sociology

Mock Community Case Study-Undocumented Immigrants

Community Needs Assessment:

Social issues of the community: 1. Family separation following deportation of unauthorized immigrant family member 2. Economic hardship 3. Child safety – adequate supervision 4. Schooling interruptions 5. Job loss 6. Housing instability 7. Lack of resources 8. Emotional distress of parents and children

Target population and the demographics characteristics of this population: 1. Undocumented immigrant population in Arizona (population 244,000) 2. 73% of residents are living inpoverty or near poverty 3. 86% originate from Mexico 4. 69% of residents have lived in the U.S. for 10 or more years 5. 51% of the residents are between the ages of 25-44 6. 92% of children age 3-17 are enrolled in school 7. 24% of residents 25 or older have a high school diploma 8. 52% of residents report they do NOT speak English well or not at all 9. 55% are employed, 7% are unemployed, 39% are not in the workforce 10. Top industries of employment include construction, food service, administrative, waste management, recreation, entertainment, retail trade.

Statistical data retrieved from: Migration Policy Institute, (2014). Retrieved from http://www.migrationpolicy.org/data/unauthorized-immigrant-population/state/AZ

Background Information:

Demographics - The population of undocumented immigrants in the state of Arizona includes approximately 244,000 residents. As many as 86% originate from Mexico, with a much smaller percentage from Guatemala, India, and other countries. The average age of this population of immigrants is 36. A large percentage of residents have lived in the U.S. longer than 10 years and 43% have children under the age of 18, most of whom were born in the U.S. and are legal citizens. Marital status of this population includes 21% who are divorced, separated, or widowed and 38% who have never been married. As much as 92% of children under 18 within the families are enrolled in school. The educational attainment of the majority of adults within this population have obtained less than a high school diploma, with 24% graduating from high school or obtaining a GED. A small percentage have some college and even less have a Bachelor’s or professional degree. More than half of the population report they do not speak English well, or not at all. A large percentage of residents are uninsured and struggle financially, though 55% are employed in industries such as arts and entertainment, food services, recreation, accommodations, retail trade, construction, waste management, administration, management, and professional positions. Close to half of the population lives at or below the poverty level, with the remaining slightly above.

Community –An area of North Phoenix, Arizona approximately one square mile is a condensed home to a large number of the undocumented immigrant population from Mexico. Many families with children live in this area and one of the district’s schools caters to the needs of this population with services outside of education embedded into the local elementary school. There is a food pantry, clothing closet, access to medical services, child care at the attached Boys and Girls Club, and a number of other programs geared toward the parents and children of the community. School social workers keep a close watch on the changing needs of the community and adjust accordingly within their educational boundaries. Some needs are not consistently covered, rather, are periodically addressed, such as immigration legal services, job skills, employment assistance, medical insurance access, domestic violence, economic assistance, and the list goes on.

As the country transitioned to a new president, new policies have been implemented and others continue to be reviewed. In the past, the police department maintained a separate role away from identifying resident status and focused on community safety. This policy is being reviewed and may include a possible change that will arm the police force with the ability to charge illegal immigrants through detention. The Sheriff’s department has had a history of workplace undocumented immigration raids to identify those in the United States illegally. When this occurs, workers can be detained, resulting in family separation, reduced income, lack of supervision for children in the case of single parents, and an overall feeling of unrest for families of undocumented miss school days with the transition that occurs. Supervision is sometimes impacted, often times with the development of acting out behavior from children. When children return to school, they may have difficulty focusing, can struggle with appropriate peer relations, have more difficulty following directions from teachers and other adults, and may experience a reduction in food intake or needs for clothing and school supplies due to economic struggles of the remaining parent or care taker. The school social worker’s focus is on making sure the students have what they need to positively impact their learning. When deficits occur in learning, behavior, basic needs, safety, or supervision, the school social worker steps in to address the need.

