Describe Chapter 10 in presentation slides. It should be at least 10 minutes of information
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Part I (DQ Instructions):
Part II (Peer Review Instructions):
After posting your initial response, reply to two classmates posts. Use one question per peer (do not use the same question for both). Your replies must be thoughtful, and research informed. Be sure to cite any sources you reference.
Here are the questions to choose from (one per peer):
Respond to two classmates discussion posts. Two separate paragraphs for both responses. 200-250 words per paragraph. Personal responses.
response paragraph one.
The first challenge from Hook et al. (2025) that struck me is to find places where my cultural worldview and perspectives are challenged and stay there. When I allow myself to remain in my comfort zones, I am choosing to hinder the personally growth and cultural humility that are vital to experiencing a well-rounded life within the multicultural world I live. Embracing un-comfortability is the first step to this advancement. Having my worldview and secure way of living challenged stimulates my mind to expand and consider another’s perspectives and traditions. This can bring new ideas and potentially good change within my life as I seek to truly know others outside my regular circles. As I approach this new direction, I must remind myself that it is okay to hear new ideas that are not like my own and for those I interact with not to agree with my views as well. I have been visiting a local support group for another course recently, and the people I have met there are not ones I would normally find myself with the opportunity to engage, but it has been a wonderful blessing to step way out of my comfort zone and interact with precious human beings who live a very different life than myself. They have taught me about acceptance and a love for strangers than I had ever had the chance to see before. What a blessing it has been to place myself in an initially uncomfortable environment!
The second challenge from Hook et al. 2025) that has impacted my approach to multiculturalism is developing a plan to grow in the area of cultural humility and my limitations. Accepting ongoing feedback regarding the limitations I have been able to identify in myself, those areas of improvement that a co-worker or supervisor might observe, and things perhaps my friends and family can see that I cannot see in myself are the important steps towards improvement. Good self-awareness, implementing strong strategies for growth, and remaining realistic and focused on follow through will allow me to grow and change with the limitations | possess. When I recognize and focus on the change needed in my own life, I am less likely to judge others. Just because someone is physically, mentally, emotionally, or spiritually different from me, does not mean I am to treat them as such. I am called to love all others as God loves me. Jesus tells us, “A new commandment I give to you, that you love one another: just as I have loved you, you also are to love one another” (ESV, 2001, John 13:34).
This is how I plan to move forward with the knowledge gained from this course and God’s word.
response paragraph two.
Challenge two affirms that rather than avoiding discomfort, therapists should intentionally place themselves and hold space in situations where their perspectives and cultural worldview may be present. Hook et al. (2025) explain that cultural humility develops when individuals are open to and willing to learn from perspectives that are different from their own. As a human services professional, this challenge stood out to me because interactions are often held with individuals with differing life experiences, values, cultural backgrounds, and communication styles. The presence of these differences in interactions can create discomfort or uncertainty at times. It can be difficult to remain confident in ensuring that responses are supportive and culturally responsive. In my journey of self-learning, I recognize that | tend to overanalyze my responses because I want to always remain respectful and understand the individual correctly.
My tendency to overanalyze reflects my desire to support in a respectful manner, but it also reminds me that I must remain open to learning instead of avoiding uncomfortable situations.
Being present in uncertain conversations allows me to listen more attentively and to better understand the client’s perspective. Romans 12:3 reinforces the importance of approaching others with openness and humility, as Scripture reminds believers to remain humble and to view themselves with sober judgment rather than arrogance (New International Version, 2011). By approaching these situations with a willingness to learn, humility, and empathy rather than defensiveness, I can avoid barriers and continue to grow in cultural humility.
