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Reflection Paper: Implicit Association Tests

Introduction

I was not sure what I would find when completing the Implicit Association Tests (IATs).

I have never taken a test like this before and when it began I was not sure how it could possibly

make determinations of my biases by the clicking of a few keys. As I read through the results of

my first study, I found the explanation I needed. Depending on how fast a person is able to

answer or make associations between the categories determines whether or not there is any

prejudice. I took all 14 tests that were available on the website. The six IATs that I will discuss

here are: Race, Gender-Career, Sexuality, Age, Disability and Native American.

The majority of the results showed I had little or no bias between the groups tested. There

were a couple IATs which showed a slight preference for one group over another and one test

which showed a strong preference. For those of which I had a choice of writing about I have

chosen to use IATs of which I have shown a strong preference one way or the other and one of

which I found particularly surprising. I take the overall results to mean, in general, I have little or

no unconscious bias to most groups, but could stand to improve in some areas as pertaining to

particular groups.

Implicit Association Test: Race

The IAT results indicated little or no preference between African Americans and

European Americans. I was not too surprised by this outcome. Not having a bias in this area may

stem from myself being multiracial. My mother is half Japanese and the way I feel about others

is largely due to my upbringing in my own home and around other cultures. In being surrounded

by many cultures in my school, neighborhood, and even in my own family I believe I see people

as people and not the colors of their skin.

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To be known by their actions and treated as you wanted to be treated. The age old

“golden rule” was repeated throughout my life. I stated I wasn’t too surprised, because with all

that is going on in the world, especially between America and non-white races, I just slightly

surprised none of that hatred and anger has seeped into my mind and skewed my bias in some

way. I am happy that is has not. I choose not to discuss the Weapons IAT in this paper, but its

results were the same. The impact of not being biased in either direction toward European or

African Americans will impact my work with vulnerable people by improving my relationships

with each individual or group. I will be able to see them as exactly who they are and what their

struggles may be without having a bias due to them being either European American or African

American. Being able to prevent any judgement on my part will help the client to open up and

trust me which will in turn help me to better help them.

Implicit Association Test: Gender-Career

This IAT showed I have no notable association between either female and male with

either career and/or family. I was not surprised by this result because I have always couples

should have and equal contribution in the home and with family as well as having equal

opportunities with a career outside the home. I also took a course over the summer about women

trying to “have it all.” This may have also contributed to my results. By the end of the course I

was not thinking about women trying to “have it all,” but thinking of how the family as a unit

can do it together and share the work of the home and family as well as having careers outside of

the home. Part of that is expecting more from men in the family to go against the norms and be

an equal partner in child rearing and in house work.

As far as how knowing these results will impact my work with others, it can be

advantageous to see genders on equal footing but it can also be perilous. By seeing them as
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equals I would not tell a mother who has been home raising her children and taking care of the

household she has no work skills, but I would know how society views her. Society undervalues

the housewife, the homemaker and knowing that is true could help me in understanding where

the client is coming from. On the other side of things working with clients who may have more

traditional values of marriage and family than I have will make my bias of egalitarianism rear its

head. This could be difficult as I am not there to change the way they live or to say it is wrong,

but I will have to learn to keep my views to myself while helping clients with whatever need

brought them to me.

Implicit Association Test: Sexuality

Upon completion of the IAT for sexuality, which was to determine my preference, if any,

between gay or straight people, the results indicated I have no preference. I am only slightly

surprised by this due to the culture I have grown up in being so against LGBTQIA peoples.

Somehow through the constant stream of hate that is on television or the internet I have remained

unchanged in my views.

I think what someone likes or who someone loves has nothing to do with me and harms

me in no way so why do other people get so worked up about it. I suppose many people who are

not biased about sexuality think much the same. It seems to be some people just need to feel

superior to someone. Who is oppressed changes from time to time, but the status quo of the

oppressors versus the oppressed is always present.

This lack of bias could help me in working with those who have a differently sexuality

from mine as there will be no judgment and that would likely be something very welcome from a

group that is so often and so publicly oppressed. I do see where it may be difficult for someone

with a different sexuality to fully trust or confide in me as they may feel I would not understand
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the way they feel. I see how that could hinder my ability to help in some ways as well. I have

been privileged. I have not felt the particular prejudice and do not know and likely will never

experience what physical or emotional torture the person has lived through before encountering

me. I feel that understanding my limitations and my sort comings can help me in being a better

social worker.