A group of school social workers in the local school district of the North Phoenix area became aware of this trend and decided to develop a resource night opportunity for the residents in the area scheduled for 6:30-8:00 p.m. A number of local immigration advocate service organizations were contacted and committed to attending and providing advocacy information for the attendees. In addition, a panel of advocates was scheduled to discuss current issues related to immigration. Due to the large population of Spanish only speaking residents, a translator was scheduled along with earphone technology in order for residents to be able to understand and participate fully. In retrospect, the social workers realized the translator should have been for the English speaking only attendees, as there were far more Spanish only speakers. Childcare was provided.The event was publicized through flyers (both Spanish and English format) sent home with school students. Donations of food, beverages, and door prizes were securedby neighborhood Catholic and Baptist Churchesand was publicized as an incentive for attendance. Attendance at the event was minimal and included approximately 20 parents in a neighborhood of approximately 800 families with English Language Learner (ELL) students.

Community Readiness:

The community recognizes the social issues and is interested in assistance in the area of immigration concerns, but also hesitant to seek help due to the threat of detention or deportation in unexpected situations. Parents who have regular contact with school social workers indicated this as their reason for not attending the event. They were concerned there may be a raid of the event since it was publicized. The heightened attention to undocumented immigrants in the United States has local residents concerned for their family’s well-being. Many families have experienced the threat of detention or deportation through other relatives or neighbors’ deportations. One social worker in the local school is Hispanic and speaks fluent Spanish. Working individually with parents and students has been successful as she has gained the trust of many of her school’s families. However, a large number of families in the schools where the social worker is not Hispanic but speaks fluent Spanish have little trust for services or events offered in the district focused on whatever needs they have as a family.

Students who experience a parent’s detention or deportation due to undocumented immigration status experience a number of consequences such as drug and alcohol use, gang initiations, sex trafficking, and participation in petty crimes. Families of this neighborhood recognize the difficulties their children experience and would like to work together with the immigration advocates, churches, and school personnel to minimize the negative experiences of their children, though they often have difficulty trusting the process. The stakeholders ready to help residents. Children often experience feelings of fear include school personnel, immigration advocates, churches, law enforcement, small business owners, and leaders in the Hispanic community.

The existing program aimed at assisting the Hispanic immigrant members of the community is inconsistently dispersed throughout the school district and does not have an overall program name identifying it. The personnel do not have specific training but they do have college degrees. The program does not have a mission statement, set goals, or an evaluation methodology in place. Right now, the program does not utilize community stakeholders. A few schools utilizing the program have specific services, but many of the families live outside those schools and are referred to the services where they don’t know anyone. One of the largest barriers to services being utilized is the lack of trust by immigrant families and the fear of deportation for those with unauthorized status. Services needed include some of life’s basic needs when detention or deportation does occur. A consistent, rounded program with an umbrella name is needed to meet the basic needs of the immigrant population in the school district.

STATEMENT ON THE INTEGRATION

OF FAITH AND WORK

A s a university, we believe that the message of Jesus Christ

bears profound implications, not only for individuals, but

also for society and the ways that we as individuals live

within it. The Lord Jesus instructed His followers to live

as salt and light within society, which implies a call to live out our lives

in ways that contribute to the common good. We are convinced that

this call extends to the workplace and that our respective vocations

represent vital opportunities to glorify God by serving others in ways

that promote human flourishing. Therefore, by God’s grace, we seek to

distinguish ourselves as a university by instilling a sense of vocational

calling and purpose in our students, faculty and staff in accord with

the following principles:

WE BELIEVE that God’s Word speaks authoritatively about creation,

fall and redemption as well as the restoration of all things through

Christ Jesus. Therefore, we are convinced that the Christian

worldview offers hope of restoration, not only for individuals, but

also for families, communities and societies in which individuals live,

work and serve one another.