Challenge three states that in areas where the therapist recognizes personal limitations, they should develop a plan to grow in cultural humility. As emphasized by Hook et al. (2025), cultural humility requires honest self-awareness, willingness to seek feedback and continue growing professionally, and recognition that therapists will never have complete knowledge of another’s cultural experience, and must remain committed to lifelong learning and self-reflection. This challenge is closely connected to my approach to developing multicultural humility as a human services professional. I’ve recognized, through self-reflection, that there are areas where I need continued growth, particularly in those involving intense emotions. In these moments, I realize that it is okay to not have all the answers. I recognize the importance of pacing myself, reflecting on my responses, and remaining open to feedback. My plan to address this limitation is to not only welcome feedback but also invite clients, colleagues, and supervisors to provide feedback so that I can have a better understanding of how my communication and responses are perceived. I am aware that a lifelong commitment to growth and learning is required for cultural competence. I am reminded of commitment, as James 2:17 teaches that faith without action is incomplete (New International Version, 2011). Cultural humility is not a skill that is just mastered, I must remain active in continued learning to continue developing the awareness and cultural humility needed to effectively serve others.
textbook- Cultural Humility 2nd edition by Hook
Working with African American Clients This journal assignment assesses the following Course Outcome: HN502-1: Discuss institutional and structural oppression of a varied client population. Journal Assignment Directions Journal Assignment Details Learning is enhanced when you take time to reflect on the process. This week, you will have a journal that asks you to discuss your thoughts in relation to the topic for the unit. Your reflection and writing will help with your understanding of the content covered. Although there is no set page number as your responses will expand based on what you write, students are expected to answer all the questions in complete sentences and paragraphs. Your response to this journal should be clear, concise, and organized. The expression of information must be well written and original, with few or no errors in format and mechanics. Be sure to use relevant intext citations to support your answers for each question. For this journal you may choose one of the following movies and respond to the journal prompts. Who We Are: A Chronicle of Racism in America Sarah Kunstler/Off Center Media/Sony Pictures These films provide an intersectional analysis of how capitalism, oppression, racism, sexism, and white supremacy all intersect to inform much of the social inequities that we see. As you watch the film, be prepared to answer the following questions in your analysis: Describe in detail the major ideas emphasized in the film. How does it connect with what we have read in Units 1 & 2 about intersectionality? What are the overlapping themes /concepts? How does power operate in the film? Who has it? How is it organized? Who is trying to claim it for themselves? How? What barriers are there that preclude them from access to power? How does power/privilege, oppression/discrimination show up in the film? Provide details and specific examples. Why is the historical trauma presented in this film relevant to me and others? What do you think the human services profession can learn from this film? Body: Answer all the questions in complete sentences and paragraphs. Your responses should reflect professional writing standards using proper tone and language. The writing and writing style should be correct, accurate, and reflect knowledge of developing and delivering family services. Reference: Sources in APA format at the end of your journal Include a minimum of two scholarly or academic sources in addition to your text to support your responses and conclusions. Make sure that all sources listed on the reference page correspond to in-text citations in the body of your journal. Use Arial or Times New Roman 12-point font, double-spaced and left aligned. Use standard 1″ margins on all sides. Use APA formatting and citation style. If you need assistance with APA style, please visit the Academic Success Center.
Challenges Upon Release (two double-spaced pages in length)
Community Solutions (two double-spaced pages in length)
Support Kit (three double-spaced pages in length)
Note: Imagine you are developing this support kit for people working with recently released inmates. As part of this portion of your paper, you will need to research how to find solutions and resources for people in your area. If you cannot find something, brainstorm how to raise funds or create donation centers to gather what people need.
write a brief response to the following questions:
Authors: , , and
Published: Jun 3, 2025
Since the enactment of Medicare and Medicaid in 1965, the federal government has played a central role in providing support to older adults and people with low incomes, with health insurance coverage under Medicare for those 65 and older and Medicaid for those with low incomes, including older adults. The , enacted that same year, is perhaps lesser known than Medicare and Medicaid but also provides important support for older adults through a broad range of community-based social services programs, including home-delivered and congregate meals, transportation services, caregiver support, chronic disease prevention services, and the Long-Term Care Ombudsman program. These programs and services may face some disruption, however, in light of the and staffing reductions at the Department of Health and Human Services (HHS), which houses the (ACL), the agency that has administered the programs and services authorized by the Older Americans Act.