Implicit Association Test: Age

The results of the Age IAT showed no preference between young and old people. I

wonder some if this means that if I am biased to one in any way that I am bias in the same

amount to the other. I do sometimes find myself annoyed with both groups for different reasons.

I can be an impatient person and if older or very young children are moving slowly I find myself

getting annoyed or impatient. If I need something done or need to do something for a younger or

older person, the task seems somewhat more difficult due to the older or younger person asking

more questions or not understanding or them getting frustrated which in turn gets me frustrated.

I had not thought of these reactions until I took the IAT and found myself slightly

surprised there was no bias indicated. Hence my question at the beginning of this paragraph. I am

not sure the IATs can indicate in their tests the preference is lessened for either group in some

way. As taking this test still opened my eyes to some bias I guess it did its job.

Knowing the way I feel towards younger or older people will cause me to contemplate

how I react and associate with younger or older people in the future. I will also work on myself

as far as having more patience and understanding which will help me in all aspects of life, not

just in helping others. My bias as it currently stands will impact working with younger or older

people in a negative way. Though I try to believe I would not be negative to a person needing my
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help, unconsciously I may struggle. I will have to work on myself and developing ways to resist

the biases.

Implicit Association Test: Disability

The Disability IAT revealed a very shocking result. The result presented that I have a

strong automatic preference for abled persons. I was surprised by the result and wondered if I

have ever shown any prejudice to disabled persons. I was somewhat appalled at myself and then

wondered if there was an error in the test. I did not take the test again hoping for another result,

though I wanted to do so. I tried to contemplate what may have caused the outcome.

I remembered a time when a woman I was visiting was caring for two mentally disabled

children. I remember how I didn’t want to hold one child’s hand because it had been in his pants

for some time right before he offered it to me. I recalled how his shirt was drenched with drool

and I cringed slightly upon seeing the wetness. I had been polite to the woman and applauded her

courageousness in rearing the children. I attempted to play with the children, but was keeping my

distance at the same time. I am disappointed in the results of the test and with myself. I do not

want to be someone who holds any group of people as less than in some way.

This bias can affect the way I work with disabled persons in many ways. I am afraid I

would not be thinking about what the person is saying and instead may be focused on their

disability or the cleanliness of their hands. If the person I am meant to help can sense this in

some way, I will be no different than those they have dealt with in their past. Holding a bias such

as this makes me feel ashamed, but determined to develop some way to change. I may not have

ever realized the bias if not for the IAT and the completion of this assignment will help me

develop an action plan to address the bias.

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Implicit Association Test: Native

The results of this test showed I have a weak automatic association between American

with white Americans and the association allies foreign to Native Americans. I am somewhat

surprised by this result as I did not think I had any bias as to the color of one’s skin. Also, it is

clear to me consciously that Native Americans were in America first. However the test says

otherwise. Unconsciously there appears to be some bias which caused me to associate America

with those that are white. I could hope the test was wrong and I am closer to having no automatic

association, it was just my figures hitting the keys wrong and nothing to do with some

unconscious bias. Whether or not that is the case, it remains that this particular test resulted in

this particular result. All I can come up with is that somewhere in my brain it has been ingrained

that the Europeans “shared” the land with Native Americas, not the other way around.

The fact that I know Native Americans were repeatedly killed or died of diseases

unknown to them, seems to be at the forefront but unable to break the Elementary school

learning I received. So little is even taught to children about Native Americans. I realized in

writing this that I had not knowingly met any Native Americans until I moved to Shawnee,

Oklahoma in 2005. Growing up on the South side of Oklahoma City afforded me a melting pot

of a neighborhood and school mates, but when I lived in Shawnee I encountered Native

Americans and tribes on a continuous basis.

The test results make me wonder if there would be less bias if I had more exposure to

Native American population or culture earlier in my life. I don’t believe the bias will impact how

I work with Native Americans. It has caused me to contemplate some things, however I do not

think holding Native Americans as closer to foreign than American will affect the care and

attention they would receive from me.

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Professional Development Plan

Through interpreting the results of the IATs, I have noted the need for improvement in

working with disabled persons. Also, though many IATs revealed no preference to one group or

the other, there are still areas of improvement in understanding the needs of some target groups

in which I have not experienced prejudice. Exploring more into those specific groups will help to

better me as a social worker. I chose to also explore LGBTQ in my development plan as that is a

group which experiences high amounts of prejudice individually, institutionally and often within

their own family.

