Category: Social Work

Ethical Dilemma Paper: Moral Framework Assignment

Ethical dilemmas are part of everyday social work practice, especially in healthcare settings where decisions must be made quickly and often involve life-or-death consequences. This paper applies the moral framework to ethical dilemma #4 involving a six-year-old child diagnosed with meningitis. In my initial reaction paper, my gut solution was to advocate for immediate medical treatment despite the custodial mothers request to delay treatment for religious reasons. While I still believe child safety is paramount, this paper carefully analyzes my decision using the ten morally relevant features and evaluates the broader consequences of that choice

Step 1: Morally Relevant Features

What moral rule is being violated?

In choosing to advocate for immediate medical treatment despite the custodial mothers request to delay care for religious reasons, I am violating the moral rule of respecting autonomy and freedom. According to Bryan, Sanders, and Kaplan (2021), one of the core moral rules involves allowing individuals to make their own decisions and honoring their freedom of choice. Although the child is the patient, the custodial mother holds legal authority and sincerely believes that seeking religious intervention first is in her childs best interest. By supporting immediate treatment, I am overriding her expressed wishes and limiting her exercise of religious and parental decision-making rights.

This violation is not done casually or without reflection. It is intentional and rooted in my professional duty to protect vulnerable clients. However, I must honestly acknowledge that I am restricting the mothers autonomy and interfering with her freedom to act according to her faith. The ethical tension in this situation exists precisely because protecting the child requires infringing upon a moral rule that normally deserve strong respect.

What harms are: (a) being caused by the violation; (b) avoided by the violation; (c) prevented by the violation?

Being caused by the violation

Harms being caused by the violation include emotional distress for the mother and possible damage to trust between the family and the medical team. The mother may feel her religious beliefs are being disrespectful or dismissed This could strain family relationships and create conflict.

Avoided by the Violation

Harms avoided by the violation include the immediate medical deterioration of the child. By not delaying treatment, the risk of severe neurological damage, permanent disability, or death is significantly reduced.

Prevented by the violation

Harms prevented by the violation include long-term complications from untreated meningitis. Prompt intervention prevents foreseeable and irreversible harm. While emotional harm to the mother may occur, the prevention of life-threatening physical harm to the child carries greater moral weight.

What are the Desires and Beliefs of the person toward whom the rule is being violated?

The custodial mother desires to delay treatment so that religious leaders can pray for her child. Her beliefs are rooted in Christian Science principles and trust in spiritual healing. From her perspective, delaying treatment aglins with her faith and parental responsibility. However, while her beliefs are sincerely held, they may not adequately account for the medical urgency of meningitis. The child, at six years old, lacks the development capacity to make an informed decision. Therefore, although the mothers beliefs deserve respect, the childs vulnerability must also be considered.

Is the nature of the relationship such that the former sometimes has a duty to violate certain moral rules without consent?

In the situation, the hospital social worker has a professional duty to protect vulnerable clients. While parents generally have authority over medical decision for their childs life or safety is at serious risk. Social workers have an obligation under professional ethics and legal mandates to prioritize the welfare of the child. Therefore, in this relational context, it may be morally justified to override parental wishes to prevent serious harm.

What goods are being promoted by the violation?

Advocating for immediate treatment promotes the good of preserving life, protecting health, and preventing suffering. It supports the core social work values of service, competence, and protection of vulnerable individuals. It also promotes the ethical principle of beneficence acting in the best interest of the client. While it limits parental autonomy, it advances the greater good of safeguarding a child who cannot protect herself.

Is the rule being violated toward someone to prevent the person from violating another moral rule?

Yes. By overriding the mothers request, I am preventing a violation of the moral rule do not cause harm. Delaying treatment for meningitis could result in serious injury or death. Allowing treatment to be postponed could indirectly contribute to avoided harm. Therefore, limiting the mothers autonomy prevents the potential violation of a more serious moral rule regarding the protection of life.

Is the rule being violated toward a person because they have violated a moral rule?

No. The mother has not intentionally violated a moral rule. She is acting in accordance with her faith and understanding of what is best for her child. The violation of her autonomy is not punitive. Instead, it is preventative and protective in nature.

Are there any alternative actions or policies that would be morally preferable?

