Knowing that the income achievement gap is larger than the r

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Apr 3, 2024

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Hello class, a. What might an “enriched” environment for an infant consist of? - An enriched environment is one where there is structure, social interactions, safe, responsive, and nurturing for infants. b. What do parents need to provide an “enriched” environment? - Parents need to be able to provide those small interactions with their children. Children need the attention of their parents, to be able to use their serve and return to show their development (Adelman, 2015). c. What societal conditions can enhance or decrease parents’ and caregivers’ capacity to do so? - The societal conditions that can enhance parents’ and caregivers’ capacity are responsive relationships, reduce sources of stress, the severe and return on a biological level (Adelman, 2015). - The societal conditions that can decrease parents’ and caregivers' capacity to do are parental stressors that can affect attachment, and public policies that do not invest in parent’s needs such as adequate access to healthcare, and economic disparities (Adelman, 2015). Part Two 1. I chose the Hispanic-white, fourth grade, and reading tests. 2. I chose to look at the state of Utah as it wasn’t listed as one of the seven states beginning to close the achievement gap (District of Columbia, New York, West Virginia, Louisiana, Arkansas, New Jersey, and Michigan) or the 10 states that closed the Hispanic-white achievement gap (District of Columbia, Delaware, Georgia, Tennessee, Nebraska, Iowa, Illinois, Indiana, Arizona, and Michigan (Roush, 2024). When viewing the state of Utah in 2009, the results indicate that the average Hispanic NAEP scores were 194.02. In 2013, the results from the state of Utah show that the average Hispanic NAEP scores were 196.49. In 2009, the state of Ohio average Hispanic NAEP scores were 215.13. In 2013, the average Hispanic NAEP scores in Ohio were 213.59 (The Educational Opportunity Monitoring Project, n.d.). 3. When comparing the test scores of Utah to the state of Ohio, the reading scores are higher than in Utah. Moreover, in the state of Ohio, the average Hispanic NAEP scores decreased in reading scores. 4. When considering why there has been a decrease in reading scores in Ohio for Hispanics, it is that on NAEP tests, the gaps are large because of socioeconomic disparities. Hispanic and black families tend to how lower incomes which is being associated to lower levels of educational attainment than their white counterparts (The Educational Opportunity Monitoring Project, n.d.).

2. After reading more about the achievement gap, my thoughts on the finding that not how rich or poor the district in question, funding gaps existed solely based on racial composition of the school is that this is disappointing to see. Especially as poverty negatively impacts children's ability to graduate or attend college. These gaps also negatively impact educational attainment (Roush, 2024). This means that black students will be at a disadvantage due to structural and institutional racism that go back generations and can control systems of power, resources, and decision-making practices. An example is the income achievement gap that has steadily increased over the past fifty years (Reardon, 2011). Students whose families fall within the bottom quintile of the family socioeconomic status and student achievement score more than a standard deviation below students whose families are in the top quintile on the standard tests for math and reading. These differences continue to progress (Reardon, 2011). Reference Adelman, L. (Director). (2015). The Raising of America [Video file]. California Newsreel. Retrieved February 10, 2024, from Kanopy.  Reardon, Sean. (2011). The Widening Academic Achievement Gap Between The Rich and The Poor: New Evidence and Possible Explanations , Duncan, Greg and Murnane, Richard (Eds.) Whither Opportunity? Rising Inequality, Schools, and Children's Life Changes. Russell Sage Foundation.  Roush, K. (2024). Week 5: Coursework. [Canvas]. Retrieved from https://osu.instructure.com/courses/156285/pages/week-5-introduction-objectives-tasks? module_item_id=11482613  The Educational Opportunity Monitoring Project. (n.d.) Racial and Ethnic Achievement GapsLinks to an external site. . Stanford Center for Education Policy Analysis. 7515 Hello class,