According to a , ACL is releasing over $1 billion of Fiscal Year (FY) 2025 funding for Older Americans Act programs to state, local, and Tribal grant recipients funds that had already been appropriated by Congress but withheld by the Trump administration. At the same time, the Trump administration within HHS, including budget cuts for several divisions and , with the stated goal of saving money and reducing inefficiencies. As part of this effort, the Presidents proposed outlines the Trump administrations plans to dissolve ACL and integrate its functions within a newly established Administration for Children, Families, and Communities (ACFC).
The reorganization and staffing reductions at HHS create some uncertainty about the potential effect on older adults that could result from dissolving the agency at the center of administering programs and services authorized under the Older Americans Act. While the Trump administration generally can make organizational changes of this nature at federal agencies, Congress typically has the final say in determining agency funding levels and appropriating funds. The most recent reauthorization of the Older Americans Act in 2020 appropriated funds through FY 2024, with funding for FY 2025 provided through continuing resolutions at FY 2024 levels.
With the changes to ACL and other restructuring at HHS as context, this brief provides an overview of programs and services provided under the Older Americans Act, the role that was played by ACL in administering Older Americans Act programs, and trends in Older Americans Act program funding and service utilization by older adults.
The Older Americans Act was signed into law in 1965 with the providing older adults with home and community-based social services to support independent living as long as possible. Unlike Medicaid, the Older Americans Act does not have explicit income criteria used to determine who can qualify to receive services funded under the Act. Instead, the law aims to support people age 60 and older with the , including older adults with limited English proficiency and older individuals at risk for institutional placement.
The Older Americans Act authorizes grants from the federal government to states to provide community social services to older adults and established the Administration on Aging, an office within ACL, to administer these grant programs. The over time and now includes home-delivered and congregate nutrition services, transportation services, state Long-Term Care Ombudsman programs, elder abuse prevention, caregiver support, elder rights and legal assistance, employment training, chronic disease prevention, and several other activities. Through this wide array of programs and thousands of service providers across states, territories, and Tribal organizations, the Older Americans Act serves each year.
The Older Americans Act statute includes seven titles that describe the administration and funding of the programs ( Table 1). Most of the funding for Older Americans Act services falls under Title III of the Act, which authorizes grants for state and community programs on aging to provide:
Separately, the law also provides funding for grants to encourage health, independence, and longevity, including research programs and demonstration projects in the areas of chronic disease management and fall prevention, for example; grants to promote part-time community service employment opportunities for unemployed low-income older individuals; grants for the provision of nutrition, supportive services, and caregiver support services to older American Indians, Alaska Natives, and Native Hawaiians; grants for the Long-Term Care Ombudsman program and Elder Abuse, Neglect, and Exploitation Prevention Programs, and funding for Aging and Disability Resource Centers. (Most but not all of these programs have been administered by the Administration on Aging within ACL; the community service program is administered by the , while Aging and Disability Resource Centers have been administered by the within ACL.)
Under the organizational structure that existed prior to the Trump administrations restructuring at HHS, the Administration on Aging within ACL was the office that authorized Older Americans Act grant funds to 56 State Units on Aging and hundreds of Tribal organizations. The State Units on Aging are state- and territorial-level agencies that use funds to carry out policy and development responsibilities and the administration of Older Americans Act activities. The State Units on Aging in turn work with and distribute funding to over 600 local Area Agencies on Aging, which operate within a designated planning area within the state or territory. The Area Agencies on Aging are local entities that either directly, or through contracts with nearly 30,000 local service providers, oversee a system for the delivery of Older Americans Act services.