An alternative approach would be to seek a rapid ethics consultation while simultaneously educating the mother about the medical urgency of meningitis. Another option would be to allow brief spiritual support while preparing for immediate treatment, minimizing delay. These alternatives attempt to respect religious beliefs while not compromising the childs safety. However, if delay significantly increase risk, immediate treatment remains the most ethically defensible action.

Is the violation being done intentionally or knowingly?

Yes. The limitation of the mothers wishes would be done knowingly. However, the intention is not to disrespect her faith but to protect the childs life. Intent matters morally. The goal is preservation of life, not control or punishment. Even so, good intentions alone are not sufficient justification; the seriousness of the childs condition provides the stronger ethical grounding.

Is the situation an emergency such that people are not likely to plan to be in that kind of situation?

Yes. Meningitis is a medical emergency that progresses rapidly and unpredictably. This is not a routine or elective decision. The urgency of the situation significantly affects moral judgment. In emergency contexts, actions that might otherwise be unjustified, such as overriding parental preferences, can become morally necessary to prevent catastrophic harm.

Step 2: Consequences

If my decision to advocate for immediate medical treatment were publicly known, reactions would likely be mixed. Some clients and families may feel reassured knowing that I prioritize the safety and well-being of vulnerable children,especially in life-threatening situations. They may view my actions as protective, responsible, and aligned with professional ethics. Other families, however, particularly those with strong religious r cultural beliefs about medical care, may worry that their values would not be fully respected. They might fear that their autonomy could be overridden if their choices conflict with medical recommendations.

Other parents in a similar situation could feel conflicted. Some may appreciate knowing that a social worker would intervene when a childs life is at risk. Others might interpret my response as dismissive of parental authority. My employer and hospital administration would likely examine whether my decision aligned with agency policy, legal mandates, and professional standards. Because meningitis is a medical emergency, my decision would likely be supported legally and ethically, especially if it prevented serious harm or death.

Considering these possible consequences does not change how I feel about my decision, but it does reinforce the importance of communication. If I move forward with treatment, I must also take steps to ensure the mother feels heard and respected, even if her request cannot be honored. Transparency, empathy, and documentation would be essential.

Re-Evaluating Gut Solution

After working through the moral framework and examining the morally relevant features of this case, I still agree with my initial gut solution to advocate for immediate medical treatment for the child. However, my reasoning is now more thoughtful and grounded in ethical principles rather than simply a quick reaction. Initially, my instinct focused mainly on the need to act quickly. After analyzing the situation through the moral framework, I recognize more clearly the competing values involved, including parental rights, respect for religious beliefs, and the professional responsibility to protect vulnerable individuals.

The mothers request to delay treatment reflects sincerely held religious beliefs and a desire to do what she believes is best for her child. Respecting religious freedom and family autonomy is an important value in social work practice. However, theNASW Code of Ethics emphasizes that self-determination may be limited when a clients decision creates a serious, foreseeable risk of harm. In this case, meningitis is a life-threatening illness that can rapidly worsen if treatment is delayed. The child is only six years old and cannot advocate for herself, the social worker has a strong ethical responsibility to ensure her safety and well-being.

Reflecting on the dilemma also reinforces the importance of balancing advocacy with sensitivity toward the family. Even if immediate treatment is pursed, the mother should still be treated with dignity, compassion, andrespect. Clear communication and emotional support would be essential so that the mother does not feel dismissed or ignored during an already distressing situation.

Overall, the framework helped me see the dilemma from multiple perspectives. While my initial reaction remains the same, my reasoning now reflects a deeper understanding of the ethical tensions involved. Protecting the childs life and preventing serious harm ultimately remains the most ethically justified decision.

Alternative Solutions

One alternative solution would be to allow a brief opportunity for the mothers religious leaders to pray with the child while medical staff prepare to begin treatment. This approach attempts to respect the motherss religious beliefs and cultural values while still prioritizing the urgent medical needs of the child. Allowing spiritual support could help the mother feel that her faith and role as a parent are being acknowledged rather than dismissed. At the same time, the medical team would continue preparing for treatment so that the childs health is not placed at additional risk. This option balances respect for the familys beliefs with the responsibility to protect the child from serious harm.