I want to use my practicum to spend more time working directly with disabled persons

and the LGBTQ community. Working with disable persons will be out of my comfort zone and

very new. I hope to gain more empathy and lose the stigma I seem to have attached to those who

have disabilities. Working or volunteering in nursing homes or at hospitals is a way to help

expose myself to those with disabilities. For example, Easter Seals has a program to place

volunteers into special education classrooms to help the teacher with everyday tasks and caring

for the children. I also plan to find opportunities to volunteer or help in the LGBTQ community

in any way that I can.

Articles

Batson, C. D., Bednar, L. L., Harmon-Jones, E., Highberger, L., Imhoff, H. J., Mitchener, E. C., .

. . Polycarpou, M. P., (1997). Empathy and attitudes: Can feeling for a member of a

stigmatized group improve feelings toward the group? Journal of Personality and Social

Psychology, 72(1), 105-118. Retrieved from

http://search.proquest.com/docview/614400343?accountid=12964
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Baxter, J., Bishop, K. M., Dauenhauer, J., & Robinson, L. M. (2012). Growing health disparities

for persons who are aging with intellectual and developmental disabilities: The social work

linchpin. Journal of Gerontological Social Work, 55(2), 175-190.

http://dx.doi.org/10.1080/01634372.2011.644030

Beaulaurier, R. L., & Taylor S. H. (2001). Social work practice with people with disabilities in

the era of disability rights. Social Work in Health Care, 32(4), 67-91.

http://dx.doi.org/10.1300/J010v32n04_04

Ellem, K., O’Connor, M., Williams, S., & Wilson, J. (2013). Social work with marginalised

people who have a mild or borderline intellectual disability: Practicing gentleness and

encouraging hope. Australian Social Work, 66(1), 56-71.

http://dx.doi.org/10.1080/0312407X.2012.710244

Kroll, I. T, & Sanders, G. L. (2000). Generating stories of resilience: Helping gay and lesbian

youth and their families. Journal of Marital and Family Therapy, 26(4), 433-442. Retrieved

from http://onlinelibrary.wiley.com.ezproxy.lib.ou.edu/doi/10.1111/j.1752-

0606.2000.tb00314.x/pdf
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Ellem, K., O’Connor, M., Williams, S., & Wilson, J. (2013). Social work with marginalised

people who have a mild or borderline intellectual disability: Practicing gentleness and

encouraging hope. Australian Social Work, 66(1), 56-71.

http://dx.doi.org/10.1080/0312407X.2012.710244

Description

The authors begin by defining intellectual disability (ID) as those who suffer from

learning disabilities (Ellem, O’Connor, Williams, & Wilson, 2013). The authors then put forth a

more thorough definition from the American Association on Intellectual Disabilities (AAIDD)

which includes limitations to the functionality and behaviors of those with a diagnosis of an ID

(p. 56-57). Ellem et al. (2013) go on to point out the many challenges faced by those with an ID,

both from their own limitations and the stigma society has placed on ID individuals (p. 57).

These challenges include difficulties obtaining employment, high rates of victimization or

exploitation and high rates of homelessness. Also, most social services ae not equipped to help

those with an ID.

A study was completed interviewing the staff at the Maryton Association (MA) in

Bristow, Australia. MA provides many services directed at those with an ID. Staff at MA were

interviewed to discover any challenges in their current approaches. The researcher’s findings

revealed the best approach for workers would be a slow and patient one (p. 60). While building a

relationship will the client was important, it may be more important to find a good fit for the

client in the community and to help them build their own relationships and supports. Workers

were in need of evaluating their own thoughts and feelings to be able to help those they are

working with to recognize their own feelings (p. 64-65). Workers also had to be aware of the
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accidental assumption that a client is either more competent than they may actually be or even

that they are unable which may not be the case either (p. 66).

Reflection

I learned many things from this article. The first was the importance to treat those people

with an intellectual disability as any other person while developing services that can work with

and not only focus on their diagnoses. Secondly, it is more important to build the client’s

relationships within the community than to just ensure services are in place for the individual.

Thirdly, I also learned that the bias I already have in place can affect how I see the client as far as

assuming what they are able to do or accomplish. I learned those with intellectual disabilities will

need someone to help them learn healthy boundaries and work through specific situations to help

the client understand social norms they may not be aware of. Lastly, I learned about how

important it is to know whether or not a client is agreeing to complete something to be compliant

or pleasing and whether they actually agree and intend to use the information provided to them.