While not part of the Older Americans Act, the has also been administered by ACL through its Office of Healthcare Information and Counseling. The SHIPs provide local, in-depth, and objective counseling and assistance to Medicare beneficiaries and their families to help them make informed decisions about their care and benefits. There are 54 SHIPs, organized at the state and territory level, which may have different names in different areas. SHIP staff and volunteers provide unbiased one-on-one about Medicare benefits, how Medicare works, different Medicare coverage options, low-income assistance programs, and other types of information. The provision of SHIP services is free and not limited by income or other beneficiary demographic criteria.
Millions of older adults are helped by programs funded by the Older Americans Act each year . Focusing in on programs and services funded under Title III, which represent nearly three-quarters of total Older Americans Act funding in FY 2024, more than 12 million individuals were served by select Title III programs in FY 2023 (the most recent year available), according to data from ACL (Figure 1).
Figure 1
Number of older adults served and services provided through select Title III programs in FY 2023
Number of older adults served
Number of services provided
Nutrition education (sessions)
1,927,000
2,806,000
Home-delivered nutrition (meals)
1,284,000
180,686,000
Congregate nutrition (meals)
1,274,000
57,009,000
Case management (hours)
413,000
2,996,000
Legal assistance (hours)
216,000
1,003,000
Homemaker services (hours)
116,000
12,385,000
Personal care (hours)
77,000
11,306,000
Assisted transportation (1 way trips)
34,000
1,219,000
Chore services (hours)
27,000
599,000
Nutrition counseling (hours)
23,000
37,000
Adult day care (hours)
8,000
2,572,000
Note: Numbers rounded to the nearest thousand. Service type in parentheses. Includes the 50 states, American Samoa, DC, Guam, Northern Mariana Islands, Puerto Rico, and US Virgin Islands.
Source: KFF analysis of data from Administration for Community Living, agid.acl.gov, National Tables, accessed May 15, 2025.Get the data
Among the programs funded under Title III of the Older Americans Act, the number of older adults served and services provided in 2023 include:
Among older adults receiving select Title III services in 2023, 39% were living below the poverty level, 33% were people of color, and 29% lived in rural areas, according to data from ACL (Figure 2).
Figure 2
Characteristics of People Receiving Select Title III Services, FY 2023
39%
61%
People Living in Poverty
33%
67%
People of Color
29%
71%
People Living in Rural Areas
Note: Includes individuals who received at least one unit of the following specified services within the reported fiscal year: congregate meals, nutrition counseling, assisted transportation, personal care, homemaker, chore, home-delivered meals, adult day care/health, or case management. This does not include caregivers.
Source: KFF analysis of data from Administration for Community Living, agid.acl.gov, National Tables, accessed May 15, 2025.Get the data
In addition to the programs mentioned above that are provided under Title III, the Older Americans Act provides funding for other programs that help older adults, including:
Federal funding for all Older Americans Act services was , the most recent year of fully appropriated funding, with nearly three-quarters (72%) devoted to grants to states and community providers for nutrition services, caregiver support services, and other social services (Figure 3).
Figure 3
Total funding for the Older Americans Act in FY 2024
$2.372 billion was appropriated to the Older Americans Act in FY 2024
Administration on Aging (3%) ($62M)
Grants to States and Community Providers for Nutrition Serivces, Caregiver Services, and Other Social Services (72%) ($2B)
Elder Rights Activities (1%) ($27M)
Grants to Native Americans (2%) ($50M)
Community Service (17%) ($405M)
Grants to Encourage Health and Independence (5%) ($129M)
Source: KFF analysis of Congressional Research Service, “Older Americans Act: Overview and Funding,” May 6, 2024.Get the data
This is roughly the same as funding from the prior fiscal year ($2.38 billion in FY 2023) but an increase of 23% since FY 2014, when Older Americans Act funding totaled $1.92 billion or average annual growth of 2.1% (not adjusted for inflation; Figure 4). (Congress provided temporary increases in supplemental funding to Older Americans Act programs due the COVID-19 public health emergency in FY 2020 and FY 2021.)