Another alternative solution would be to seek emergency court authorization for medical treatment. In situation where parents disagree about life-saving care for a minor, hospital may request a legal order allowing treatment to proceed in order to protect the childs life. This approach removes the burden of the decision fromthe parents and place it within the legal system, ensuring that the childs best interests are legally protected. While this option may create additional stress for the family,it provides a clear and lawful path for medical professionals to act quickly in alife-threatening situation.

A third alternative solution that reflects a biblical worldview involves recongnizing the responsibility to care for and protect vulneable individuals. A christian perspective, human life is valuable and should be protected. Scripture emphasizes caring for those who cannot defend themselves, such as in Psalm 82:3-4, which encourages people to defend the weak and vulnerable. In this situation, advocating for medical treatment can be understood as an act of compassion and stewardship for the childs life. While it would not be appropriate for social worker to quote scripture directly to the family in a professional setting, this worldview can still guide ethical reasoning by emphasizing the importance of protecting life and supporting those who cannot advocate for themselves.

Consultation and Supervision

Consultation and supervision would be important when facing this ethical dilemma. Speaking with my supervisor would help ensure that the decision follows professional ethics, hospital policy, and legal guidelines. My supervisor could provide guidance and another professional perspective to help make the most responsible decision for the child.

I would approach my supervisor by explaining the situation, including the childs diagnosis, the urgency of meningitis treatment, and thedisagreement between the parents. Other7 professionals who could be consulted include the medical team and the hospital ethics committee. These individuals could provide medical knowledge and ethical guidance about the risks of delaying treatment.

I would also review hospital policies and state laws related to emergency treatment for minors. These resources would help ensure that the decision is both ethical and legally appropriate while prioritizing the safety and well-being of the child.

Conclusion

This ethical dilemma shows how complex social work decisions can be when different values and beliefs are involved. In this case, the social worker balances respect for the mothers religious beliefs with the responsibility to protect the health and safety of a vulnerable child. After examining the morally relevant features, consequences, and possible alternatives, advocating for immediate medical treatment remains the most ethical decision. While it is important to respect family beliefs, the childs safety and well-being come first. This situation highlights the importance of ethical reasoning, professional guidance, and consultation when social workers face difficult decisions.

Write three paragraphs summerizing the video and explaining what was taken from the video

Part 1: Social Issue/Problem/Condition Identification

In this section of the capstone project your group, using a social justice framework, will draw upon existing empirical data (no more than three years old) to identify a current social issue, problem or condition that is negatively impacting a particular population, community, or group in the New York metropolitan area. In determining the social issue/problem/condition, you must describe its various dimensions. These include its exact nature, prevalence (how widespread), who it impacts and how, the length of time it has been in existence (history), and previous or current attempts to alleviate it as a social issue/problem/condition (past or present practice/policy/program interventions).

demonstrate the magnitude of the problem in New York City. Where is the NYC-specific data? Borough-level rates? District disparities? Are certain racial, gender, LGBTQ+, disability, or immigrant student populations disproportionately affected? Without drilling into subgroups, the issue is treated as generic rather than structurally patterned. Analytically identify its impact on academics, attendance, mental health, and suicidal ideation. provide prevalence rates among bullied youth, strength of association, and whether bullying independently predicts suicidal behavior. current policies and gaps. examine systemic drivers such as school climate, social media dynamics, racialized harassment, homophobia, community violence spillover, or inequitable school resources.

here are some empirical data websites for data. https://www.osc.ny.gov/press/releases/2026/02/dinapoli-bullying-and-drug-related-incidents-schools-rise

https://www.osc.ny.gov/files/local-government/publications/pdf/2026-school-safety.pdf

https://www.chalkbeat.org/newyork/2024/08/30/rising-student-bullying-teacher-dissatistaction-chancellor-2024-survey-shows/#:~:text=More%20bullying%2C%20teacher%20dissatisfaction%20with,migration%20into%20New%20York%20City.