Knowing these things will help to reduce bias by making social workers aware of the potential in

people we often do not bother to think thoroughly enough about.

Practice Application

I have not had a lot of experience in working with intellectual disabilities. The

information provided in this article will help me as a social worker. I will utilize the information

in this article by reflecting more on my bias and how it can affect how I see others. One practice

application is understanding the failure to see the true potential or even short comings in a person

with an ID because of my own assumptions. Another way is to read more articles on the subject

to further my knowledge and inform myself of way to help those with an ID. The third step

would be to use the knowledge to put myself into a situation where I can interact with people
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who have an intellectual disability and lessen any stigma I may have. Whether this be through

my practicum or through volunteer work. I would also like to utilize this information and what I

learn through applications in the field to help others to understand the needs and supports

required for those with an ID. Finally, I would use the information in this, and with any future,

article to learn more about how I can help those clients that come to me whether they have an ID

or not. Developing this plan helped me to understand my need for continued education and

exploration in the plight of others as I have no business trying to help them if I will not take the

time to try and understand them and what they have been through.

Batson, C. D., Bednar, L. L., Harmon-Jones, E., Highberger, L., Imhoff, H. J., Mitchener, E. C., .

. . Polycarpou, M. P., (1997). Empathy and attitudes: Can feeling for a member of a

stigmatized group improve feelings toward the group? Journal of Personality and Social

Psychology, 72(1), 105-118. Retrieved from

http://search.proquest.com/docview/614400343?accountid=12964

Description

The authors posited whether or not one can reduce one’s own bias of others by feeling

empathy towards the stigmatized group. Examples of movies were given, such as Rain Man and

Free Willy, which tend to change the thinking of the viewer to gain education about Autism or

see the plight of whales. The authors reported this is even possibly the purpose of these types of

movies.

The authors stated there are several ways to help develop or feel empathy toward the

stigmatized group. One was to basically put yourself in the shoes of the other person. Really

thinking about the situations they have been through and how it has affected them. By doing this
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not only does a person feel empathy, but they tend to genuinely value the person to which they

are empathizing. The authors reported gaining empathy for an individual’s plight may lead to

empathy for the group.

Three experiments were conducted by the authors. The first was to test if empathy was

enhanced toward women with AIDS, would this further increase empathy for all those diagnosed

with AIDS. Participants listened to a woman with AIDS talk about her experiences and her life

and were asked to really consider the woman’s feelings. The results revealed inducing empathy

for women with AIDS proved to increase the empathy for all who had been diagnosed with

AIDS. The subjects of the second experiment were homeless populations. Similar results were

achieved: developing empathy for an individual caused increased empathy for the group in

general. The third experiment involved murderers and though the participants took a slower route

they ended in the same place as those in earlier experiments.

Reflection

One of the five things I learned from this article is that reading specific material or

immersing oneself in the subject or group of your implicit bias can help to open your eyes to the

things that group is going through. I also learned a bias can be changed easier than one would

think. Thirdly, I learned being aware of your biases can even guilt a person into changing their

behaviors. Another piece of information I learned is that television and movies have been

causing me to empathize with one group or another without my even knowing. And lastly I

learned if I can just connect and empathize with one person in the group I have a bias towards,

then I can theoretically change the bias to the group as a whole. Reading this article changes my

bias through education of recognition on my bias as well as tools to increase empathy and reduce

the bias.
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Practice Application

My strongest bias was against those with disabilities. I will watch videos like

Kimbrough’s "Disabled" (Kimbrough, 2015) or Skill Booster’s Top 5- Mistakes Dealing with

Disabled Persons (Skill Boosters, 2015) which shows those with disabilities and therefore

heighten my understanding and my empathy through exposure. I will read more articles or books

about this group, such as Disability Bias in Children's Literature (Rubin & Watson, 1987) to

further my education on this group and how they feel oppression. I will also find opportunities to

volunteer to expose myself to a group I do not work with often. I have found a few organizations,

one is Oklahoma Foundation for the Disabled, who have volunteering opportunities in our state

(http://www.okfd.org/volunteer-opportunities/). Work with the group will help me shed my bias

by working closely with individuals in this group and formulating new thoughts of the group

based on facts and not stereotypes. One easy and beneficial practice I have realized I can

implement in everyday life is ensuring my friends and family are made aware if they use terms

such as “retarded” to describe something they do not like that it is offensive and needs to stop.

