1.Explain how you might use culturally relevant texts, such as children’s and young adult literature, in English language arts lessons. Explain the importance of using texts that reflect students’ personal and home lives.!2.How are you prepared to teach diverse texts? Describe how you will remain relevant with culturally relevant literature. How will you ensure you are sensitive to individual learning and social needs?

Discussion 2: Group InterventionWhen leading a group, it is the responsibility of the clinical social worker to find a way to enable all members to benefit from the experience. Although some members may not benefit, it is important for the clinical social worker to identify the positive aspects that he/she is witnessing. This strategy may create a feeling of empowerment for the members.For this Discussion, it may be helpful to review the video of the “Levy” group session again. https://drive.google.com/file/d/18dESmugh9exEFqR4c...By Day 4Post your description of at least three benefits that are evident in the “Levy” group video. Describe ways this group session has been effective in helping the members of the group.By Day 6Respond to a colleague who identified a different benefit in the video. Describe how the social worker’s role as leader impacts the effectiveness of group intervention.Colleague 1:Stacey Benefits of Process GroupThere are a variety of benefits displayed in the Levy group. Group members Jake and Bill shared their experiences adjusting to civilian life. The first benefit of the group is their ability to share their experiences in a safe environment without being judged. Although the group topic was sensitive in nature, the group members still felt comfortable disclosing their personal experiences. For instance, Jake shared that he drinks to “shut out images” of his experiences while on active duty. According to Westwood et al. (2010), veterans returning to civilization are more likely to develop post-traumatic stress syndrome (PTSD). The second benefit of this process group is the relatability among the group members. For instance, Bill and Jake shared how they use beer to cope with their daily struggles. Although Bill and Jake developed unhealthy coping skills, it allowed the group members the ability to share a commonality and identify how their drinking has negatively impacted their lives. Thus, peer support benefits the group by reducing their feelings of being overwhelmed with emotions (Westwood et al., 2010). Peer support assists veterans with process their feelings instead of internalizing them. The third benefit of the process group is the facilitator’s ability to empower and encourage the group members by validating their experiences yet challenging them to explore the impact of their trauma. Furthermore, the Levy group video provides the group members with a safe environment that promotes self-awareness, emotional expression, and cognitive reframing to process their trauma. Effective Group SessionThis group has effectively assisted members with processing their trauma by creating a sense of brotherhood. According to Westwood et al. (2010), veteran groups involve built-in peer input and the potential for interpersonal support and social regulation benefits. For instance, in the case of Jake, he disclosed that he does not feel comfortable with revealing the trauma to his wife, which created tension in his marriage. This group allowed Jake to identify how his behavior and drinking have negatively impacted his relationship with his wife. Also, the group provides Jake with the ability to disclose his symptoms of PTSD, such as nightmares which will assist in his healing process. ReferencesLaureate Education. (Producer). (2013d). Levy (Episode 6) [Video file]. In Sessions. Producer. Retrieved from https://class.waldenu.edu Westwood, J. M., McLean, H., Cave, D., Borgen, W., & Slakov, P. (2010). Coming Home: A Group-Based Approach Assisting Military Veterans in Transition. The Journal for Specialists in Group Work, 35(1), 44-68. Colleague 2: Caneshia Benefits of Process GroupOne benefit for the Levy group is the group’s ability to be transparent with personal emotions. According to Westwood et al. (2010), veterans returning to civilization are more likely to develop post-traumatic stress syndrome (PTSD). Hence, processing trauma experienced can reduce symptoms of PTSD. This was illustrated when conflict arise between Jake and Bill. Jake and Bill were able to use conflict to express personal experiences and feel safe without being judged. Jake and Bill were able to use differences to lead to similarities in the trauma experienced. To go further in my explanation although the gentleman had similar experiences, the trauma was dealt with differently. Groups members were able to observe a variety way of coping. Group members were able to identify positive and negative effects of coping skills. Noticing the positive and negative in coping skills can also be a benefit. Peer support benefits the group by reducing their feelings of being overwhelmed with emotions (Westwood et al., 2010). Peer support of other group members can provide wisdom to those traveling down negative coping skills. One can express the negative outcomes of certain coping skills. Hence, allowing one to heal rather add to trauma already experienced. The Levy group video illustrates how a group allows one to feel safe. The group provides a safe environment for individuals to convey without feeling threaten or judge. One is able to identify strengths and positive coping skills.Effective Group Session According to Westwood et al. (2010), veteran groups involve built-in peer input and the potential for interpersonal support and social regulation benefits. The Levy group has been successful through group members ability to resolve conflict on their own. Although conflict between Jake and Bill got heated, the mem was able to come on one accord of understanding, they both are hurting and became on unit instead of one. With group support, Jake was able to identify and comfortably express struggles with his marriage. In addition, the group allowed Jake to process his trauma and identify his triggers. In addition provide effective coping skills leading to healthy living.Reference: Laureate Education. (Producer). (2013d). Levy (Episode 6) [Video file]. In Sessions. Producer. Retrieved from https://class.waldenu.edu Westwood, J. M., McLean, H., Cave, D., Borgen, W., & Slakov, P. (2010). Coming Home: A Group-Based Approach Assisting Military Veterans in Transition. The Journal for Specialists in Group Work, 35(1), 44-68.

  Sociological Imagination and the Future of Work/Education.    Part 1: Introduction In a single paragraph, provide the reader with the key points you will be addressing in this assignment. Part 2 (300-400 words): Sociological imagination Briefly discuss and define the sociological imagination, which you learned about in Week 1 of this course. Identify and explain at least two broader social condition(s) related to education, the workforce, and/or the economy that might affect your personal future plans for work and/or education.  You might find a relevant social condition in your Week 6 Learning Resources.  Some examples of social conditions are automation in the workplace, polarization of the workforce, globalization, and the wage gap between men and women. Then go to the “Future of Work” page or the “Education” page of the Pew Research Center and find an article related to one of the social conditions that you identified.  What three key research findings in the article do you find most relevant to this social condition, and why are they relevant? Part 3 (200-300 words): Sociological perspectives Use one of the three main sociological perspectives (functionalism, conflict theory, or symbolic interactionism) to analyze one of the social conditions that you chose. First, briefly explain the perspective.  Then answer the question: How might you use that perspective to explain/analyze the social condition?  For example, if you choose the condition of a wage gap between men and women, how might a conflict theorist explain why this gap exists in society? Part 4: Conclusion/Reflection In a final thorough paragraph, explain what you learned from this assignment. Based on what you have learned about sociology and social conditions, how might you modify your plans for future education and career? Please explain one key aspect of your plans for the future that you might change because of what you learned in your sociology course this term.  If you wouldn’t change anything, explain why. Part 5: Reference List Your Reference List should include all the resources that you have cited in your Assignment.  At the very least, it should include the reference information for the Week 1 and 6 Learning Resources, as well as the Pew Research article that you discussed.