However, the growth of overall funding for Older Americans Act programs and services has not kept pace with the growth in the older adult population in the U.S. Between 2014 and 2024, the number of people ages 60 and older increased by 28% (2.5% average annual growth), from 64.7 million to 82.5 million. As a result, Older Americans Act funding per person age 60 or older decreased slightly over these years by 3%, though this reduction would be larger in inflation-adjusted dollars, with general prices rising by 33% (2.9% annually, on average) over this period.
Figure 4
Total OAA funding
2014-2024: +23%
Per capita OAA funding
2014-2024: -3%
People 60 and older
2014-2024: +28%
2014
2024
0
0
400M
400M
800M
800M
1.2B
1.2B
1.6B
1.6B
2B
2B
$2.4B
$2.4B
$1.92B
$1.92B$2.37B
$2.37B
2014
2024
0
0
5
5
10
10
15
15
20
20
25
25
$30
$30
$29.68
$29.68$28.73
$28.73
2014
2024
0
0
14M
14M
28M
28M
42M
42M
56M
56M
70M
70M
84M
84M
64.68M
64.68M82.48M
82.48M
Note: OAA is Older Americans Act. Dollar amounts in nominal terms.
Source: KFF analysis of Congressional Research Service, “Older Americans Act: Overview and Funding,” May 6, 2024; Census Bureau Population Estimates 2014-2014 for adults 60 and older.Get the data
Based on the presidents proposed , the Trump administration is proposing level funding for most Older Americans Act programs and services, including home and community-based supportive services, nutrition programs, caregiver and family support services, and programs for the protection of vulnerable older adults, like the Long-Term Care Ombudsman program. This would mean another year with no funding increases for these programs, unless Congress provides funding above current levels in new appropriations legislation or in reauthorizing the Older Americans Act. The Trump administration proposes a reduction in funding for the Alzheimers disease program, from $32 million in FY 2025 to $17 million in FY 2026, along with the elimination of chronic disease self-management education.
The Older Americans Act has been reauthorized and amended several times since its passage in 1965, including most recently through the , which authorized appropriations for Older Americans Act programs through FY 2024. On December 10, 2024, the Senate unanimously passed the , which would have reauthorized the Act for another 5 years. The House introduced that included the Older Americans Act reauthorization but this from . Subsequent legislation passed by Congress to keep the government funded , and then again , did not include reauthorization of the Older… [Content truncated to 3000 words]
I am doing my project topic. I have the bulk I just have to some some fixing. I need to change emotional dysregulation because the is too broad I want to do social reactivity but expound on that. I also changed the age from 8-10 years of age to be more specific. it is a doctoral program so I needs to be literature heavy plus it needs to use the concept of MEAL and there are guidelines that were given as well. also it is a formative study.
Attached Files (PDF/DOCX): Project topic essay pro edit.docx, Minimum Viable Crosswalk for Topica Approval for Program Evaluation – REV-1.pdf
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Part I (DQ Instructions):
Part II (Peer Review Instructions):
After posting your initial response, reply to two classmates posts. Use one question per peer (do not use the same question for both). Your replies must be thoughtful, and research informed. Be sure to cite any sources you reference.
Here are the questions to choose from (one per peer):
Overview– For this assignment, you will take on the role of a Developmental Psychologist. In this role, your job is to educate parents, teachers, and community leaders on how physical activity supports children’s socioemotional development. Your will design an infographic. Your infographic should present evidence-based information in a way that is engaging, easy to understand, and practical for non-experts who work with or care for children.
Instructions:
Create a visually engaging and informative infographic using Canva, or something similar, that illustrates how exercise and physical activity impact childrens socioemotional development (e.g., self-esteem, emotional regulation, social skills, mood, peer interactions).
1. Research the Topic: Use at least one peer-reviewed journal article and two additional credible sources (e.g., CDC, APA, scholarly websites) to gather evidence on how physical activity influences children’s emotional and social growth.
2. Key Content to Include:
3. Design Requirements:
Formatting and Submission:
Resources:
APA Citation Guide:
Google Scholar: