SWLB

Required Readings
Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model. NASPA Journal (National Association of Student Personnel Administrators, Inc.), 43(4), 39–60. Retrieved from http://www-tandfonline-com.ezp.waldenulibrary.org/doi/abs/10.2202/1949-6605.1722

Note: You will access this article from the Walden Library databases.
Required Media
By now, you should have read the Announcement named “Sign Up for Your Clinical Skills Lab.” As noted there, watch each of the four introductory videos below that provide an overview of each session. Then, decide which session you’d like to attend, and go to the sign-up link provided in that announcement. Sessions may fill up quickly, so it is highly recommended that you don’t delay.
Laureate Education (Producer). (2017a). An introduction to acceptance and commitment therapy, or ACT [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 9 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2017b). An introduction to cognitive behavioral therapy in social work practice [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 7 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2017c). An introduction to restorative justice [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 7 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2017d). An introduction to Seeking Safety [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 5 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Optional Resources
Fisher-Borne, M., Montana Cain, J., & Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence. Social Work Education, 34(2), 165–181. doi:10.1080/02615479.2014.977244

Note: You will access this article from the Walden Library databases.
Hancock, T. U., Waites, C., & Kledaras, C. G. (2012). Facing structural inequality: Students’ orientation to oppression and practice with oppressed groups. Journal of Social Work Education, 481(1), 5–25. doi:10.5175/JSWE.2012.201000078

Note: You will access this article from the Walden Library databases.
National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from http://www.socialworkers.org/pubs/Code/code.asp
Discussion: Ally Development
If you have come here to help me, you are wasting your time. But, if you have come because your liberation is bound up with mine, then let us work together.

— Lila Watson, Aboriginal activist
The above quote captures one aspect of ally development. The Edwards article provides important information about becoming an ally and developing advocacy skills, focusing on effective identity development, consistency, and sustainability. As a starting point, consider these questions regarding the article:

How does the Watson quote mirror those ideas?
How can you identify, remain consistent, and practice sustainability in your ally development?

In this Discussion, review the article and explore the topic of social justice ally development.
By Day 3
Post:

Identify a population with which you could become an ally.
Identify a quote or create a motto to capture the intent of your ally-ship.
Identify potential obstacles to ally-ship and explain how to address them.
Include any references in your post.

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