PLEASE SEE ATTACHED here are my answers for a better understanding 1. Engagement Why pursue an MSW at OSU? Why social work over other helping professions? I am pursuing a Masters Degree in Social Work at Ohio State because my long-term goal is to become a licensed therapist. I am passionate about providing direct clinical support to individuals navigating mental health challenges, trauma, life transitions, and systemic stressors. I want advanced clinical training that will equip me with strong assessment skills, evidence-based intervention strategies, and the ability to build meaningful therapeutic relationships. I am choosing social work over other helping professions because of its person-in-environment framework and its commitment to social justice. While other fields focus primarily on diagnosis and treatment, social work integrates clinical care with an understanding of how systems, culture, family dynamics, and socioeconomic factors influence mental health. As a future therapist, I want to not only help clients process emotions and develop coping skills, but also understand and address the larger contexts that impact their well-being. The MSW pathway allows me to pursue clinical licensure while remaining grounded in ethical responsibility and advocacy. Ohio States strong emphasis on field education and professional competence aligns with my goal of becoming a well-trained, reflective, and ethically grounded clinician. I am seeking a program that will challenge me academically, strengthen my clinical identity, and prepare me for effective, compassionate therapeutic practice. How will you continually expand your competence after graduation? The NASW Code of Ethics emphasizes practicing within ones competence and continuously enhancing professional expertise. Following graduation, I plan to pursue clinical licensure and engage in ongoing supervision to strengthen my therapeutic skills. I also intend to participate in continuing education trainings, particularly in trauma-informed care, evidence-based interventions, and culturally responsive practice. In addition, I value mentorship and consultation. Throughout my undergraduate field experience, I learned the importance of seeking supervision and feedback. I plan to continue engaging in peer consultation groups and professional development workshops to refine my skills and remain current with research and best practices. 2. Balance Why this specific sub-plan (example: Advanced Standing, On-Campus, Full-Time) I am applying to the Advanced Standing, on-campus/full-time option because it aligns with my academic preparation and professional goals. Having completed a BSW, I feel prepared to transition into advanced-level coursework. I prefer the on-campus format because in-person learning allows for deeper discussion, stronger relationships with faculty and peers, and a more immersive educational experience. Full-time enrollment is a good fit for me because I am prepared to dedicate focused time and energy to my graduate education. I believe fully immersing myself in the program will allow me to maximize both classroom learning and field experience. Strategies to manage multiple commitments and stress To manage multiple commitments, I rely on structured planning and proactive organization. I use calendar blocking to allocate time for coursework, field hours, work responsibilities, and personal time. I prioritize tasks weekly and break larger projects into smaller, manageable goals. For stress management, I practice self-awareness and recognize early signs of burnout. I use exercise, structured routines, and intentional rest to maintain balance. I also seek support from mentors and peers when needed rather than attempting to manage everything independently. Concrete example During my undergraduate program, I balanced coursework, field placement responsibilities, and employment. For example, while completing major assignments and meeting field hour requirements, I created a weekly schedule that designated specific evenings for writing, reviewing supervision notes, and preparing for client interactions. When stress levels increased near deadlines, I adjusted by starting assignments earlier and incorporating short breaks and exercise to remain focused. As a result, I was able to maintain strong academic performance while fulfilling my field responsibilities effectively. 3. Interpersonal Awareness & Professional Reflection How assumptions affect collaborative relationships Personal assumptions or generalizations can negatively impact a social workers ability to build trust and collaborative relationships. If a social worker unintentionally projects biases or makes assumptions about a clients values, culture, or motivations, it can create distance and reduce client engagement. Self-awareness is critical because effective practice requires humility, curiosity, and openness. Strategy or framework for working across difference One professional framework that supports effectiveness across difference is cultural humility. Cultural humility emphasizes lifelong learning, self-reflection, and the recognition of power imbalances in professional relationships. Rather than assuming competence in anothers experience, cultural humility encourages asking, listening, and collaborating. Ongoing practices for growth To support growth in this area, I plan to engage in ongoing supervision, participate in diversity and inclusion trainings, and regularly reflect on my practice through journaling or case consultation. Actively seeking feedback from supervisors and clients will also help me evaluate areas for improvement. 4. Professional Ethics & Social Responsibility Key considerations in advocating for equitable access When advocating for equitable access, social workers must consider systemic barriers such as socioeconomic status, race, geographic access, language barriers, and stigma. Advocacy should center the voices of affected populations and remain grounded in ethical principles such as dignity and worth of the person, social justice, and service. Policy or issue affecting vulnerable populations One significant issue affecting vulnerable populations is access to affordable healthcare and mental health services. Gaps in coverage and funding directly impact service delivery and client outcomes. Social workers often encounter clients who face financial or systemic barriers to care, making policy awareness and advocacy essential components of practice. Staying informed and ethically grounded Social workers can stay informed by engaging with professional organizations, reviewing policy updates, participating in continuing education, and engaging in professional networks. Maintaining ethical grounding requires consistent reference to the NASW Code of Ethics, consultation when ethical dilemmas arise, and ongoing self-reflection. 5. Evaluation and Research Interests (if applicable) During my undergraduate program, I engaged in research-informed practice through coursework and field experience. I have developed an interest in evaluating intervention outcomes and understanding how evidence-based practices improve client well-being. Academically, I have maintained strong performance while balancing field responsibilities. Additionally, I have demonstrated leadership through projects involving professional interviews and applied learning experiences.