- Discuss some of the ways the therapist engaged the family? Specifically, in terms of the non- hierarchical, non-expert position . The therapist takes notes and uses reflective questioning to gain insight from each of the clients, using a non-hierarchical, non-expect position (Bobbitt, 2024). Each of the three clients can discuss their views on their family unit, their son, and their concerns over their son attending a church that is described as hateful toward the lgbtq community. - The therapist begins to deconstruct the problem almost immediately. How does he do this? The therapist deconstructs the problem because they are re-authoring the discourse so that the problem-saturated narratives can be seen as objective as opposed to the problem being perceived as the truth (Hill, 2011). The deconstruction of the problem begins when the therapist begins asking reflective questions to each of the clients and even discusses the problem as an external issue that potentially is causing a significant issue. By deconstructing the problem, each client can discuss their thoughts on the issue of the son attending this church and associate with people who have opposing views on the client’s lifestyle. Deconstructing the problem allows for each client to gain insight into how another family is feeling and take that into consideration. - Why does the therapist have the family name the problem? How does the therapist develop this concept with them? Before the therapist goes through the stage of deconstruction, the therapist will have the client(s) define the problem and ask the client(s) questions regarding how they feel about the problem and how the problem is being viewed within social contexts or historical beliefs (Bobbitt, 2024). - The therapist separates the problem (fear) from the family and is discussed as something that has interfered in the family’s life and should be challenged. Why is the problem viewed this way, and how was it helpful in allowing the family to see the problem in a different way? In Narrative therapy, the therapist does not look at a problem as the root cause. Instead, during sessions, therapists will ask the client’s questions, listen for outcomes, and discuss these outcomes that can provide each client with a new perspective or reality (Bobbitt, 2024). Reference Bobbitt, R (2024). SOCWORK 7515. Week 5 Coursework. CarmenCanvas. The Ohio State University. Hill, N. L. (2011). Externalizing conversations: Single session narrative group interventions in a partial hospital setting. Clinical Social Work Journal, 39, 279-287. Hill, N. L. (2011).pdf

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5008 This week and last week you read several articles on multidisciplinary team approaches, child advocacy centers, fact gathering, and engagement skills. Now that you know the people involved in the collection of information for a children services case, discuss what you have learned about the roles and membership on a multi-disciplinary team and how these relationships will affect a family in the child welfare system. Hello class, The roles of a multi-disciplinary team can include county prosecutors, the agency attorney, children’s hospital, child advocacy centers, qualified medical staff, mental health professionals, substance abuse professionals, school, law enforcement and child protective services (Setterlin, 2024). In many of the articles that discuss these roles, the author(s) use the term interviewer quite often when discussing the standard protocol for referrals regarding child safety, risk of child maltreatment or need for services to determine intake assessment, and making determinations (OAC Chapter, 2018). Initial contact with family members sets the tone for interactions. Therefore, if the first interaction with family members and a multi-disciplinary team member is negative, this can lead family members to become withdrawn, defensive, and subsequent contact (Rycus & Hughes, 1998, pp. 5). When this is the case, it can affect child welfare workers and their ability to build a positive rapport with families in the child welfare system. Therefore, tone is something that all multi-disciplinary team members should be aware of and understand the initial steps in first contact with families. While building rapport with families, a multi- disciplinary approach is used to gather the correct information that can be used in successful child abuse cases within the criminal justice system (Setterlin, 2024). Workers may feel they are becoming too interpersonal with clients and develop the belief that this could lead to professional enabling (Rycus & Hughes, 1998, pp. 2), therefore, as child welfare workers or another multi- disciplinary worker, it is important to find balance within a professional manner. The ability to develop partnerships with other community partners will enable mandated reported to strengthen and empower families, increase rapport with other community professionals, and increase engagement skills due to understanding the importance of collaborating with others to address child maltreatment and increase our ability to keep children safe (Setterlin, 2024). Reference  OAC Chapter 5101:2-36-01 Intake and screening procedures for child abuse, neglect, dependency and family in need of services reports; and information and/or referral intakes.Links to an external site. Retrieved from http://codes.ohio.gov/oac/5101:2-36-01

