Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients’ realities. For this Discussion, review how classism is represented in the Hernandez family.

By Day 5
Post

An explanation of how classism is demonstrated in the Hernandez video.
Identify specific barriers to social services that the Hernandez family experiences because of their class status (e.g., working poor).
Explain how the intersection of class (e.g., working poor), ethnicity (e.g., Hispanic), and migration history (e.g., move from Puerto Rico to mainland) may further impact the Hernandezs experience.
Identity 2-3 strengths in the Hernandez family.
Provide recommendations for how social workers might address issues of classism present in the Hernandez case.
Explain how recommendations would address class issues.

1- to 2-page case write-up that addresses the following:

Map the clients crisis using the five stages of the crisis.
Describe the clients assets and resources (in order to understand the clients resilience).
Describe how you, the social worker, will intervene to assist the client to reach the reintegration stage of the crisis. Be sure that the intervention promotes resiliency.
Evaluate how using crisis theory and resiliency theory together help in working with a client

Directions: This written exam is to be submitted electronically through BlackBoards system by the deadline. No late exams will be accepted. This exam is worth 25% of your course grade. Exams should be no less than 3 and no more than 5 pages in length. Your responses should reflect a thorough and thoughtful reading of the required text (Robbins, Chatterjee, & Canda, & Leibowitz, 2018) and How to Be an Anti-Racist (Kendi, 2018). Part 1: Application of Theory We examined five (5) broad areas of human behavior theory so far this semester (systems, conflict, feminist, empowerment, and cultural identity). Choose TWO (2) of these broad theories and respond to the following 2 sections: 1. Clearly identify your two theories and describe the core concepts of the theory in your own words to demonstrate your knowledge of the theory base. (5 points) 2. Using specific examples from the text and any outside reading/current events, relate each of the two theories to a major theme of How to be an Anti-Racist and thoroughly describe how the theories explain your selected themes. (5 points) Part 2: Examining Anti-Racism Practices on an Individual Level 3. Describe how you can commit to following some of the steps to eliminate racial inequity that Kendi outlines on page 231. a. How can you hold yourself accountable while practicing these steps? b. Who can support you in this work to actively be an antiracist? (5 points) 4. Why does Kendi recommend that we approach antiracist work with vulnerability? a. Why is it difficult to acknowledge our own beliefs or perspectives as being racist? b. How can recognizing and sharing our own beliefs create an opportunity for self-reflection? c. How can you help others in their own reflection and learning? (5 points) 5. Provide an APA style reference list for any cited sources (should include, at minimum, the two required texts). Please make sure to proofread your work and follow the response format described in the directions. Spelling, sentence structure, citations, organization, flow and critical thinking are all important aspects of this assignment and assessed in this section. (5 points)

NEED TO HAVE KNOWLEDGE  OF THE BOOKS
I DO NOT HAVE THE BOOKS I ONLY HAVE CHAPTER SUMMARYS UNLESS YOU ARE ALLOWED TO USE MY CHEGG ACCOUNT