Bright Academic Experts

Category: Social Work

  • Preliminary Self-Care Plan and Rationale

    For reference, the course is titled: Professional Self-Care in Integrative Social Work Practice.


    I will attach the instructions for the assignment, the template for the assignment, and previous assignments that can be useful for completing this assignment. I will also list readings below to use as well. Please follow the instructions carefully and if you have any questions, please let me know.


  • This assignment has two parts: (1) a personalized professional self-care plan and (2) a 24 page APA-formatted rationale paper explaining and justifying the plan.
  • The self-care plan must be informed by Assignment 1 Professional Wellness & Resilience Self-Assessment (attached) and Assignment 2 Agency Social Worker Interview & Reflection (attached), identifying key risk and protective factors related to personal and professional well-being.
  • The plan must use SAMHSAs Eight Dimensions of Wellness (social, environmental, physical, emotional, spiritual, occupational, intellectual, financial) and focus on at least four domains that best fit current wellness needs.
  • For each selected domain, the plan must include: current strengths and challenges, SMART goals, specific objectives, potential barriers, and strategies to address those barriers, using the provided Self-Care Plan template.
  • Goals must be realistic for one semester, measurable, and clearly time-bound; students are graded on planning and critical reflection, not on whether all goals are achieved.
  • The rationale paper (24 pages, APA style) must critically analyze the self-care plan, discuss strengths and areas for growth, demonstrate understanding of all eight wellness domains, and explain how they are interconnected.
  • The paper must integrate course materials, discussions, best practices, and empirical research, using at least four scholarly references.
  • The rationale must also address how external systems (organizations, educational institutions, communities, or society) function as risk and/or protective factors for professional well-being.

    • This assignment has two parts. The first part is a personalized self-care plan. The second part is a rational paper to discuss your reasoning and rationale for what is in your self-care plan.


    The assignment is evaluated based on understanding of wellness domains, quality of justification, completeness of the self-care plan, awareness of external factors, and overall writing quality and APA adherence.


    Please do not use AI and if you have any questions, let me know.


    READINGS:

    Cox, K., & Steiner, S. (2013). Self-care in social work: A guide for practitioners, supervisors, and administrators. Washington, DC: NASW Press.

    Davis, M., Eshelman, E. R., & McKay, M. (2008). The relaxation and stress reduction workbook. New Harbinger Publications.

    Frankl, V. (2006). Mans search for meaning. Beacon Press.

    Grise-Owens, G., Miller, J., & Eaves, M. (Eds.). (2016). The A-to-Z self-care handbook for social workers and other helping professionals. The New Social Worker Press.

    Hinz, L.D. (2018). Beyond Self-Care for Helping Professionals: The Expressive Therapies Continuum and the Life Enrichment Model. 1st Edition. New York, NY: Routledge

    Introduction to Resilience: Building Our Internal Resources (Downloadable Interactive PDF):

    Mathieu, F. (2012). The compassion fatigue workbook: Creative tools for transforming compassion fatigue and vicarious traumatization. Routledge.

    Sapolsky, R. M. (2004). Why zebras don’t get ulcers: The acclaimed guide to stress, stress-related diseases, and coping. Holt paperbacks.

    Skovholt, T., & Trotter-Mathison, M. (2016). The resilient practitioner: burnout and compassion fatigue prevention and self-care strategies for helping professionals. New York, NY: Allyn & Bacon.

    Berkowitz, A, (2022). We need to talk about self-care (but not in the way you think). Aotearoa New Zealand Social Work Review, 34(3), 130-135.

    DeMarchis, J., Friedman, L., & Eyrich, G, K. (2022). An ethical responsibility to instill, cultivate and reinforce self-care skills. Social Work Education,58(2), 308-316.

    Josal D., Wooksoo K. & Elze, D. (2018). Perceptions of self-care among MSW students: Implications for Social Work Education, Social Work Education, 54 (4). 657-667. DOI: 10.1080/10437797.2018.1486255

    Alegra, M., NeMoyer, A., Falgs Bagu, I., Wang, Y., & Alvarez, K. (2018). Social determinants of mental health: Where we are and where we need to go. Current Psychiatry Reports, 20(11), 95.

    Apgar, D., & Parada, M. (2022). Missing the mark? Reframing NASW’s ethical mandate for self- care as a social justice issue. Advances in Social Work, 22(3), 876-899.

    Gamby, K., Burns, D., & Forristal, K. (2021). Wellness decolonized: The history of wellness and recommendations for the counseling field. Mental Health Counseling, 43(3), 228-245. doi:10. l7744/mehc.43.3.05

    Miller, J. J., & Grise-Owens, E. (2020). Self-care: An imperative. Social Work, 65(1), 5-9.

    Oliver, M. D., Baldwin, D. R., & Datta, S. (2018). Health to wellness: A review of wellness models and transitioning back to health. International Journal of Health, Wellness and Society, 9(1), 41.

    Smullens, S. (2021). Chapter 1: Burnout: Backdrop, definition, andthe four attendant syndromes. In Burnout and self-care in social work. Pp. 7-26. NASW Press.

    Smullens, S. (2021). Chapter 2: Arenas of burnout. In Burnout and self-care in social work. Pp 27-46. NASW Press.

    Smullens, S. (2021). Chapter 3: From compassion fatigue to compassion satisfaction. In Burnout and self-care in social work. Pp 47- 62. NASW Press.

    Smullens, S. (2021). Chapter 4: Introducing self-care: An overview. In Burnout and self-care in social work. Pp 27-46. NASW Press.

    Bloomquist, K. R., Wood, L., Friedmeyer-Trainor, K., & Kim, H. W. (2015). Self-care and professional quality of life: Predictive factors among MSW practitioners. Advances in Social Work, 16(2), 292-311.

    Butlsaer, L. D., Mercer, K. L., McClain-Meeder, K., Horne, D. M., & Dudley, M. (2018). Six Domains of Self-Care: Attending to the whole person. Human Behavior in the Social Environment 29(1), 107-124.

    Smullens, S. (2021). Chapter 5: Professional Self-Care Introducing Self-Care: In Burnout and self-care in social work. pp 81-95.. NASW Press.

    Chamberlain, L. (2020). From Self- care to Collective Care. International Journal on Human Rights, 17(30), 215-225

    Martino. J., Pegg, J., Frates, E.P. (2017).The connection prescription: Using the power of social interactions and the deep desire for connectedness to empower health and wellness. American Journal of Lifestyle Medicine. 11(6):466-475.

    Smullens, S. (2021). Chapter 6: Burnout: Backdrop, definition, and the four attendant syndromes. In Burnout and self-care in social work. Pp 97-119. NASW Press.

    Requirements: 2-4 pages

  • 512: Module 6: Designing & Conducting a Therapy Group Paper

    • The paper should be 10 pages +/-2.
    • A title page including student’s name, class and section, professor, and title of assignment is required.
    • Use the section headings below to structure your paper.
    • Include the honor statement on the title page. “On my honor, I have”
    • No abstract or running head is necessary.
    • Do not use initials or real names to identify your clients. All names in the paper should be pseudonyms.
    • You may use I and we and should use a direct and academically appropriate style of writing.
    • Grammar and syntax matter and will constitute a portion of the grade. Write in a clear and engaging manner.
    • Include your last name in the title of digital files.

    ** outline attached and some readings from the course**

    Reference

    • The paper should be guided by course readings and other relevant literature and must include 3-5 sources at a minimum (within the last 10 years), one of which must be the Pelech et al. text (with year and page numbers). Use references/sources that support your work and plan.
    • Said in another way, this paper REQUIRES the use of course readings and may (but not must) include outside references.
    • APA 7 reference and citation style is required.
    • Literature supporting your choices of format, approach, and interventions should be liberally sprinkled throughout the paper. While 3-5 sources/references are required, there should be more than 3-5 citations throughout the paper.
    • In your appendix, if you use handouts from published resources or materials from a group with which you have been involved, you must cite the resources appropriately.
    • For in-text citation, be sure to include the page numbers when citing books (e.g., Pelech et al., 2016, pp. 3031).

    Attached Files (PDF/DOCX): The Power of Purposeful Sessional Endings in Each Group Encounter.pdf, Trauma-Informed_Groups_Recomm.pdf, Group Work vs Casework in a Group Principles and Implications for Teaching and Practice.pdf, Paper Outline.docx, nihms103569.pdf, Group Work vs Casework in a Group Principles and Implications for Teaching and Practice.pdf, nihms103569.pdf, Trauma-Informed_Groups_Recomm.pdf, Paper Outline.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Social Welfare Policy in the Newspaper 2

    7th APA format: This assignment is designed to familiarize students with current events related to social welfare policies covered in the news/media. Using a recently coveredsocial welfare policy-related issue or event, you will be expected to produce a 2-3 page paper addressing why the issue/event is relevant, who the issue/event affects and why, why social workers should be aware of the issue/event, and how social workers can educate their clients related to the issue/event.

    As APA guidelines suggest, please use headers to break up your thoughts. Please do not use the questions above as direct headers–combine some of the questions as headers to create a well-written paper. “Recently covered” social welfare policy-related issue or event means within the last 6 months. Please include the source for the issue or event in the paper and in the reference section.

    This assignment serves as a targeted approach to fulfill CSWE Competencies 3 and 5, emphasizing the practical application of skills and knowledge acquired throughout the course.

  • 584: Module 6 Policy Brief Part 3: Social Problem Analysis P…

    This is a research paper that focuses on the social problem you identified in the pending bill for your policy brief (previous assignment attached). This paper allows you to become more familiar in understanding the issue and why is important for policy. It should include at least 5 scholarly references (e.g., peer reviewed articles, government reports).