WE BELIEVE that God the Almighty created the world, placed

human beings within it and blessed them by making them responsible

for cultivating and caring for creation. Therefore, we are assured that

our work within the world matters to God and our neighbors, and

that we honor God by serving others in ways that promote human

flourishing.

WE BELIEVE that Jesus Christ is both Savior and Lord and that all

who follow Jesus should seek His Kingdom and His righteousness

in relation to all aspects of human experience, including culture

and society. Therefore, we have resolved to carry out our work

within the public arena with compassion, justice and concern for

the common good.

WE BELIEVE that Jesus’ death, burial and resurrection secured

abundant and eternal life for all who believe and that Christ

transforms all that we say and do. Therefore, we are convinced that

The University should positively impact those who study

at, work for and live near the university in ways that accord with the

teachings of Jesus Christ.

WE BELIEVE that mankind was originally created in the image of

God and given responsibility over creation, but that all have failed to

fulfill their God-given purpose and responsibility. We believe that God

redeems and restores men and women in Christ, creating them anew

for the good works He has prepared them to do. Therefore, we are

confident that the work we do is a part of God’s calling on our lives

and a means by which we can glorify God as we meet others’ needs.

WE BELIEVE that regeneration by the Holy Spirit is essential for

salvation and that the work of God’s Spirit in the human heart

invariably results in renewed purpose and the growth of Christ-like

love for neighbors and neighborhoods. Therefore, we are certain that

God is working to restore the broken lives and communities of this

fallen world through the collective gifts, talents, skills and resources of

those who have been transformed by the power of the gospel.

WE BELIEVE that salvation comes through Jesus Christ alone and

involves redemption of the whole person. Therefore, we are convinced

that the Christian life must involve compassion and care, not only for

the spiritual needs of mankind, but also for basic physical needs that

stem from poverty, oppression and injustice.

WE BELIEVE in the spiritual unity of all believers in Christ and that

evangelism and societal engagement are duties of the Christian life.

Therefore, we are devoted to demonstrating the love of Jesus together

as we share the gospel message and shape society according to the

principles of His Kingdom.

WE BELIEVE that the gospel message denounces evil and injustice

while offering hope for reconciliation to Christ and the restoration

of human culture and society through Him. Therefore, we recognize

and embrace the potential of human work for furthering the greater

good and strive to further the good of the culture and the society

through education and the embodiment of biblical principles related

to goodness and justice.

“Let the favor of the Lord our God be upon us, and establish the work of our

hands upon us; yes, establish the work of our hands!” (Psalm 90:17).

The selected social issue is ALCOHOLISM

1- Access and read the “Statement on the Integration of Faith and Work.” The believes that the Christian is to use his or her gifts, talents, and skills as well as resources to restore broken lives and communities. Next, access and review the “Mock Community” case study. Explain how a social worker with a Christian worldview, working in the mock community, could contribute to needed change in that community. Lastly, provide some examples of this philosophy in action.(100 words and 1 reference)

2- Describe the social issue you are analyzing for your capstone proposal. Next, explain how a social worker with a Christian worldview can conduct research on your selected social issue as well as be involved in direct practice while still adhering to the code of ethics and respecting the client’s rights and dignity. .(100 words and 1 reference)

Using your selected social issue, you are to approach it through the lens of the Christian Worldview (CWV):

Example: alcoholism

Analyze how the CWV could influence prevention or evidence-based treatment strategies for clients dealing with the alcoholism.

Now, following the example, use your selected social issue to address the prompts:

The selected social issue is ALCOHOLISM

In an essay (750-1,000 words), address the following:

1. Access and read the “Statement on the Integration of Faith and Work” document. The believes that the work of the Christian should focus on helping people deal with social issues so that the human condition can flourish.

2. Explain how the Christian worldview could influence prevention and treatment strategies for clients dealing with the selected social issue.

3. Explain how a social worker with a Christian worldview could assist a client struggling with the selected social issue.

4. Explain how a social worker with the CWV can help alleviate the problems of a client living with the social issue you selected.