Module 4: Application Paper: NOTES
Gender Vulnerability Applied to Other Populations
Chapter 10 (p. 190)
Polices programs and practices that are introduced to address disaster or to undertake the
processes of reconstruction are almost universally what Enarson refers to as stubbornly gender-
blind. For example, Australia’s emergency recovery plans are described as having a pervasive
gender-blindness demonstrated in statements on diversity within these plans that focused on
factors such as ethnicity and age but disregarded gender (Hazeleeger 2013b: 41).
This benign neglect of the gender implications of disaster policies can have a number of
unforeseen consequences, including the re-establishment and reinforcement of gender
inequalities and gender normative behaviors and a failure to adequately sanction hypermasculine
responses such as violence against women. In fact, Enarson 2012) notes the striking disregard for
gender in the context of disasters despite the evident differences in impacts and outcomes.
Yet international research confirms that women’s engagement in post-disaster restoration
significantly increased positive outcomes. The UN International Strategy for Disaster Reduction
(2007:9) notes that ‘attention and resources directed to local, women… tradition cultural
knowledge and expertise produced more efficient, relevant and cost-effective projects.
Social Works Actions
Critical to social work effectiveness in the need to :
Address gender equality:
*Acknowledge and address gendered vulnerability;
*Prioritize gender equality and gender sensitivity in all actions and strategies before, during, and after a
disaster;
*Incorporate women and men in all committees and decision-making bodies in equal numbers; and
*Advocate against policies that discriminate and ensure that resources are equitably distributed.
Social workers can use the IAPPA framework to strengthen gender equality-informed, consult, involve,
collaborate, and empower when acting in disaster sites. This will assist workers to understand who is
included and excluded and act to ensure that marginalized groups are incorporated into practice
actions.
SUMMARY
In this chapter, we have introduced the notion of gender as a critical factor sharpening
vulnerability before, during, and after disasters. Women are far more vulnerable than men in
the context of disasters, a fact that has been reinforced in disaster sites across the world in
both developed and developing countries. Across the world, gender inequalities that are
embedded in diverse cultural contexts lie at the heart of womens disadvantage. Social workers
must be aware of cultural and social practices in the context of disasters to enhance gender
sensitivity in disaster responses and reimagine post-disaster sites as critical spaces to address
gender equality. We can do this through action and practices that acknowledge the rights of
women and girls and destabilise traditional customs that disempower them.
As Enarson 2012: 197) ao notes aptly, without paying attention to gender relations, as one of
the defining characteristics of private and public life, we will not build an exclusive and gender-
responsive approach to emergency management and disaster risk reduction. Attention to
gender in disaster policies and actions is critical to achieving gender equality.
Chapter 11. Vulnerability
Vulnerability is influenced by factors that shape one’s place in the world-gender, education,
employment, access to resources, family structure, sexuality ( Framed by circumstances)
Vulnerability is embedded in complex social relations and processes and is situated squarely at
the human-environment intersection requiring social solutions if successful risk reduction occurs.
This requires an understanding of the complex social and power relation that previously existed
in the affective area,ands the personal factors and life circumstances that will lead to some
people being more vulnerable than others. a vulnerable person might find it difficult to receive
understand or act on information before during or af,ter an emergency. There will be people who
do not receive, understand or work on the information for several of reasons!! Example:
language difficulties, mobility issues,s resources to access information sites.
Particularly vulnerable in a disaster are the homeless. Homeless people may lose their existing
shelter and be overlooked or given a very low priority when displaced people are housed. Before
the disaster, homeless people may not receive early warnings or know where shelters are being
established. In some circumstances, however, homeless people may have benefited from post-
disaster support services. For example, in our research following the Black Saturday fires, a
young person who had left the foster care welfare system with little or no financial support was
now able to access a ready pool of resources, including clothes, food, and accommodation. As he
explained
For the first time, I was not the only person who looked like a dreg, and people didn’t look at me
weird when you were in town. People wanted my help because I could carry stuff, I could lift
stuff, and I could drive stuff, and there was always food around, and you could get any clothes
and toiletries that you needed all the time, and no one made you fill out forms or anything for it.
Nonetheless, it is important to address the needs of the homeless and to ensure they are receiving
adequate support.
INTERSECTIONALITY
Intersectionality is the complex cumulative manner in which the effects of different forms of
discrimination combine, overlap, or intersect. Discrimination does not exist in a bubble- different
kinds of prejudice can be amplified in different ways when put together. Certain categories such
as gender, ethnicity, and class will facilitate systems of power that shappeople’se’s lives,
advantaging some groups and disadvantaging others, leading to discrimination and oppression.
