Social Construction of Identities
Social identities are the categories we use to specify who we are, both to ourselves and to the world around us (Newman 2016). These identities include race, class, gender, sexual orientation, etc. For this discussion, you will explore how these identities are formed and maintained over time.
To help you complete this discussion, review the following resources:
A Girl Like Me (Links to an external site.)  https://youtu.be/YWyI77Yh1Gg (Please note that A Girl Like Me uses language that is considered profane, vulgar, or offensive by some viewers. Please note that the video is included here due to its educational value in regards to understanding social construction).
RACE: Are We So Different? (Links to an external site.), https://youtu.be/8aaTAUAEyho 
The ‘pink vs blue’ gender myth (Links to an external site.). https://www.bbc.com/future/article/20141117-the-pink-vs-blue-gender-myth 
I Am NOT Black, You are NOT White (Links to an external site.)  https://youtu.be/q0qD2K2RWkc 
There are also additional resources listed under Recommended Resources that you can review if you would like additional information.
Using the resources above as evidence to support your ideas, address the following:
Explain what sociologists mean when they say that identities are socially constructed. Select a particular racial or gender identity, and give an example of a characteristic of that identity that is socially constructed (rather than based on any biological truth).
Stratification refers to the hierarchical ranking of individuals within a given group (Newman 2016). Describe the stratification system of either race or gender (use the identity you selected above) and explain how this hierarchical ranking is a social construction rather than based on biology.
Chapter 1 in your text argues that what is at stake with these social identities is power and privilege. Using either race or gender, describe how one of the theories of inequality discussed in Chapter 1 (structural-functionalism or conflict theory) would explain why some groups within the identity experience inequalities.
Reference:
Newman, D.M. (2016). Identities and inequalities: Exploring the intersections of race, class, gender, & sexuality (3rd ed.). Retrieved from https://www.vitalsource.com/
Respond to at least two of your classmates’ posts by Day 7.

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Social identities are the categories we use to appeared first on homework handlers.

Required Readings
Course Overview (located in the course navigation menu)
James, R. K., & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.). Boston, MA: Cengage Learning.
Chapter 1, “Approaching Crisis Intervention” (pp. 3–26)
Bauwens, J., & Naturale, A. (2017). The role of social work in the aftermath of disasters and traumatic events. Clinical Social Work Journal, 45(2), 99–101.
Boscarino, J. A. (2015). Community disasters, psychological trauma, and crisis intervention. International journal of emergency mental health, 17(1), 369-371. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4429300/
McAdams, C. R., & Keener, H. J. (2008). Preparation, action, recovery: A conceptual framework for counselor preparation and response to client crises. Journal of Counseling & Development, 86(4), 388–398.
Everly, G. S., Jr., & Lating, J. M. (2004). The defining moment of psychological trauma: What makes a traumatic event traumatic? In G. S. Everly Jr., & J. M. Lating (Eds.), Personality-guided therapy for posttraumatic stress disorder (pp. 33–51). Washington, DC: American Psychological Association.
Chapter 3, “The Defining Moment of Psychological Trauma: What Makes a Traumatic Event Traumatic?” (pp. 33–51)
Fahrudin, A. (2012). Preparing Social Work Students for Working with Disaster Survivors. Asian Social Work & Policy Review, 6(2), 86-94.
Document: Case Study: Sam (PDF)
Required Media
van der Kolk, B. (Producer). (n.d.). Bessel van der Kolk on understanding trauma [Video File]. Psychotherapy.net.
Watch “The Evolving Definition of Trauma” and “The Brain’s Role in Bodily Housekeeping” segments by clicking the applicable link under the chapters tab.
Discussion: Mental Health Responders for Crisis, Trauma, and Disaster Events
Critical incident responders come from a variety of fields. Rescue workers (e.g., police, firefighters, emergency medical professionals) are often the first-line responders. However, the helping professionals and volunteers from emergency response organizations are often just behind the first-line responders, allocating resources, assessing situations, and addressing mental health needs of survivors.
Practitioners respond to a variety of critical incidents, such as natural disasters (e.g., hurricanes, earthquakes, and tornadoes); human-made disasters (e.g., oil spills and chemical accidents); acts of terrorism (e.g., the Oklahoma City bombing and 9/11); crises (e.g., job loss or surviving an airplane crash); as well as other trauma-causing events (e.g., childhood abuse, war, and hostage situations). The roles and responsibilities of responders vary, depending on the specifics of each situation. A helping professional responds differently when working with a natural disaster survivor than he or she would when working with a sexual abuse survivor. In this Discussion, you compare the different roles and responsibilities of responders when responding to various critical incidents.
For this Discussion, select two critical incidents to which helping professionals respond. Think about the similarities and differences in the roles and responsibilities of responders, depending on the critical incident to which they are responding.
By Day 4
Post a brief description of each of the two critical incidents you selected to which helping professionals respond. Then, explain the similarities and differences between the roles and responsibilities of those responders. Finally, share the insights you gained or conclusions you drew based on the comparison.
Be sure to support your postings and responses with specific references to the resources.

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Course Overview (located in the course navigation menu)
James, appeared first on homework handlers.