Please read the following case example [an intersectionality story] of how diverse ‘stories’ come together at a ‘cross-roads intersection’, to create interesting and dynamic layers to factors that impact people’s lives. While seemingly ‘harmless’ on one level [for example, ‘a parent disciplining their child’], such experiences in fact can setup a legacy for future ongoing and increased harm to families and individuals, as well as the abrogation of human rights. Your task in this Assignment 1 is to produce a discussion paperto explore perspectives on power, violence, oppression, and trauma in relation to the following situation.

In completing this task, you will guide the work from developing your own exploratory question in an Introduction to your paper. The rest of your discussion will be for you to then address and answer that question in the context of perspectives on power, violence, oppression and trauma.

Intersectionality story for discussion

Harry, aged 17, is an only child who works in a warehouse as a storeman. His father, an Aboriginal Australian man from rural New South Wales is deceased. Harry lives with a fairly strict and conservative single mother, originally from England, who insists that he his pay/wages have to be paid into her bank account, from which she gives him an allowance, claiming she is teaching him to be more disciplined about money, compared to how his father was. She also seeks to vet his friends. When he went out with a girl she did not like, she verbally and physically assaulted him. When really angry she yells derogatory abuse that he is just like his father, who she claims, would not work in an iron lung [Australian idiom/slang meaning ‘extremely lazy’].

While Harry does not want to leave home, he also wants control over his pay, freedom to choose his friends and to understand more about where his father came from, by exploring his Aboriginal heritage.

Requirements and Guidelines

1. Read the Case Study Entitled Crisis Case: Ms. Jones
2. Develop a 3 5-page paper (not including title page and reference page) in APA 7th Edition Format (professional version not student version) and that adheres to the academic integrity policy of the University and the expectations on avoiding plagiarism
3. Please utilize the readings from Week 1 as well as additional Peer-reviewed articles to support your ideas throughout the paper
4. Utilize the following guidelines to complete your analysis of Ms. Jones case:
5. Provide a detailed introduction to the paper and to Ms. Jones case. This introduction should include the purpose of the paper and the significant events (historical & current) that are impacting Ms. Jones and her family
6. Provide an analysis of Ms. Jones and how attachment theory(ies) can be used to assess aspects of her current life situation.
7. Food for thought: how does engagement with the child welfare system, specifically foster care placement potentially impact secure attachment in children? How does disorganized attachment in childhood potentially impact adults later in life? Can early childhood trauma due to abuse and/or neglect be connected to involvement in a relationship that involves Intimate Partner Violence? Are there concerns of generational trauma? If so, how would this impact secure attachment?
8. Relate your analysis of Ms. Jones using attachment theory(ies) to her larger social environment using theories or frameworks such as: Biopsychosocial, Person-in-Environment, or Sociocultural Dimensions
9. Food for thought: you previously provided an analysis of Ms. Jones using attachment theory(ies). Consider how issues of attachment can impact a persons interactions with the larger social environment (e.g. trusting authority, trust in general, in ability to engage in decision making, lack of coping skills)
10. Suggest effective intervention techniques to assist Ms. Jones and her family in short-term and in the long term. Make sure that you provide a strong justification for your choices

Crisis Case: Ms. Jones

Reason for Referral: A family is currently in crisis. They are two months past due on their rent, and Mom is currently unemployed. Antonio has expressed concerns that they will not have enough food over the winter break for the family. A CPS investigation has recommended that they work with an intensive family social worker.

From what Ms. Jones remembers, she had a normal childhood in regard to how she developed. She reported that she walked at about one year and went to preschool at the age of three years old. She began dating when she was 16 years old and met Brad and Janel’s father when she was 18. She never married him, but she reported that she was in a committed relationship with him from age 18 until about age 29, when she moved to Pennsylvania. She shared that Brad and Janel’s father was physically abusive to her the entire time she was with him. She reported that she moved to Pennsylvania when Brad and Janel’s father became abusive to the children.

Ms. Jones reports that she grew up in foster care. Her mother died when she was three years old, and she was then raised by her grandmother. Her grandmother died when she was seven years old, at which time she entered foster care in Ohio. She does not know her biological father. She is the mother to five children and reports that she is having trouble meeting their needs.

Ms. Jones has her GED, which she received when she was 17 years old. She has an interest in attending nursing school but has not taken any classes in that area. Janel is enrolled in high school, Antonio and Mike are enrolled in middle school, and Stacey is not currently enrolled in school. Brad went to high school and dropped out last year, when he was 18. Ms. Jones has worked in retail for several years but is currently unemployed. She has expressed an interest in working in nursing. Due to her unemployment status, there are limited funds coming into the home. She receives $339 a month in SSI for Antonio, and Brad brings in $420 a month in SSI that he gives to Ms. Jones. Janel works at Wendy’s but keeps her paychecks to support herself and her daughter.

Ms. Jones stated that she is Catholic but does not attend any services in the area. The family does not have any history of court involvement other than for child protective services. Ms. Jones has mentioned on occasion that Brad has been “picked up” by the police, but there were no records of arrests found under his name. Ms. Jones is currently pregnant and is seeing a provider at Planned Parenthood. Janel is also pregnant and is seeing an OB at the Women’s Center. Brad is diagnosed as a paranoid schizophrenic and has been prescribed Lithium.

The family has had three previous investigations with children and youth that were all unsubstantiated, but they have not worked with this agency to date. Ms. Jones is open and willing to work with the agency and wants to make changes in her life that can improve the lives of her children.

