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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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