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Posted: May 1st, 2023
Discussion- Family Needs And Community Resources
Two paragraphs with at least 100 words per paragraph explaining the following which should include a reference for each paragraph.
1. How can educators advocate for families and connect them to agencies that can support their personal needs? Provide one local and one national agency related to supporting the personal needs of families.
2. Despite community resources being available, some families feel strongly that they do not want this type of support. How would you address a family who does not want to receive community resources? What strategies would you use to promote community outreach while also considering the family’s request?
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Educators play a crucial role in advocating for families and connecting them to agencies that can provide support for their personal needs. They can begin by establishing a strong relationship with the families, writing a UK dissertation assignment pro papers masters thesis writing – creating a trusting and open environment where families feel comfortable sharing their needs. Once educators have identified the needs of families, they can connect them to local and national agencies that provide the necessary support. For instance, local agencies such as United Way and Family Support Centers can offer services such as parenting education, counseling, and financial assistance to families. National agencies such as the National Association of Social Workers can provide resources and advocacy for social justice, mental health, and family support services. Educators can also serve as liaisons between the families and these agencies to ensure that families receive the help they need.
Reference:
National Association of Social Workers. (2021). Retrieved from https://www.socialworkers.org
United Way. (2021). Retrieved from https://www.unitedway.org
While community resources are available to support families in need, some families may not want to receive this type of support. In such cases, it is essential to respect their wishes and understand their reasons for declining assistance. To address such families, educators can listen to their concerns and ask questions to clarify their needs. If a family declines help due to stigma, shame, or cultural reasons, educators can offer alternative solutions or resources that may be more acceptable to them. For example, they can recommend online resources, self-help groups, or other community members who may provide assistance in a more discreet manner. It is also essential to reassure families that their decision to decline assistance will not affect their child’s education or their relationship with the school.
To promote community outreach while respecting the family’s request, educators can provide families with information about available resources, such as brochures, flyers, or website links, and let them know that the support is available if and when they need it. Educators can also collaborate with community agencies to offer educational programs or workshops that address family needs and concerns. These programs can provide an opportunity for families to learn more about available resources in a non-threatening and supportive environment.
Reference:
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge.
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