 Rycus, J.S. & Hughes, R.C. (1998). Field Guide to Child Welfare (Vol. II), IV-F, Washington, D.C: CWLA Press and Columbus, OH: Institute for Human Services. (The Casework Interview: Implementing The Helping Process).  Setterlin, K. (2024). Collaborating with Community Partners to Gather Information for Service Planning [Lecture Coursework]. The Ohio State University's Carmen Canvas: https://osu.instructure.com/courses/156082/pages/week-5-introduction-objectives-tasks? module_item_id=11463919 7630 (1) Hello Michelle, You provided many great descriptions for what you believe an enriched environment for infants looks like. I especially like the implementation of sleep routines and bath times. That said, each of your choices could all fall under the serve and return, where infants are being given the attention, they need. Also, by providing these enriched environments during these early years, this allows for good memory, responsiveness, and deepening the relationship for the child and parents. Before watching the documentary, I did not realize how inadequate childcare, stressors of families who work often and cannot be there as much as they would like, and being strapped for money fell under the category of a enrichment, that said, it makes perfect sense. Many of the issues that parents face today tend to come down to public policies, inadequate amount of time off for parents, especially when we look at other countries such as Canada. It was infuriating to

see how many times bills for better childcare were vetoed previous Presidents and sent back to the Congress. I agree that by putting more resources in place for our children and youth, this would help all children grow and develop within enriched environments. I enjoyed reading your post. 7515 (1) Hello Celeste, I really enjoyed reading your post. I thought it was great that Dr. Bitter explained his note taking and offered the clients to see his notes once the session was over. I have never seen a clinician say that in any of the videos I’ve watched, thus far; therefore, I really thought that was such a nice gesture from him. I thought you made a great point by Dr. Bitter’s use of the word “we”. To be honest, I didn’t catch that, but I am glad that you pointed that out. To add to Dr. Bitter’s ability to be a non-expert, I thought a lot of the reflective questions really allowed the clients to tell their story and be heard before the deconstruction stage began. For question 3, I thought your answer was great. It differed from mine in many ways, but I understand your perspective here on the clinician asking questions, not to say that their opinions were wrong, but that more than one option can be true. Also, I feel the questions that Dr. Bitter asked helped Cassandra to see the problem from a different perspective, allowing her to see that these external factors have the potential to cause more issues here. That is why it is important to break down a client’s problem and allow them to consider other alternatives. Again, great post. 5008 (2) Hello Kelsey, I enjoyed reading your post. Until reading the different articles and lecture notes, I was not aware of all the community professionals that work together to help with intake assessments, meeting with the family members within an hour after an allegation is made, and that child welfare workers should meet face to face with family members within 24 hours. I am learning new information of week as to what goes into being a mandated reporter and how intake assessments should be conducted. Lastly, I think it is great to have so many multi-disciplinary teams involved. It really benefits communities as professionals are working together, building partnerships, while making sure all children are safe within their home environments! Hello Ericka, I only learned about medical professionals within the last year or so as I was working in a hospital setting myself. That is what influenced me to apply for my MSW as I want to be a medical social worker. Medical professionals are responsible for a significant amount for patients. It really is interesting. You make a great point about fact checking and making sure that we’re doing everything possible to reduce biases. I discussed that a bit in my discussion as well

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and how important it is to make sure that the information being gathered is accurate. In any child maltreatment, or any criminal case, any mistakes within gathering evidence or making false reports, have significant consequences on the child and their families. Therefore, we multi- disciplinary teams, we all have an obligation to make sure we’re following all the proper protocols and getting it right the first time. The Child Advocacy Center is another great service that helps strengthen children and families and keep children safe. Great post. 5007 Hello Derek I was scrolling for a few minutes trying to find a peer who didn’t choose option three. After reading your post and you're reasoning for choosing option two, these are my thoughts: I would still choose option three because I wouldn’t feel comfortable with my child being sick and having another one of my children to watch over her. I thought your recommendation of telling the other child to wash her hands and try to be hygienic as possible was a great idea. That said, a sick child may still want their older sibling to act as the parent and stay with her, until their mother came home. This could lead to more of the children getting sick and the mother needing additional time off and possibly risk losing employment. I do understand your reasoning. Especially the need to make sure rent is paid and you can pay for groceries in the home until the food stamps come in the following month. I chose option three because I believe the sooner the mother can take the child to the clinic, allow Medicaid to pay the medical expense, the quicker the mother can get back to work, allow the aunt to stay away until the child is on some time of antibiotics, and hopefully the landlord will work with the mother one more time. It’s a hard situation in many ways. Great post.

Knowing that the income achievement gap is larger than the r

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