Influencing Community and Neighborhood Life 155 3. Using the final case example in the chapter—the death of Freddie Gray—help students reflect on the realities of and challenges associated with engaging in community practice. 4. Building upon the interventions that students identified in exercise 2 in approaches to community practice, have students further develop their inter- ventions by addressing the following: • Mobilizing community members: What strategies would students need to use to generate members’ interest in and commitment to collective action? If needed, how would students engage in critical consciousness-raising? • Anticipatory empathy: How are decision-makers, beneficiaries, and relevant others likely to react to the proposed intervention, and how do students plan to respond? • Change methods and their rationale: For example, mobilizing clients, con- ducting a needs assessment, alerting the media, preparing a position paper, and lobbying. • Empowerment: In what ways can members be involved in the change pro- cess to advocate for their interests? • Ethical considerations: In what ways does the intervention reflect social work ethics? Are there any potential ethical dilemmas? • Barriers to change and techniques to diffuse: For example, resistance of agency administrators, sense of powerlessness among clients, and lack of resources. • Possible negative repercussions for worker and/or community members, and plans to minimize • Means of evaluating effectiveness: How would you evaluate the effectiveness of the intervention? 5. Using one or more of these interventions, ask students to honestly reflect on their willingness to engage in community practice and their opinions about the likelihood of being successful. Based upon students’ responses, help them identify ways that they could improve community life in their professional practice. 6. At the time the text went into publication, the social unrest and civil disobedience associated with the death of George Floyd, the use of federal troops against protesters, and the COVID19 pandemic was ongoing. Consider having students answer questions 3, 4, and 5 based upon current events in addition to or in place of a more general discus- sion of community practice.
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