Category: Social Work

Program Goal and Intended Outcomes

According to Dudley (2020), measurable outcomes (or objectives) can have three properties: performance, conditions, and criteria. Performance refers to the observable action taken in order to achieve the outcome, whereas conditions include the context surrounding the action (e.g., after, if, during). Finally, criteria refer to the quality of the performance (e.g., duration, frequency, degree of progress). These properties give the outcome sufficient detail in order to define the exact specifications for achievement. Each individual outcome must also connect up logically and work toward the overarching goal.

Last week, you sketched out the goal and outcomes of your proposed program. Now, in this Discussion, you use the lens of measurement to refine, elaborate, or clarify your drafted outcomes.

Reference: Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.

To Prepare

• Review Chapter 7 of the course text for information about creating goals and objectives/outcomes. See the examples regarding the three properties of measurable objectives: performance, conditions, and criteria.
• Refer to your program-level logic model from last week. Consider the overall aim/goal and outcomes for your proposed program.

SUBMIT

• Briefly describe the overarching aim/goal of your proposed program.
• Select two outcomes from your program-level logic model and write them in a sentence format that includes performance, conditions, and criteria.
• Explain how these outcomes would support the overarching aim/goal of the program.

RESOURCES

• Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
  • Chapter 7, Crafting Goals and Objectives (pp. 149168)
  • Chapter 9, Is the Intervention Effective? (pp. 215250)

Planning a Family Session

Do you typically map out and meticulously prepare for something, or go with the flow and adapt to whatever comes? Even if you are in the latter group, some sense of planninghowever informalis necessary in family social work to ensure you use sessions optimally. Planning can help you focus, gather the right kind of data, intervene appropriately, and work toward goals.

In this Discussion, you plan a family session with a mother and daughter from a case study, considering how you will engage them in treatment and any dynamics you may need to be aware of.

To Prepare

• Review the Learning Resources on planning.
• Access the Social Work Case Studies media and navigate to the Parker Family case. Read the case study and view the video at the bottom of the page.
• Imagine that you need to arrange a family session with Sara and Stephanie Parker. How would you prepare and plan out the session?

SUBMIT

Describe your preparation and plan for a family session with Sara and Stephanie Parker. Specifically, what questions would you ask the family and why? How would you engage them? What kind of conflict or dynamic might you anticipate based on the case?

RESOURCES

• Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
  • Chapter 6, Planning the Group (pp. 160195)

Outlining a Program-Level Logic Model

It is unlikely that an idea for a program will get instant support from stakeholders. Rather, social workers must typically present a proposal that demonstrates critical thought and shows the need for such a program. In other situations, social workers may submit requests for funding on behalf of their agencies. Funding organizations may require a detailed proposal, which often includes a logic model showing the programs elements.

Using a logic model, social workers can systematically analyze a proposed new program and how those various elements relate to each other. At the program level, the logic model establishes the connection between the resources needed, the program activities, and the anticipated outputs and outcomes. It may also include ways of measuring success. The logic model can provide a clear picture of the program for all stakeholdersand funding organizations, if applicable.

In this Assignment, you generate a logic model for the program you began to develop last week.

Using a logic model, social workers can systematically analyze a proposed new program and how those various elements relate to each other. At the program level, the logic model establishes the connection between the resources needed, the program activities, and the anticipated outputs and outcomes. It may also include ways of measuring success. The logic model can provide a clear picture of the program for all stakeholdersand funding organizations, if applicable.

In this Assignment, you generate a logic model for the program you began to develop last week.

To Prepare

• Return, again, to the program that you identified last week based on the observed need.
• Think about the resources that would be required to implement the program, such as time and money; program activities such training; outputs such as number of clients attending; and outcomes.
• Review the example on page 116 of the course text, and see the Logic Model Table document in the Learning Resources for assistance with format.

SUBMIT

Submit the following:

• A completed program-level logic model outline (in table format) in which you consider inputs, activities, outputs, and outcomes.
• Elaborate on your program-level logic model in 1 to 2 paragraphs. Include:
  • The aim/goal of the program and proposed program activities
  • Outputs and outcomes
  • Reflection on how creating the logic model has helped you understand and envision the new program

Use the Learning Resources and peer-reviewed scholarly journal articles to support your logic model and reflection. Make sure to include appropriate APA citations and a reference list.

Resources

• Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
  • Chapter 6, Needs Assessments (pp. 115147)

Culture in Groups

Much of the success of a group can be attributed to its composition. Group composition encompasses not only the groups size and treatment focus but also characteristics of diversity such as gender, age, ability, and race and ethnicity. Imagine a group in which all members are of the same ethnicity except for the social worker. Or a group in which half are recent immigrants with limited language proficiency. Or one in which there is a truly diverse representation of cultures. How would each of these scenarios affect group dynamics and functioning? No matter the situation, a social worker must be poised to approach the group from a stance of cultural competence, humility, and sensitivity.

In this Assignment, you examine the influence of culture on group dynamics and how a social worker can intervene with cultural sensitivity.

To Prepare

• Review the Learning Resources on leadership and diversity within the context of a group setting.
• Reflect on the influence of culture on the dynamics of a group, and how you as a group leader would demonstrate cultural competence and sensitivity.

SUBMIT

Submit a 2-page paper in which you:

• Describe at least three ways that culture can influence group dynamics.
• Analyze how a group leader might intervene with sensitivity to issues of diversity in a group setting.
• Identify a diverse population and describe at least three methods you might use to intervene with sensitivity.

Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

RESOURCES

• Van Hook, M. P. (2019). In Social work practice with families: A resiliency-based approach (3rd ed., pp. 107151). Oxford University Press. Credit line: Social work practice with families: A resiliency-based approach, 3rd Edition by Van Hook, M.P. Copyright 2019 by Oxford University Press. Reprinted by permission of Oxford University Press via the Copyright Clearance Center. Licensed in 2022.
• National Association of Social Workers. (2021). .
• Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
  • Chapter 5, Leadership and Diversity (pp. 137159)

For the Final Evaluation, students must submit an 4-7 page reflection on practice which

demonstrates critical thinking in the integration of social work knowledge, values, and skills
and reflection on personal growth. This paper should be uploaded into the final evaluation in
Sonia.
All assigned papers or essays must be typed, or word processed. All papers must conform to
APA (7th ed.) format.
Use the following outline for the paper:
1. Reflect on how youve managed challenges, maintained professional boundaries and
focused on developing skills behaviors over the year.
2. How have you applied theory, research and policy understanding to your work?
3. Give an example of your leadership or advocacy during your practicum.
4. Reflect on your growth in knowledge and response to cultural perspectives? What have
you learned regarding cultural humility?
5. Describe how your understanding of the profession has changed since the
beginning of this practicum. How have your professional values and goals evolved?

MSSW 671 | 23
How has this practicum shaped your identity as a social worker?
6. What will you take from this practicum into your career?
7. What do you consider your strengths at this point in your career? What are your areas for
growth?
8. What are your next steps and goals in your career for the year to come?
This reflection will be uploaded into the final evaluation form prior to the final evaluation
conference.
Once the reflection is written there are several steps that MUST be completed for this
assignment to be completed. These include posting the reflection in the final form in Sonia
and marking the status of the CDP learning tasks at the final.
Grading Rubric for the Reflection on Practice and CDP Learning Activities Status
Completion (Total Points Possible: 15)
Integration of Knowledge, Skills, and Values
0 points Reflection fails to demonstrate critical thinking in integration of knowledge,
skills, and values in practice
1-2 points Reflection demonstrates limited critical thinking in integrating knowledge,
skills, and values in practice
3-4 points Reflection demonstrates some degree of critical thinking in integrating
knowledge, skills, and values in practice
5 points Reflection demonstrates a high degree of critical thinking in integrating
knowledge, skills, and values in practice
Personal Growth
0 points Personal growth and awareness are not evident and/or demonstrates a neutral
experience with negligible personal impact. Lacks enough inferences,
examples, personal insights and challenges
1-2 points Demonstrates less than adequate personal growth and awareness through few
or simplistic inferences made, examples, insights, and/or challenges that are
not well developed.
3-4 points Demonstrates satisfactory personal growth and awareness through some
inferences made, examples, insights, and challenges
5 points Demonstrates significant personal growth and awareness of deeper meaning
through inferences made examples, well developed insights, and substantial
depth in perceptions and challenges
Professional Presentation
0 points Excessive spelling, grammatical, errors and unprofessional terminology are
present. CDP learning activities status is not completed.
1 point Numerous spelling, grammatical, errors and unprofessional terminology are
present. CDP activities status is not completed
2 points Numerous spelling, grammatical, errors and unprofessional terminology are
present. CDP activities status is completed
3 points Some spelling, grammatical errors and use of unprofessional terminology are
present. CDP learning activities status is not completed OR the paper is free
of errors, but the CDP status is not completed.