Intersectionality describes the multiple positions and identities that people can adopt allowing
them to move between different identity markers. (EXAMPLE: from mother to professional
worker; from the old person to a local government representative.)
Intersectionality explains how people prioritize different aspects of their identities and how they
negotiate these identities across time and space and respond to environmental cues.
Intersectionality reminds us to be aware of the many factors that shape vulnerability, both
singularly any contact with each other. At the same time, it reminds us that these categories are
not definitively people’s capacity to adapt and that a strength-based approach will assist people
in moving beyond the disaster experience.
Module 4: Application Paper: Gender
Vulnerability Applied to Other Populations
Purpose
This assignment will allow students the opportunity to consider how social work
practices taken to address gender issues in disaster management could be applied to
other vulnerable populations.
CO 3: Assess how social workers play roles before, during, and after disaster or mass
violence events.
Alston, M., Hazeleger, T., & Hargreaves, D. (2019). Social work and disasters: A
handbook for practice. Routledge.
• Chapter 9: Factors Shaping Vulnerability, pp. 165-180.
• Chapter 10: Gender and Disasters, pp. 181-197.
• Chapter 11: Vulnerable Populations, pp.198-214.
Assignment
For this assignment, review the actions suggested for practice with women in
disaster situations in Chapter 10 (p. 190) and apply them to another vulnerable
population discussed in Chapter 11.
• Provide the meanings of vulnerability and intersectionality.
• Explain what makes a population you selected from those mentioned in
Chapter 11 vulnerable in before, during, and/or after a disaster situation.
• Illustrate how two social work practices suggested in Chapter 10 for work
with women in disaster situation might be applied to your selected
vulnerable population relative to trait and/or circumstance.
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 Articulate the meanings of vulnerability and intersectionality.
o Explain what makes the population you select from Chapter 11
vulnerable before, during, and after as disaster event.
o Illustrate how two practices with women in disasters noted in
Chapter 10 might be applicable to the population you selected
relative to the trait and/or circumstance that characterizes it as
vulnerable.
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 meanings of vulnerability
and intersectionality
20 Articulate the meanings of vulnerability and
intersectionality.
Content on selected vulnerable
population
20 Explain the vulnerability of a population you
select that is identified in the text.
Content on apply practices with women
in disasters to another vulnerable
population
20 Illustrate how two social work practices with
women are applicable to the vulnerable
population you selected.
Criteria Points Description
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
words, paragraphs).
Total 100 A quality assignment will meet or exceed all of the above
requirements.
Rubric
Module 4 Application Paper Grading Rubric
Module 4 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 succinct
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 4 Application Paper Grading Rubric
Criteria Ratings Pts
This criterion
is linked to a
Learning
Outcome
Meanings
20 pts
Highest Level of
performance
Articulates very well
the meanings of
vulnerability and
intersectionality.
17 pts
Very Good or High
Level of
Performance
Articulates partially
the meanings of
vulnerability and
intersectionality.
15 pts
Acceptable Level of
Performance
Articulates minimally
the meanings of
vulnerability and
intersectionality.
0 pts
Failing Level of
Performance
Lacking is the
articulation of
meanings for
vulnerability and
intersectionality.
20 pts
This criterion
is linked to a
Learning
Outcome
Population
Vulnerability
20 pts
Highest Level of
performance
Explains very well
two traits and/or
circumstance that
makes selected
population
vulnerable.
17 pts
Very Good or High
Level of
Performance
Explains partially two
traits and/or
circumstance that
makes selected
population
vulnerable.
15 pts
Acceptable Level of
Performance
Explains minimally
two traits and/or
circumstance that
makes selected
population vulnerable
0 pts
Failing Level of
Performance
Lacking is an
explanation of two
traits and/or
circumstance that
makes selected
population vulnerable.
20 pts
This criterion
is linked to a
Learning
Outcome
Applying
Social Work
Practice with
Women
20 pts
Highest Level of
performance
Illustrates very well
how two social work
practices with women
are applicable to the
vulnerable population
selected
17 pts
Very Good or High
Level of
Performance
Illustrates partially
how two social work
practices with women
are applicable to the
vulnerable population
selected.
15 pts
Acceptable Level of
Performance
Illustrates minimally
how two social work
practices with women
are applicable to the
vulnerable population
you selected.
0 pts
Failing Level of
Performance
Lacking adequate
illustration of how
two social work
practices are
applicable to the
vulnerable population
selected.
20 pts
Module 4 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
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