 a.m. 7/18, Zoom meeting 6 p.m.) Week 5: Disability 101 (Asynchronous work due 9 a.m. 7/18, 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 below: 2

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External Url

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

external_url 19618501 0

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External Url

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

external_url 19618502 0

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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

external_url 19618503 0

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: Able-bodied privilege Discussion 5: Able-bodied privilege 0 7

discussion_topic 19618504 1

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Page

Preparing for in-class discussion (read before class) Preparing for in-class discussion (read before class) 8

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Page

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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Page

Recommended Readings: Week 5 Recommended Readings: Week 5 10

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Week 6: Parents with disabilities (Asynchronous work due 9 a.m. 7/25, Zoom meeting 6 p.m.)

Week 6: Parents with disabilities (Asynchronous work due 9 a.m. 7/25, Zoom meeting 6 p.m.) Week 6: Parents with disabilities (Asynchronous work due 9 a.m. 7/25, Zoom meeting 6 p.m.)

Page

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

attachment 19618509 0

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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

external_url 19618510 0

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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

external_url 19618512 0

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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

discussion_topic 19618513 1

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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. 8/1, Zoom meeting 6 p.m.)

Week 7: Facing our own ableism (Asynchronous work due 9 a.m. 8/1, Zoom meeting 6 p.m.) Week 7: Facing our own ableism (Asynchronous work due 9 a.m. 8/1, 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

external_url 19618517 0

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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

attachment 19618518 0

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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 19618519 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 19618520 0

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Discussion Topic

Discussion 7 Discussion 7 0 6

discussion_topic 19618521 1

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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. 8/8, Zoom meeting 6 p.m.)

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

Page

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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Page

FIND YOUR GROUP IN "WHAT TO DO THIS WEEK" FIND YOUR GROUP IN "WHAT TO DO THIS WEEK" 3

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External Url

Required viewing webinar GROUP A: Supporting the social lives of children of disabled parents Required viewing webinar GROUP A: Supporting the social lives of children of disabled parents 4

external_url 19618525 0

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External Url

Required viewing webinar GROUP B: Maximizing motherhood with technology Required viewing webinar GROUP B: Maximizing motherhood with technology 5

external_url 19618526 0

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 webinar GROUP C: Blindness and Parenting - Myths, Challenges and Practical Advice Required viewing webinar GROUP C: Blindness and Parenting - Myths, Challenges and Practical Advice 6

external_url 19618527 0

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 8 Discussion 8 0 7

discussion_topic 19618528 1

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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) 8

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Page

Recommended Readings: Week 8 Recommended Readings: Week 8 9

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Week 9: Context for immigrant & refugee practice (Asynchronous work due 9 a.m. 8/15, Zoom meeting 6 p.m.)

Week 9: Context for immigrant & refugee practice (Asynchronous work due 9 a.m. 8/15, Zoom meeting 6 p.m.) Week 9: Context for immigrant & refugee practice (Asynchronous work due 9 a.m. 8/15, 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

attachment 19618535 0

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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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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

attachment 19618539 0

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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

context_module_sub_header 19618543 0

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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

external_url 19618545 0

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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 19618546 0

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Attachment

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

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Attachment

Recommended reading: Kriz, Slayter, et al. fear management strategies in child protection practice with the immigrant communities Recommended reading: Kriz, Slayter, et al. fear management strategies in child protection practice with the immigrant communities 17

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Week 10: Immigrant parents & children (Asynchronous work due 9 a.m. 8/22, Zoom meeting 6 p.m.)

Week 10: Immigrant parents & children (Asynchronous work due 9 a.m. 8/22, Zoom meeting 6 p.m.) Week 10: Immigrant parents & children (Asynchronous work due 9 a.m. 8/22, 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

attachment 19618553 0

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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

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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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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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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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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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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 19618560 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 19618563 0

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Week 11: Cultural factors, trauma and mental health (Asynchronous work due 9 a.m. 8/29, Zoom meeting 6 p.m.)

Week 11: Cultural factors, trauma and mental health (Asynchronous work due 9 a.m. 8/29, Zoom meeting 6 p.m.) Week 11: Cultural factors, trauma and mental health (Asynchronous work due 9 a.m. 8/29, 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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External Url

In-class activity: Mid-program self-efficacy assessment In-class activity: Mid-program self-efficacy assessment 3

external_url 20145542 0

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Attachment

In-class activity: Mid-program self-efficacy assessment - disclosure form.docx In-class activity: Mid-program self-efficacy assessment - disclosure form.docx 4

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Discussion Topic

Discussion 11 Discussion 11 0 5

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Attachment

Best Practices for Culturally Competent Case Management.pdf Best Practices for Culturally Competent Case Management.pdf 6

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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. 7

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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. 8

context_module_sub_header 19618569 0

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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. 9

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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. 10

attachment 19618571 0

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Context Module Sub Header

Recommended Reading: 11

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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. 12

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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. 13

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Context Module Sub Header

Suggested Media Resources: 14

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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. 15

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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. 16

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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.” 17

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

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

Page

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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Discussion Topic

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

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Page

Recommended Readings: Week 12 Recommended Readings: Week 12 5

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Week 13: Working with the Queer community: LGBTQIA+ children, youth and families (Asynchronous work due 9 a.m. 9/19, Zoom meeting 6 p.m.)

