Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice
As a social worker, I understand that the injustices people face are caused by multiple systems working together. These issues must be addressed directly to promote human rights and social, racial, economic, and environmental justice. At Signal Centers, where I coordinate volunteers for programs that support people with disabilities, I have seen how these challenges overlap. This experience has deepened my commitment to advocacy and helped me recognize the complexity of these problems.
I stay engaged with this competency by promoting inclusive volunteer practices that help ensure everyone has access to meaningful opportunities to give and receive support. I am committed to addressing these overlapping issues and pushing for meaningful change through my work in volunteer coordination.
2.1. Promote awareness of human rights and social, racial, economic, and environmental justice through social action strategies in professional practice.
Course Evidence
Neurodevelopmental Disorders Written Assignment
In SOCW-633-A, I demonstrated my ability to engage diversity and difference in practice through a comprehensive written analysis of a case study involving multiple presentations of Autism Spectrum Disorder (ASD) and its comparison with Attention-Deficit/Hyperactivity Disorder (ADHD). This assignment required me to apply the DSM-5-TR diagnostic framework (T) and integrate current scholarly research to accurately identify, differentiate, and contextualize each presentation of ASD across severity levels. I examined not only the clinical symptoms but also the lived experiences and functional impacts on social interaction, communication, and adaptability, which deepened my understanding of how neurodevelopmental differences shape individual needs (K).
Throughout the analysis, I emphasized the social work values of dignity and worth of the person and importance of human relationships by framing each profile in a strengths-based, non-stigmatizing manner (V). This included using person-first language, avoiding pathologizing descriptions, and highlighting each individual’s capabilities alongside their support needs. My comparison of ADHD and ASD underscored the importance of recognizing overlapping features without making assumptions, thereby promoting accurate, equitable assessment practices that honor each person’s unique experiences (V, C/A).
The assignment also strengthened my skills in culturally responsive practice by acknowledging how factors such as communication norms, classroom environments, and peer relationships can influence both the expression and interpretation of symptoms (S). I critically considered how implicit bias and limited cultural competence in educational and clinical settings can contribute to misdiagnosis or underdiagnosis, particularly for individuals from marginalized backgrounds (C/A).
By combining evidence-based diagnostic tools, theoretical grounding in the DSM-5-TR, and a commitment to culturally informed, respectful engagement, this course project allowed me to demonstrate competency in working with neurodiverse populations. It reinforced the necessity of integrating diagnostic accuracy with empathy, advocacy, and inclusivity to promote equitable access to supports and services (K, V, S, C/A, T).
Field Evidence:
Signal Centers Updated Accessible Volunteer Application
Meeting-Notes-–-Marketing-Team-Collaboration-on-Volunteer-Application-Accessibility
At Signal Centers, I identified that our volunteer application process created barriers for people with limited internet access, lower digital literacy, or who primarily spoke Spanish. These challenges are especially prevalent among low-income and immigrant community members, raising concerns about equity, access, and basic human rights. Everyone should have a fair opportunity to participate in our programs, and I recognized the need for systemic change (K, V).
Guided by Systems Theory and the Person-in-Environment Perspective (T), I examined how environmental, technological, and linguistic factors intersected to limit access. Using this framework, I worked to address the problem at multiple levels: improving the individual user experience, adapting the organizational process, and influencing broader accessibility practices.
I collaborated with Alex Farrell from the marketing team to simplify the application process. We implemented plain language principles, removed unnecessary steps, and ensured compatibility with screen readers such as JAWS to meet Universal Design standards. These modifications were part of a macro-level social action strategy aimed at removing structural barriers for individuals with disabilities and those with limited technological proficiency (S, T).
Recognizing the need for language inclusivity, I secured HR approval to partner with a bilingual staff member to translate the application into Spanish and added a language toggle for easy navigation. This decision was an example of linguistic accessibility as a social justice strategy, fostering trust and belonging among Spanish-speaking applicants (C/A).
To maintain environmental responsibility, I shifted the application to a fully digital format while still offering a printable version upon request. This blended approach reduced paper waste without excluding individuals who prefer or require physical copies (V).
These actions align with anti-oppressive practice by actively dismantling inequities embedded in administrative processes. Social action strategies included organizational policy change, interdepartmental collaboration, and targeted outreach to marginalized groups.