Finally, interacting with this group through my practicum, possibly with hospital social work,

will ensure active conversations and activities, like reading and crafts, with this group which will

help me to grow and shed my bias.

Baxter, J., Bishop, K. M., Dauenhauer, J., & Robinson, L. M. (2012). Growing health disparities

for persons who are aging with intellectual and developmental disabilities: The social

work linchpin. Journal of Gerontological Social Work, 55(2), 175-190.

http://dx.doi.org/10.1080/01634372.2011.644030
 14

Description

This article is about the aging population who also have either an intellectual or

developmental disability (IDD) and the need for social workers to be trained specifically in this

area. The authors report this need will rise over the next decade due to 42% of the population

over age 65 being diagnosed with a disability. By 2030, 20% of the population is projected to be

people aged 65 or over.

The authors reported there is a lack of access to good healthcare for this group as they are

likely to be on Medicaid and this limits doctors that will see them. The authors stated this may

force the individuals to go to urgent cares or an emergency room and be seen by doctors who are

not trained or experienced in working with this specific group. This in turn affects their overall

health. The authors also reported the social workers assigned to this group, in the New York

area, do not have Bachelor’s degrees in social work and have little or no training pertaining to

IDD.

The authors posited schools of social work need to incorporate more training into their

curricula centering on this specific group. The authors reference several studies which indicate

only 18% out of the top 50 rated schools of social work in the US have courses in intellectual or

developmental disabilities. The authors concluded by reiterating the need for social workers to be

trained to work with the aging population who also have been diagnosed with either and

intellectual or developmental disability as longevity increases the quality of life should not

decrease.

Reflection

I learned even though the aging population has services and there are also services in

place for those who have a disability, there is a significant amount of overlap that may not be
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accounted for in formal training. I learned top schools of social work do not provide courses

specific to this group. Prior to reading this article I was unaware how high the population is of

those over 65 with an IDD. The authors raised my awareness of the focus on children with

disabilities and the need for continued education for social workers to help service our clients

throughout the person’s life not just in the beginning. I also learned there is a need for advocates

for this particular group who are generally addressed as two separate groups. I learned social

workers can be the ones to connect with services and create change and educational opportunities

to improve services used or needed by this group. This article changed my bias by further

educating me on the needs of those aging with disabilities and the fact those with disabilities are

more than their label. This article helped me to recognize I still pigeonhole people with

disabilities and need to continue to work on my implicit bias.

Practice Application

First, this article made it clear I will need to bring my bias to the forefront of my mind. I

do not really take notice of those with disabilities. By thinking about this group and looking for

them when out in public I can train my mind to see them as just another person one encounters

through daily living. I was able to find a volunteering service through the Areawide Aging

Agency. (www.areawideaging.org). In their volunteering service I can be trained to be an

ombudsman and advocate for the aging to help improve their quality of life. As the authors of

this article reported 42% of those over the age of 65 have an IDD. Volunteering for a program

like this would still provide contact with those with disabilities to help me to lessen my implicit

bias through exposure. The authors cited an article leading me to discover a manual written by

Factor, Heller, and Janicki (2012). Factor et al. (2012) report some best practices such as

knowing how to recognize an older individual who also has a disability to ensure they are
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receiving the services they need. This practice can be easily done by talking and really listening

to the client about their needs and abilities. Fourth, continuing to research this group through

educational training and videos, for instance Health Care Issues Affecting Aging Adults with

Intellectual and Developmental Disabilities (Riedle, 2014) helps shed light on specific needs of

the group. Being aware of these issues helps me to put myself in their shoes to try and

understand and empathize with them which reduces bias. I can also work on trying to converse

with people who have disabilities during everyday tasks to reach whatever unconscious part of

my brain that holds this bias to see the commonalities between us.

Kroll, I. T, & Sanders, G. L. (2000). Generating stories of resilience: Helping gay and lesbian

youth and their families. Journal of Marital and Family Therapy, 26(4), 433-442.

doi/10.1111/j.1752-0606.2000.tb00314.x/pdf

Description

The authors report 10-12% of youth identify as lesbian or gay. The authors reported that

those people who identify as lesbian or gay are generally aware of this at a young age. Also,

many youth are able to adapt and grow resilient in the face of their adversity However, others are

so affected by the societal oppression and discrimination that there is a high risk of suicide. The

authors stated as social workers we have the most important job, which is helping the families of

these youths to understand their impact and that they also must be educated in the oppression

their children are likely to encounter. Families must have this education to advocate for their

children and be able to navigate the truth from the oppressive lies and stereotypes in the world

today.
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The authors report it is extremely important to talk about heterosexism and how it might

prevent a person from seeing how loving a person of the same sex and loving a person of the

opposite sex are, at the core, the same notion. Another critical practice to be aware of is the

language being used by service providers. An example was given about a 15 year old girl going

to speak with a therapist for the first time and during the rapport building he asked her if she had

a boyfriend yet and she shut down. She had come to therapy to discuss her confused feeling

about a female classmate. Losing the only outlet she thought she had she talked to no one and

months later made a suicide attempt. The authors encourage gender neutral terms to be more

effective and prevent placing a potential wall between service providers and clients.

The authors finish by urging service providers to champion acceptance in parents while

encouraging and showing support to their children through this time as they are coming to terms

with coming out. The authors encourage parents not to go into the closet themselves and hide but

to embrace their children and help them by introducing them to positive websites, social media

and organizations. Parents should also be aware that the school their child attends has a duty to

keep that child safe physically and emotionally.

Reflection

One thing I learned from this article is the term “family of choice” and its importance.

Meaning the people we choose to have around us that are supportive and caring that may not be

related to us. These people serve as outlet for the youth and can either be supplemental to their

biological family or completely replace them. I learned of a new resource, a website for an

organization dealing solely with reaching youth in public school (www.gslen.org). Third, I

learned how important it is to watch what language is used around other so that I am not

offending others or oppressing them with my ignorance of their oppression. I also learned many
 18

parents want to be encouraging and help their children navigate their feelings and anxieties but

due to the heterocentristic world we have all grown up in, they need lots of education and help.

Lastly, I learned a new term: affiliative orientation which has been used by the authors instead of

sexual orientation as they stated though sex may play a role it is a human action to make a

romantic affiliation with another person. My IAT did not show a bias against LGBTQ but I want

to be more educated with how to best serve this group.

Practice Application

I will read the definitions provided on the Out & Equal website to ensure I have the

knowledge needed when clients tell me how they identify and I will continue to follow up and

learn new terms as they may arise (www.outandequal.org). To further educate myself and be a

better social worker for the LGBTQ clients I work with, I will read more articles, such as Social

Work Practice with LGBT Seniors (Gratwick, Holloway, Jihanian, Sanchez & Sullivan, 2014).

To increase my knowledge base to not only include the youth. Third, I will take the pledge to

spread the message of respect online with It Gets Better (www.itgetsbetter.org/). I will be an

advocate for those who may be closeted at work or elsewhere by discouraging derogatory speech

or harmful jokes, making it known I will not tolerate it as those who are closeted or even openly

LGBT may be at more risk for speaking their minds about the discrimination. Finally, to better

help clients I need to further my education in LGBTQ subjects and I know I can always learn

more. I will read articles like Feminizing HRT (for Male-to-Females) (O’Mara, n.d.) and 10

Misconceptions about Being a Trans Woman (Valens, n.d.).

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Beaulaurier, R. L., & Taylor S. H. (2001). Social work practice with people with disabilities in

the era of disability rights. Social Work in Health Care, 32(4), 67-91. doi:

10.1300/J010v32n04_04

Description

Beaulaurier and Taylor (2001) report social workers must adjust their practice to fit with

new legislation and the need most people with a disability have for more autonomy and

inclusion. The authors stated society is not built to suit all of its inhabitants and those who have a

disability are not thought about and therefore are not given accommodations in many public

places.

The authors reported the focus is to help someone with a disability to learn how to better

navigate the world as it is and to basically hide their limitations. This kind of instruction can lead

someone with a disability to feel shame and unworthiness as they appear to have to hide part of

themselves. There are organizations which help advocate and lobby for the rights of people who

are disabled who are working to change this type of medical attention.

The authors go on to talk about how the medical profession tends to work with a person

and their disability to attempt to get them to a “normal” level or standard for a certain activity.

The authors stated that because of this social workers have to advocate for the individual’s wants

and/or needs to optimize their treatment and deter technological dependence. In doing so the

outcome will lead to greater independence. The authors stated social workers also need to make

contacts with independent living coordinators or facilities who will have information on

resources that include volunteers or low cost services. The authors also stated the need for social

workers to be abreast of all issues in the disabled community.

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Reflection

I never knew it used to be a common practice to incarcerate and sterilize people with

disabilities. I also learned when talking about the want and need for independence there are

actually two different kinds. Medical professionals tend to work toward physical independence

whereas advocates and people with a disability are striving for social independence. Social

independence is the ability for the individual to make decisions toward their own future and the

care they receive. The article mentioned a website I was not aware of called ADAPT, which is an

activist organization (http://www.adapt.org/). I also learned this group does not like being called

disabled people or handicapped. Preferred terms are people with disabilities as it is about putting

the person first. I also learned other than my implicit bias I have been subject to and likely

affected by the stereotypes television and movies. This being that if a person with a disability is

on screen they are depicted as either a villain or virginal. This has changed my bias by raisin my

consciousness to all the things I have been privileged to and therefore ignored. Such as the times

when a building has steps, but no ramp or there is no elevator. A person with a disability is just

another person that deserves the same rights without being looked down upon because they are

different in some way.

Practice Applications

First I will further education myself with videos to help further educate myself about

stereotypes so I can avoid them. One video I can watch is Sex with disabilities? (Green, 2014).

Another is video I can watch that is more about showing how the label of “disabled” diminishes

how able the person really is and what they are capable of (Kumar, 2015). I will attend a meeting

for Sooner AMBUCS who report they are always in need of volunteers to help provided services

to people with disabilities (http://www.soonerambucs.org/). To become more knowledgeable of

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the ways I can help to improve quality of care and quality of life I will read Disabled or

Enabled? (Churchill, 2005). Lastly, I would be able to interact with this group more often

through a practicum with the Developmental Services Department at OKDHS and shed my bias

by building relationship with the clients.

References

Ansello, E. (1992). Seeking common grounds between aging and developmental

disabilities. Generations, 16, 9-15.

Churchill, R. E. (2005). Disabled or enabled? American Journal of Public Health, 95(11), 1887-

8. Retrieved from

http://search.proquest.com.ezproxy.lib.ou.edu/docview/215090677?accountid=12964

Factor, A., Heller, T., & Janicki, M. (2012). Bridging the aging and developmental disabilities

service networks: Challenges and best practices. Institute on disability and human

development, University of Illinois at Chicago. Retrieved from

http://www.aarp.org/content/dam/aarp/livable-communities/learn/health/Bridging-the-

Aging-and-Developmental-Disabilities-Service-Networks-Challenges-and-Best-

Practices-AARP.pdf

Gratwick, S., Holloway, I. W., Jihanian, L. J., Sanchez, M., & Sullivan, K. (2014). Social work

practice with LGBT seniors. Journal of Gerontological Social Work, 57(8), 769-

772. doi/pdf/10.1080/01634372.2014.885475

Green, L. (2014, February 27). Sex with disabilities? [Video File]. Retrieved from

https://www.youtube.com/watch?v=9Pq4Gs-QnCs

Kimbrough, H. (2015, May 5). “Disabled” [Video File]. Retrieved from

https://www.youtube.com/watch?v=33wG1nRjNL0
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Kumar, H. (2015, June 26). Disability short film. [Video File]. Retrieved from

https://www.youtube.com/watch?v=MYo-57LM_lk

O’Mara, M. (n.d.). Feminizing HRT (for male-to-females). Retrieved from

http://micheleomara.com/services/transgender/feminizing-hrt-for-male-to-females/

Riedle, D. [IPMG] (2014, August 5). Health care issues affecting aging adults with intellectual

and developmental disabilities [Video File]. Retrieved from

https://www.youtube.com/watch?v=jJgEVrLgy5I

Rubin, E. & Strauss Watson, E. (1987). Disability bias in children's literature. The Lion and the

Unicorn, 11(1), 60-67. Retrieved from

http://www.longwood.edu/staff/miskecjm/11%201%20rubin.pdf

Skill Boosters (2015, September 7). Top 5 – mistakes dealing with disabled people [Video File].

Retrieved from https://www.youtube.com/watch?v=HXEEh6UteEo

Valens, A. (n.d.). 10 Misconceptions about being a Trans woman. Retrieved from

http://www.pride.com/transgender/2016/9/20/10-misconceptions-about-being-trans-

woman