MSSW 671 | 24
4 points Few spelling, grammatical errors and use of unprofessional terminology are
present. CDP learning activities status is completed
5 points Free of spelling, grammatical errors. Uses professional terminology. CDP
learning activities status completed.
If the student has not completed their part of this assignment by the deadline without prior
permission by the Practicum Liaison, the Practicum Liaison can reduce the score accordingly

follow the instructions in the file please.

Social work is a practice-based profession and academic discipline dedicated to promoting social change, development, cohesion, and empowerment. Social workers support individuals, families, and communities facing challengessuch as poverty, abuse, or illnessby providing counseling, connecting them with resources, and advocating for social justice. Wikipedia +2

Key Aspects of Social Work:

• Purpose: To enhance well-being and help people meet basic human needs, with particular attention to the vulnerable and marginalized.
• Core Values: Respect for human dignity, social justice, service to humanity, integrity, and competence.
• Levels of Practice:
  • : Working directly with individuals or families (e.g., counseling, case management).
  • : Working with groups and neighborhoods (e.g., community organizing).
  • : Working on large-scale policy, administration, and advocacy.
• Settings: Social workers operate in hospitals, schools, mental health clinics, child welfare agencies, correctional facilities, and government offices. NASW +4

Social workers are trained professionals who focus on the person-in-environment framework, aiming to improve both individual lives and the broader social

Create a new draft of your Prospectus Form and complete the following:

• Make any necessary revisions based on your review of the exemplars and the feedback you received from this modules Assignment.
• Describe the framework for your selected study.
• List the RQs.
• Complete the following subsections of the Nature of the Study according to the instructions in the form:
  • Approach/method and research design
  • Data, data collection tools, and sources
  • Data points

Follow the instructions on the form carefully. Most responses only require a sentence or two and all require succinct and precise information. If you submit a prospectus form with lots of narrative, you are not following the instructions and will likely have your prospectus returned with an unsatisfactory grade. Attached is propectus and my wk previous assignment

NB instructor review Hello Adeline,

In the future, please use this template I am attaching to the comments. This template has the “tracking changes” turned off. The reason for all the side comment boxes is because you have track changes on it.

Below is a summary of the feedback. In the comments next to your prospectus I have added the detailed feedback. If you cannot see the comments please let me know so I can download a pdf of the comments.

Review the announcements #1 and #2 for the course as they include resources for completing the prospectus, such as videos. Also under module 1 there are handouts like “Approved Elements of each section of the prospectus”. The videos under Media Gallery are also required viewing and provide tips for avoiding the common mistakes students make in this class.

Databases & Keywords: These are missing here. The handout, “Approved Elements of each section of the prospectus” provides guidance on how to complete each section of the prospectus.

Summaries: This is where your sources go but you did not follow the directions on how to enter the sources. Also all of your sources are outdated. You can only use sources that are 5 years old or newer, unless the source is supporting your theory or research method.

Social Problem: This is not a social problem. Please review the hand out under Module 1 for guidance.

Gap: This is not a social problem. Please review the hand out under Module 1 for guidance.

Research Questions: Students are allowed up to two research questions. You need to eliminate RQ3.

Please engage with all the resources provided in class to avoid missing out on points unnecessarily. There are a few areas where you made mistakes or omitted information that are addressed in the videos I have uploaded under “Media Gallery” and are also addressed in the handouts under module 1.

Be sure to make all the corrections to assignment #1 before you submit assignment #2, “Nature of the Study” section.