Week 13: Working with the Queer community: LGBTQIA+ children, youth and families (Asynchronous work due 9 a.m. 9/19, Zoom meeting 6 p.m.) Week 13: Working with the Queer community: LGBTQIA+ children, youth and families (Asynchronous work due 9 a.m. 9/19, Zoom meeting 6 p.m.)

Page

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

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Attachment

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

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Discussion Topic

Discussion 13: Learning from Sylvia Rivera for child protection practice Discussion 13: Learning from Sylvia Rivera for child protection practice 0 5

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Page

Recommended Readings: Week 13 Recommended Readings: Week 13 6

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Week 14: Supporting our staff to support our clients (Asynchronous work due 9 a.m. 9/26, Zoom meeting 6 p.m.)

Week 14: Supporting our staff to support our clients (Asynchronous work due 9 a.m. 9/26, Zoom meeting 6 p.m.) Week 14: Supporting our staff to support our clients (Asynchronous work due 9 a.m. 9/26, Zoom meeting 6 p.m.)

Page

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

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External Url

Recommended resource: UN Standards for LGBTI Workplace Inclusion Recommended resource: UN Standards for LGBTI Workplace Inclusion 2

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Discussion Topic

DIscussion 14 DIscussion 14 0 3

discussion_topic 19791899 1

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: Joseph Case.docx Required reading: Joseph Case.docx 4

attachment 19618586 0

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 15 Mentoring sessions & Collaboration meetings (Asynchronous work due 9 a.m. 10/3, Zoom meeting 6 p.m.)

Week 15 Mentoring sessions & Collaboration meetings (Asynchronous work due 9 a.m. 10/3, Zoom meeting 6 p.m.) Week 15 Mentoring sessions & Collaboration meetings (Asynchronous work due 9 a.m. 10/3, Zoom meeting 6 p.m.)

Page

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

wiki_page 19618588 0

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 video on drafting your capstone project! (7 minutes) Screencast video on drafting your capstone project! (7 minutes) 2

external_url 20401135 0

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

Sign up for your topic in this link! We need people in each topic area! Sign up for your topic in this link! We need people in each topic area! 3

external_url 20401131 0

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 15: Crafting your capstone project plan draft Discussion 15: Crafting your capstone project plan draft 0 4

discussion_topic 19618589 1

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: Crafting learning objectives 101 Required reading: Crafting learning objectives 101 5

external_url 19765353 0

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: Bloom's taxonomy wheel Required reading: Bloom's taxonomy wheel 6

external_url 19765352 0

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
Page

Required reading: Verbs to be used in crafting learning objectives Required reading: Verbs to be used in crafting learning objectives 7

wiki_page 19765136 0

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

Recommended reading: Memo on capstone project proposals from cohort I Recommended reading: Memo on capstone project proposals from cohort I 8

attachment 19765141 0

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

Recommended reading: Memo on capstone project proposals from cohort II Recommended reading: Memo on capstone project proposals from cohort II 9

attachment 19765142 0

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 16: Capstone presentations to your cohort peers (Zoom meeting 10/17 6 p.m.)

Week 16: Capstone presentations to your cohort peers (Zoom meeting 10/17 6 p.m.) Week 16: Capstone presentations to your cohort peers (Zoom meeting 10/17 6 p.m.)

Page

What to do for week 16 What to do for week 16 1

wiki_page 19618590 0

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 video for week 16 Screencast video for week 16 2

external_url 20401238 0

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 16: Revising and honing your capstone proposal Discussion 16: Revising and honing your capstone proposal 0 3

discussion_topic 19765138 1

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

Graduation: Capstone results presentations to Commissioner Spears (12/7 10am-12pm)

Graduation: Capstone results presentations to Commissioner Spears (12/7 10am-12pm) Graduation: Capstone results presentations to Commissioner Spears (12/7 10am-12pm)

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.)

LINKS FROM OUR IN-CLASS DISCUSSION 14

Week 3: Using data in equity-minded practice (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. 7/11, Zoom meeting 6 p.m.)

Week 5: Disability 101 (Asynchronous work due 9 a.m. 7/18, Zoom meeting 6 p.m.)

Choose either the Disability 101 screencast or Chapter 1 below: 2

Week 6: Parents with disabilities (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. 8/1, Zoom meeting 6 p.m.)

Week 8: Anti-oppressive disability 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. 8/15, 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. 8/22, 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. 8/29, Zoom meeting 6 p.m.)

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 5: Mental health. Pages 99-124. 7

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 6: Intimate partner violence among Immigrants and Refugees. Pages 124-150. 8

Required Reading In Ballard, J. Wieling, E., Solheim, C., & Dwanyen, L. (2019). Chapter 7: Substance abuse. Pages 151-175. 9

Recommended Reading: 11

Suggested Media Resources: 14

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

Week 13: Working with the Queer community: LGBTQIA+ children, youth and families (Asynchronous work due 9 a.m. 9/19, Zoom meeting 6 p.m.)

Week 14: Supporting our staff to support our clients (Asynchronous work due 9 a.m. 9/26, Zoom meeting 6 p.m.)

Week 15 Mentoring sessions & Collaboration meetings (Asynchronous work due 9 a.m. 10/3, Zoom meeting 6 p.m.)

Week 16: Capstone presentations to your cohort peers (Zoom meeting 10/17 6 p.m.)

Graduation: Capstone results presentations to Commissioner Spears (12/7 10am-12pm)