Analyses of Social Problems in Case Studies

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As a social worker, often you need to use your policy advocacy skills to ensure that your clients are receiving the services that they need. Although you may tend to think of policy advocacy skills as separate from your clinical social work skills, they are very similar. Think of the skills that you would use in working with a client such as Jake Levy. How could you apply these skills to policy advocacy? How will you use these skills to identify the policy and social problems that are impacting these families? In this week’s Discussion, you will continue to follow the Levy, Bradley, Petrakis, and Cortez families to start the process of policy advocacy.

In this Discussion, select one of the four integrated videos and identify the problems experienced by the client(s).

https://drive.google.com/file/d/1_7iylA-Z3Mywj2XSI…

BY DAY 3
Post your responses to the following:

Who is defining the problem?
What values are reflected in this definition of the problem?
What is being omitted in this definition?
What other problems do you see that are not being acknowledged?

Sample Solution

Over the past 20 years, student numbers have almost doubled. However, the number of mature students in both full and part time courses have declined drastically.
Dropping by more than 60% since 2010, a very concerning problem was evident.

At the start of their studies, an individual is considered a mature student if they are aged 21 or over. 22 years is the average age a student finishes their studies. Moreover, when starting their courses, mature students aged over 40 is at a low percentage of just 10%.
(Butcher, 2017). It is considered that the preferred way of referring to students in today’s society is as learners.

A piece of research was produced to gain knowledge and determine the main concern for adult learners when returning to higher education.
The natural part of being alive is the process of learning. The learning of new skills and making new outlooks to problems is natural and essentially fulfilling (Rogers, 2001).
Essential contrasts among adult and children learners include the way that most, however not all, adults may be presumed to have well-developed language and subjective capacities, which can be utilised favourably in teaching (Shaughnessy, 1977). Adults likewise, carry with them plenty of experience, which again can be developed to improve learning. Adult learners are additionally compelled to achieve specific educational outcomes, particularly those that are promptly relevant to their lives (Kerr, 1995).
However, adults’ past experience may result in presumptions and thoughts that go about as a barrier to their progress (Russell, 1999). In a general way, they are likely to have anxieties and fears associated with the education settings (Schweterman & Corey, 1989). Advancement in technology, the writing of essays their age gap away from education are examples of some barriers some may suffer from.

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