Using a Practice-Level Logic Model to Focus Interventions and Achieve Desired Outcomes

While they may be more broadly used to analyze programs , logic models can also be applied in practice , when considering clients presenting problems and potential interventions. If you think back to your work earlier in the course with Tiffani, Jake, or Paula, how did you go about determining the intervention based on the problems and needs? Did you see a logical connection in your mind between those elements?

Logic modeling can help to make these connections explicitly clear. For example, perhaps you identify one problem as distrust between parent and adolescent. You observe that the need is a greater sense of trust, and that the underlying causes are history of abusive situations enabled by the parent, history of adolescent lying, and no model of healthy, trust-based parent-adolescent relationship. The intervention, then, might be family therapy to work through the history that has affected trust in the relationship. It might also include parenting classes on repairing a parent-teen relationship. The threads that weave through all of these elements are trust and relationship.

In this Discussion, you create a practice-level logic model of your own, based on the problems and needs that you identified last week.

Logic modeling can help to make these connections explicitly clear. For example, perhaps you identify one problem as distrust between parent and adolescent. You observe that the need is a greater sense of trust, and that the underlying causes are history of abusive situations enabled by the parent, history of adolescent lying, and no model of healthy, trust-based parent-adolescent relationship. The intervention, then, might be family therapy to work through the history that has affected trust in the relationship. It might also include parenting classes on repairing a parent-teen relationship. The threads that weave through all of these elements are trust and relationship.

In this Discussion, you create a practice-level logic model of your own, based on the problems and needs that you identified last week.

To Prepare

• Review the Learning Resources on the logic model, including the Logic Model Table document.
• Consider the problems and needs that you identified last week and how those needs might be met by evidence-based interventions applied with clients.

POST

• Post a completed logic model (in table format) for a practitioner-level intervention based on the problems and needs that you identified last week. Be sure to link the areas across the table.
• In the table, describe the types of problems, the client needs, the underlying causes of problems and unmet needs. Then describe interventions that would lead to a change in the presenting conditions. Identify the short- and long-term outcomes that you think would represent an improved condition.
• Follow the table format with 1 to 2 paragraphs that elaborate on your practice-level model outline and cite resources that inform your views.

Resources

• Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
  • Chapter 6, Needs Assessments (pp. 115147)

• Luck, K. E., Doucet, S., & Luke, A. (2020). . Child & Youth Services , 41 (4), 327341.

• University of Kansas Center for Community Health and Development. (n.d.). . In Community toolbox.
• Document: (Word document)

Culture in Families

From birth, humans are raised within a given culture and learn to see the world through it. Reinforced by their parents or guardians, extended family, and community, this culture forms the values, beliefs, and behaviors they carry with them to adulthood. As adults, they form families of their own, and the culture is further reinforced or integrated with the culture of their partner. Cultural messages about mental health, positive or negative, can affect a familys likelihood of accessing services. Similarly, cultural attitudes related to pride and trust can hinder help-seeking.

For this Discussion, you review a case study and use it to inform your investigation of cultural factors that influence families attempts to seek out therapy. You also examine the importance of cultural competence and sensitivity on the part of a social worker working with families.

To Prepare

• Review the Learning Resources on culture, ethnicity, and family.
• Access the Social Work Case Studies media and navigate to the Garcia-Lowe Family case. While you read, consider cultural factors within the case, including the family members ethnic identities.

SUBMIT

Explain the ways in which cultural messages influence family help-seeking patterns. Based on the Garcia-Lowe case study, describe how a familys ethnic identification might impact its multisystem transactions. Finally, explain why understanding dimensions of ethnic identity is important for a social worker engaging with families.

Resources

• Rasheed, J. M., Rasheed, M. N., & Marley, J. A. (2010). . In Family therapy: Models and techniques (pp. 83131). Sage. Credit line: Family therapy: Models and techniques by Rasheed, J.M., Rasheed, M.N., & Marley, J.A. Copyright 2010 by Sage Publications. Reprinted by permission of SAGE Publications via the Copyright Clearance Center. Licensed in 2022.
• Van Hook, M. P. (2019). In Social work practice with families: A resiliency-based approach (3rd ed., pp. 107151). Oxford University Press.

National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers.

Walden University, LLC. (2022). Social work case studies [Interactive media]. Walden University.