MSW 521Module 2 Application Assignment : Layers of Disaster Practice

ATTACHED FILE(S)
Module 2 Application Paper: Layers of Disaster
Practice in Terms of Their Relationship to
Community

Alston, M., Hazeleger, T., & Hargreaves, D. (2019). Social work and disasters: A handbook for
practice. Routledge.
• Chapter 5: Disaster social work practice, pp. 81-102.
• Chapter 6: Community based practice, pp. 103-118.

Assignment
For this assignment, review the chapter in your text that focuses on disaster social work
practice.
• Think about the levels of disaster social work in a community and the actions that
can be taken at the macro, mezzo, and micro levels of practice.
• Think about the levels of disaster social work in preparing for a disaster in a
community.
• Think about the levels of disaster social work in assisting during a disaster in a
community.
• Think about the levels of disaster social work in assessing after (Post
disaster in a community.
Requirements
1. The written assignment will be graded on use of citations, use of Standard
English grammar, sentence structure, and overall organization based on the
required components as summarized in the directions and grading
criteria/rubric.
2. Create your exercise using Microsoft Word (a part of Microsoft Office), which is
the required format for all Chamberlain College documents. You can tell that the
document is saved as a MS Word document because it will end in “.docx.”
3. Follow the directions and grading criteria closely. Any questions about your
assignment may be posted under the Q & A Forum.
4. The length of the exercise is to be no less than 2 pages and no greater than 3
pages excluding title page and reference pages.
5. APA format is required with both a title page and reference page but no
abstract. Use the required components of the review as Level 1 headings
(upper and lower case, centered, boldface):
Note: Introduction – Write an introduction but do not use “Introduction” as a
heading in accordance with the rules put forth in the Publication manual of the
American Psychological Association (2010, p. 63). Also remember that the APA
manual provides students with much information related to the general rules for
writing in a grammatically correct way.
6. In addition to the required readings (course textbook(s) and module readings)
you are also required to incorporate and cite a minimum of (3) outside
credible and relevant sources, including peer reviewed journal articles
published between 2014-2019. The best journal sources for this course
are Journal of Human Rights and International Social Work, though depending
on the topic, you might find resources in other journals to support the application
paper assignment.
7. Write a 2 to 3-page paper that includes the following elements:
o Introduce the purpose and what you intend to address in the
paper.
o Identify the meaning of macro, mezzo, and micro levels of
practice in a community. ( womens resilience
o Identify a specific action at the macro, mezzo, and micro levels of
practice that could be implemented in preparing for, assisting
during, and assessing after (post) disaster.
o What are two implications for disaster social work in preparing a
community for a tornado?
.

Directions and Grading Criteria
Criteria Points Description
Introduction 10 Illustrates the purpose of the assignment and the topics
to be addressed in the paper (purpose, three general
topics).
Organization relative to the assignment
prompts
15 Organizes paper in a way that follows the prompts
sequentially.
Content on resilience and women’s
resilience
20 Meaning of macro, mezzo, and micro levels of practice
in a community.
Content on specific practices by level of
practice before, during, and after
distaster
20 An action at each level of practice that could be used in
preparing for, assisting during, and assessing after
disaster
Content on Implications for social work 20 Highlight to two implications for social work practice in
preparing for a community for tornadoes.
Clarity of writing relative to guidelines
for APA format
15 Writes with clarity relative to correct grammar and
guidelines for APA format (correct citations, use of
Criteria Points Description
words, paragraphs.
Total 100 A quality assignment will meet or exceed all of the
above requirements.
Detailed grading rubric can be found below.
Rubric
Module 2 Application Paper Grading Rubric
Module 2 Application Paper Grading Rubric
Criteria Ratings Pts
This criterion is
linked to a Learning
Outcome
Introduction
10 pts
Highest Level of
performance
Provides short but brief
introduction related to the
purpose of the paper and
topics covered
9 pts
Very Good or High
Level of
Performance
Partially addresses
the purpose of the
paper and topics
covered
8 pts
Acceptable Level of
Performance
Minimal introduction
of the purpose of the
paper and topics
covered
0 pts
Failing Level of
Performance
Introduction is
incomplete or
missing.

10 pts
This criterion is
linked to a Learning
Outcome
Organization 15 pts
Highest Level of
performance
Organizes the paper
very well sequentially
relative to the
assignment prompts.
13 pts
Very Good or High
Level of
Performance
Organizes the paper
well sequentially
relative to the
assignment prompts
11 pts
Acceptable Level of
Performance
Organizes the paper
somewhat well
sequentially relative to
the assignment
prompts
0 pts
Failing Level of
Performance
Organizes paper not
at all sequentially
relative to the
assignment prompts.

15 pts
Module 2 Application Paper Grading Rubric
Criteria Ratings Pts
This criterion is
linked to a Learning
Outcome
Levels of Practice in
Community
20 pts
Highest Level of
performance
Addresses very well
what the levels of
disaster social work
practice mean in
relation to the
community.
17 pts
Very Good or High
Level of
Performance
Addresses partially
what the levels of
disaster social work
practice mean in
relation to the
community.
15 pts
Acceptable Level of
Performance
Addresses minimally
what the levels of
disaster social work
practice mean in
relation to the
community.
0 pts
Failing Level of
Performance
Lacking is what the
levels of disaster
social work practice
mean in relation to
the community

20 pts
This criterion is
linked to a Learning
Outcome
Actions at Levels of
Practice by Stage of
Disaster
20 pts
Highest Level of
performance
Illustrates very well
actions taken at three
levels of practice in
preparing for,
assisting during, and
assessing after a
disaster event.
17 pts
Very Good or High
Level of
Performance
Illustrates partially
actions taken at three
levels of practice in
preparing for,
assisting during, and
assessing after a
disaster event.
15 pts
Acceptable Level of
Performance
Illustrate minimally
actions taken at three
levels of practice in
preparing for,
assisting during, and
assessing after a
disaster event.
0 pts
Failing Level of
Performance
Lacking are the
actions taken at three
levels of practice in
preparing for,
assisting during, and
assessing after a
disaster event.

20 pts
This criterion is
linked to a Learning
Outcome
Implications for
Social Work
20 pts
Highest Level of
performance
Excellent
implications for
social work
highlighted.
17 pts
Very Good or High
Level of
Performance
Very good
implications for
social work
highlighted.
15 pts
Acceptable Level of
Performance
Somewhat adequate
implications for social
work highlighted.
0 pts
Failing Level of
Performance
Inadequate
implications for
social highlighted.

20 pts
Module 2 Application Paper Grading Rubric
Criteria Ratings Pts
This criterion is
linked to a Learning
Outcome Clarity of
Writing Relative to
Guidelines for APA
Format and Standards
15 pts
Highest Level of
performance
Excellent clarity of
writing relative to the
guidelines for APA
format and use of
standard English
grammar and
sentence structure.
13 pts
Very Good or High
Level of
Performance
Very good clarity of
writing relative to the
guidelines for APA
format and use of
standard English
grammar and
sentence structure.
11 pts
Acceptable Level of
Performance
Good clarity of
writing relative to the
guidelines for APA
format and use of
standard English
grammar and
sentence structure.
0 pts
Failing Level of
Performance
Lack of clarity in
writing relative to the
guidelines for APA
format and use of
standard English
grammar and
sentence structure.

15 pts

3- stages
Disaster preparedness,
Assisting during a Diaster,
Post-disaster practice-assessing the immediate situation
Disaster preparedness is an area where social workers can help build solid and
resilient communities to address and cope with potential major disasters.

Macro-level-Disaster preparedness providing feedback on gaps in policy and service,
advocating full agreements and policies to have a central focus on human rights, environmental
and social justice, and advocating for disaster training. When it comes to Assisting during a
disaster, social workers should be allowed to assist from different agencies to provide immediate
short-term assistance in relief centers. When it comes to Post-disaster, Social workers will find
where people are sheltering and what supports are needed in the facilities—planning for
immediate safety issues and ongoing threats.
Meso-level- working with local communities to establish a local disaster preparedness group if
one is not established, building a disaster vulnerability register. When it comes to assisting
during a disaster, social workers will assist with shelters and support payment agency staff who
may be challenged by the distress of those seeking assistance. Post-Disaster includes working
with vulnerable groups and members of outreach teams.
Micro-level- assisting people in preparing individual and family disaster plans for their physical
and social environment and assisting family strategies in the event of a disaster. When it comes
to Assisting during a Disaster, social workers will provide crisis intervention support in relief
centers, support people in shelters by registering individuals and families, and assess shock and
trauma impacts. Post-Disaster includes working with people affected by the disaster providing
needs and situational assessments, negotiating,g and problem-solving.

Module 2: 2004 Indian Ocean Tsunami and
resilience of Women
General Impact of 2004 Tsunami

On December 26, 2004, a 9.2 magnitude earthquake occurred off the coast of
Indonesia that triggered a massive Tsunami that impacted 12 Indian Ocean countries,
including Sri Lanka, Thailand, India, and Indonesia. Inderfurth, Fabrycky, and Cohen
(2005) noted that more than 220,000 persons were killed, though other reports show
higher estimates of death. In addition, 1.5 million persons were displaced and forced to
shelter with relatives or reside in camps that were established via relief funds and
actions. Khao Lak, Thailand bore the brunt of the tsunami and was destroyed. As is the
case in many disasters, the poorest of native residents were impacted more than other
populations, and for the purpose of this lesson, many more women were killed than men
as a result of the tsunami. In many villages, the ratio of female to male deaths was 3:1,
and in some villages, only women were killed. This brings into question the
vulnerabilities of women in this particular disaster event.
Vulnerabilities of Women Prior to Tsunami
Cultural Norms. Choo (2005) proposed as well that the vulnerability of women to all
disasters is contingent on the social, cultural, and economic status before a disaster. In
most countries impacted by the 2004 tsunami, traditional cultural norms and gender
roles in societies that were patriarchal contributed to the vulnerability of women and girls
in the tsunami. Women were especially vulnerable economically because they were in
weaker and subordinate positions in terms of income and power.
In many countries impacted by the tsunami, the male in the family was a fisherman and
the breadwinner for the family. Even though his wife was expected to be the nurturer
who took care of the home and children, she may also have engaged in activities to
support her husband, such as being a vender for the sale of fish. In this scenario, it is
easy to see that women and girls would be vulnerable in terms of being dependent on
males for income.
Cultural norms and gender roles contributed in other ways as well to women and girls
being more vulnerable than men and boys prior to the tsunami. For example, most
women and girls did not know how to swim because their role was to be in the home or
at the beach with children (Carballo, et al., 2005; Jimenez-David, 2005). By comparison,
men spent time in the water fishing or away from the water and beach conducting
business (Choo, 2005).
Pregnancy. Lalasz (2005) noted that there were 150,000 pregnant women across
Indonesia, Thailand, Sri Lanka, India and the Maldives at the time of the tsunami, with
50,000 of those women being in the third trimester of pregnancy. Pregnancy in the best
of times can result in prenatal, delivery, and post-natal complications. For example,
even in the absence of a disaster event, a proportion of pregnant women are vulnerable
to the possibility of preterm births or small-for-gestational age births. Each situation
requires special attention in a health care setting.
Tsunami Effects on Women
Choo (2005) contended that women suffer greater consequences of a natural disaster
because they are “less informed, prepared, and protected” than men. In the case of the
2004 Indian Ocean tsunami, the effects on women could have been predicted, given
that effects are embedded in pre-existing inequities that are often a function of
traditional cultural norms and gender roles in patriarchal societies (Ruwanpura, 2008).
Those effects included a disproportionate number of female deaths, changes in
reproduction and family relationships, and economic effects.

Social Work Response

In general, Rumanpura (2008) noted that the responses to the 2004 Indian Ocean
tsunami were related to gender structures that existed before the disaster, and as such,
much relief and recovery aid was directed toward men in order to enhance business
endeavors (Choo, 2005). Inderfurth. Fabrycky, and Cohen (2005) highlighted that key
lessons learned from the Indian Ocean tsunami were the need for a global network of
health experts, clear procedures on handling psychological trauma and mass fatalities,
and a focus on the special health issues for women, particularly those related to
gynecological issues. Within this context, Choo (2005) recommended gender-equitable
practice that includes monitoring cultural gender bias and ensuring that financial aid is
distributed fairly after a disaster (Choo, 2005).
In terms of social work response, it goes without saying that all survivors were in
need of psychosocial services following the massive tsunami disaster. However,
Pittaway, Bartolomei, and Rees (2007) highlighted the importance of advocacy on
behalf of women in disaster situations to emphasize their human rights with regard
sexual violence and gender equality. The researchers also suggested specifically that a
gender lens be applied in disaster response, that the expertise in networks of women
affected be acknowledged, and that gender-sensitive codes of conduct be applied,
especially related to sexual violence.
Tang and Cheung (2007) found that social work practice in international relief work
may be more complex and demanding than in typical social work positions. In
order to be competent in this situation, the researchers discussed the need for social
workers to be able to quickly prioritize and coordinate tasks within time constraints,
which might be similar to the ability to triage what needs to be done. This suggests that
schools of social work should emphasize the importance of autonomy in educating and
training social workers to be effective in international relief work.
Summary
The purpose of this lesson was to illustrate the vulnerability of women prior to
the 2004 Indian Ocean tsunami, and how this disaster impacted women. As such,
traditional cultural norms and gender roles inherent in countries where patriarchy
was the norm contributed to women’s vulnerability prior to the disaster and its effects on
them.
In terms of relief and recovery, those socio-structural issues were played out in
the disproportionate distribution of financial aid to men compared to women. As
in other disasters, a large number of pregnant women were displaced to camps wherein
they were at risk of sexual assault and rape with little attention to reproductive
issues. In terms social work response, advocacy for human rights on behalf of
women in post disaster situations was strongly recommended, as well as the
need for social workers engaging in international relief work to be competent in
prioritizing and coordinating tasks within the context of time constraints.
consider view the movie entitled The Impossible.
References
Carballo, M., & Simic, S. (1996). Health in countries torn by conflict: lessons from
Sarajevo. Lancet, 348, 872-875.
Carballo, M., Hernandez, M., Schneider, K., & Welle, E. (2005). Impac of the tsunami on
reproductive health. Journal of the Royal Society of Medicine, 98, 400-403.
Casey, M. (March 26, 2005). Aid agency: Women suffering disproportionately from effects of
tsunami. Associated Press.
Castro Garcia, C. (2005). Gender inequality in the Center Comprehensible Disaster Management:
An introduction. Revista de la nversidad Cristobal Colon, 20, 111.
Choo, P. (2005). Women in the December 26 Tsunami: How have they coped; How can we
help? World Fish Center Newsletter, 28(1 & 2), 13-16.
Jimeniz-David, R. (2005). Faces of women in the tsunami: Mabuhay! Opinion in Columns.
Inderfuth, K., Fabrycky, D., & Cohen, S. (2005). The tsunami report card. Foreign Policy
Magazine.
Pittiway, E., Bartolomei, L., & Rees, S. (2007). Gendered dimensions of the 2004 tsunami and a
potential social work response in post-disaster situations. International Social Work,
50(3), 307-319.
Ruwanpura, K. (2008). Temporality of disasters: The politics of women’s livelihood ‘after’ the 2004
tsunami in Sri Lanka. Singapore Journal of Tropical Geography, 29(3), 325-340.
Tang, K, & Cheung, C. (2007). The competence of Hong Kong social work students in working
with victims of the 2004 tsunami disaster. International Social Work, 50(3), 405-418.

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