*PLEASE BE DETAILED WHEN DOING THIS ASSIGNMENT

Overview This final assignment is designed to help you conceptualize and articulate the basic characteristics of your proposed evaluation plan. In previous weeks, you have learned how to logically structure or design a study meant to assess the effectiveness of best practices that produces a clear-cut answer (or answers). You also have learned how to search the literature, identify your participant pool, and gather and analyze data.. In this assignment, you will incorporate feedback you have received from your faculty instructor on previous assignments and create a recorded presentation of approximately 15 slides. This presentation includes work you have previously done, which you will revise and convert to slides and narration. Further, the presentation will include a focus on an evaluation strategy for the newly established services to people who have insecure housing or are unhoused in the community. By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and practice behaviors: C1: Demonstrate Ethical and Professional Behavior. C1.GP.A: Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context. Describe the ethical considerations and issues related to research evaluation methods to be employed in the study. C1.GP.C Demonstrate professional demeanor in behavior, appearance, and oral, written, and electronic communication. Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards. C4: Engage In Practice-informed Research and Research-informed Practice. C4.GP.B Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings. Provide a synthesis of the best practices literature from the literature review. Identify the potential pool of study participants and the sampling strategy, including explanation for the choice. Explain the process and methods for data collection and protection of the data. C4.GP.C Use and translate research evidence to inform and improve practice, policy, and service delivery. Describe the primary audience(s) and dissemination plan for the results. C9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities. C9.GP.A Select and use appropriate methods for evaluation of outcomes. Evaluate potential for further study of the research problem. C9.GP.C Critically analyze, monitor, and evaluate intervention and program processes and outcomes. Explain the intervention strategies that will be offered at the clinic. Explain how data will be analyzed. Analyze any limitations that can be foreseen in the proposed study. Instructions Include the following in your presentation. Use the titles below for the headings of each section. The number of slides indicated for each section are suggestions. Introduction (1 slide). Provide a brief overview of the presentation. Intervention Strategies (1 slide). Explain the best practice intervention strategies that will be offered at the clinic. Be specific. Synthesis of Literature: Review the literature for best practices (12 slides). Explain the process of reviewing the literature to solve a practice problem. Provide a synthesis of the best practices from the literature review including how this influenced your recommendations. Potential Participants: Propose a relevant pool of a study population and sampling strategy (1 slide). Identify the potential study population and the sampling plan. Include a justification for your choices and selections. Ethical Considerations (12 slides). Present any ethical considerations or issues related to your evaluation. Explain issues related to diversity, social justice, and culture in the selection and protection of participants. Use the NASW Code of Ethics and/or the Belmont Principles in your explanation. Data Collection: Analyze the process for the collection and protection of the data (12 slides). Explain the sources and methods of data collection. Explain how the data will be safeguarded and protected. Data Analysis: Explain the approach to relevant data analysis (2 slides). Explain how data will be analyzed. Give some specific examples of how you plan to analyze the data collected consistent with the study methods employed (a qualitative and/or quantitative approach). Limitations (1 slide). Analyze any limitations that can be foreseen in the proposed evaluation study. Dissemination Plan (2 slides). Describe the primary audience(s) and dissemination plan for the results. Describe the medium for dissemination consistent with the identified audience and stakeholders. Conclusion (1 slide). Explain what you have learned from this experience. Evaluate the potential for further study and potential next steps References. Include a slide with your references. Note: In addition to posting the link to your recording, attach your PowerPoint file with speaker notes to your assignment submission. Be sure to include speaker notes in case there is an issue with the audio. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free from errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and format standards. Evidence and APALinks to an external site. can help with that. Length of presentation: Approximately 15 slides. Presentation format: Review the information about multimedia presentations in the Tools and Resources section. In addition to posting the link to your recording, attach your PowerPoint file with speaker notes to your assignment submission in case there are any issues with the audio.

Annotated Bibliography #1- Multiple Baseline Design

Behavior Research Methods

Points: 20 possible points

General Assignment Instructions

Read the instructions and then complete the assigned Annotated Bibliography Module, which will guide you through each step of the assignment.

First, find a peer reviewed article using a multiple baseline single case design.

The article must involve the implementation of an intervention with data graphically depicted. Review articles discussing the design or articles describing an assessment (e.g., FBA) would NOT be appropriate for this assignment (both examples are posted on Canvas). Note that the article must be different from the ones that are covered in the course (i.e., the article cannot be covered in the text or the lecture notes). You are not allowed to use articles that are cited in the class textbook; however, you may use articles discussed in previous courses.

Save the article as a PDF, you will be submitting this (hyperlinks will not be accepted).

Create an annotated bibliography entry and please reference more detailed instructions for annotated bibliography entries below and within the annotated bibliography learning module.

Submit the article (saved as a PDF) and the final annotated bibliography to Canvas assignment submission.

Reaction Paper #4

Go to Psychotherapy Net and go to Database and then Scroll to Psychotherapy.net and search for

Object-Relations Family Therapy

By David Scharff & Jill Savege Scharff

Learn how to apply object-relations theory to family therapy by watching world-renowned psychoanalysts Drs. Jill and David Scharff conducted a live session with a very distressed family.

To complete a reaction paper based on an article you need to:

1. Briefly give an overview of the video.

2. Discuss the main points of the video.

3. Discuss the video’s applicability to practice.

4. Evaluate the strengths and limitations of the main ideas.

5. References and Paper – APA style.

Submission Guidelines:

• Submit your reflection in a typed format with standard formatting (12-point font, double-spaced).
• Include proper citations if referring to external sources.
• Paper Length – 3-4 pages

RESEARCH & EVALUATION (Due 3/6/2026) Purpose: Demonstrate evidence-based practice 1. Select an evaluation method relevant to wellness/burnout interventions 2. Use evidence-based research (systematic reviews, meta-analyses when possible) 3. Clearly link research findings to practice implications 4. Explain why this evaluation method was chosen 5. Use strong, peer-reviewed sources 6. Evaluate strengths and limitations of: o Current knowledge o Professional skills o Available resources 7. Add any additional relevant analysis