Create a tree of life: Belief, Values, & Theory Activity Set 1: Tree of Life Assignment :…

Create a tree of life: Belief, Values, & Theory Activity Set 1: Tree of Life Assignment
Whether we form relationships in our personal or professional lives we seek to engage others in a way that honors their experience and voice and promotes respectful, open, and affirming dialogue.
In this assignment, you will consider self-awareness and the use of self through The Tree of Life exercise. Your Tree of Life Post is intended to be a summary of your own personal and poignant reflections after you complete your own Tree of Life exercise. A template will provided in class.
Consider the Tree of Life exercise and how your roots and those things that help and hinder you these days affect your ability to consider issues according to the dominant and alternative points of view in your readings.
In addition to your tree of life, students are expected to respond to the following questions:
1. How does your identity, culture, gender, or worldview influence your approaches to social work?
2. What kind of lens are you looking through when you are practicing social work?
3. How do our early experiences help or hinder us in utilizing and applying social work theory in our practice?
Length: 300 words for the questions outlined above. Required Readings:
Denborough, D. (2012). The team of life with young men from refugee backgrounds. International Journal of Narrative Therapy and Community Work, 2, 44-53.
/content/enforced/207569-W2018SOWK306L01/Denborough.pdf Iversen, R.R., Gergen, K.J., & Fairbanks, R.P. (2005). Assessment and social construction: Conflict or co-creation? British Journal of Social Work, 35, 689-708.
/content/enforced/207569-W2018SOWK306L01/Iversen et al .pdf Recommended Reading:
Miley, K., OMelia, M., & DuBois, B. (2015). Generalist social work practice. In K. Miley, M. OMelia, B. DuBois (Eds.), Generalist social work practice: An empowering approach (pp. 1-19). Up Saddle River, NJ: Pearson Education.
/content/enforced/207569-W2018SOWK306L01/Miley et al (Chapters 1 and 2).pdf

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