    • Start with an introduction that includes an overview of the social problem
    • Identify the way the problem is defined in the scholarly literature.
    • What is the definition of the social problem?
    • Who is affected? How many are affected? Does it impact certain people disproportionately?
    • How has the problem been addressed in the past?
    • Identify the cause(s) to which the problem is attributed and its consequences
    • What causes this problem?
    • What are the psychological, economic, social, and other consequences/impact?
    • Conclusion: Briefly summarize your thoughts & conclusion to the social problem analysis.
    • References in APA style (not counted towards 4-6 pages)

    Evaluation will be based on how clearly you respond to the above, in particular:

    1. The clarity with which you introduce and describe the social problem;
    2. The depth, scope, and organization of your analysis of the social problem;
    3. Your ability to incorporate research & class materials to substantiate your analysis;
    4. Your conclusions and recommendations; and
    5. How well you followed the guidelines

    Attached Files (PDF/DOCX): previous assignment.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Personality Disorders Comparison and Evaluation

    The purpose of this assignment is to enhance your understanding of personality disorders and also to enhance your ability to differentiate between varying personality disorder types. This assignment also serves to familiarize you with use of the DSM.

    Part 1

    Use the attached document, “Personality Disorders Comparison and Evaluation Table” to compare the three clusters of personality disorders listing at least five to seven criteria in each section. Use the current version of the DSM to assist in the comparison.

    Part 2

    For this part, write a 750-1,000-word essay explaining the difference between the three clusters:

    • Cluster A: Odd or eccentric
    • Cluster B: Dramatic, emotional, erratic
    • Cluster C: Anxious and fearful
    • Next, research and describe the empirically validated treatments for at least three of the personality disorders.
    • Choose one empirically validated treatment and explain how you would intervene at an individual level.
    • Explain how you would evaluate the effectiveness of your chosen intervention. ***

    RUBRIC****

    Criterion

    1. Unsatisfactory

    2. Insufficient

    3. Approaching

    4. Acceptable

    5. Target

    Part 1: Personality Disorders Comparison and Evaluation Table

    Comparison table that compares the three clusters of personality disorders, listing at least five to seven criteria in each section.

    0 points

    Comparison table that compares the three clusters of personality disorders, listing at least five to seven criteria in each section is not included.

    12.42 points

    Comparison table that compares the three clusters of personality disorders, listing at least five to seven criteria in each section is vague and incomplete.

    14.22 points

    Comparison table that compares the three clusters of personality disorders, listing at least five to seven criteria in each section is minimal. Lacks some pertinent information.

    16.02 points

    Comparison table that compares the three clusters of personality disorders, listing at least five to seven criteria in each section is adequately accurate.

    18 points

    Comparison table that compares the three clusters of personality disorders, listing at least five to seven criteria in each section is comprehensive and expertly accurate.

    Part 2: Essay

    Explanation of the difference between the three clusters.

    0 points

    Explanation of the difference between the three clusters is not included.

    6.21 points

    Explanation of the difference between the three clusters is vague and incomplete.

    7.11 points

    Explanation of the difference between the three clusters is minimal. Lacks some pertinent information.

    8.01 points

    Explanation of the difference between the three clusters is adequately accurate.

    9 points

    Explanation of the difference between the three clusters is comprehensive and expertly accurate.

    Empirically Validated Treatments

    Description of the empirically validated treatments for at least three of the personality disorders, using research.

    0 points

    Description of the empirically validated treatments for at least three of the personality disorders, using research is not included.

    9.32 points

    Description of the empirically validated treatments for at least three of the personality disorders, using research is vague and incomplete.

    10.67 points

    Description of the empirically validated treatments for at least three of the personality disorders, using research is minimal. Lacks some pertinent information.

    12.02 points

    Description of the empirically validated treatments for at least three of the personality disorders, using research is adequately detailed and accurate.

    13.5 points

    Description of the empirically validated treatments for at least three of the personality disorders, using research is comprehensively detailed and expertly accurate.

    Empirically Validated Treatment

    Empirically validated treatment and explanation about how intervene would be at an individual level.

    0 points

    Empirically validated treatment and explanation about how intervene would be at an individual level is not included.

    9.32 points

    Empirically validated treatment and explanation about how intervene would be at an individual level is vague and incomplete.

    10.67 points

    Empirically validated treatment and explanation about how intervene would be at an individual level is minimal. Lacks some pertinent information.

    12.02 points

    Empirically validated treatment and explanation about how intervene would be at an individual level is adequately accurate.

    13.5 points

    Empirically validated treatment and explanation about how intervene would be at an individual level is comprehensive and expertly accurate.

    Evaluation of Effectiveness

    Explanation about how effectiveness of the chosen intervention would be evaluated.

    0 points

    Explanation about how effectiveness of the chosen intervention would be evaluated is not included.

    6.21 points

    Explanation about how effectiveness of the chosen intervention would be evaluated is vague and incomplete.

    7.11 points

    Explanation about how effectiveness of the chosen intervention would be evaluated is minimal. Lacks some pertinent information.

    8.01 points

    Explanation about how effectiveness of the chosen intervention would be evaluated is adequately accurate.

    9 points

    Explanation about how effectiveness of the chosen intervention would be evaluated is comprehensive and expertly accurate.

    Thesis, Position, or Purpose

    Communicates reason for writing and demonstrates awareness of audience.

    0 points

    The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

    4.35 points

    The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

    4.98 points

    The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.

    5.61 points

    The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

    6.3 points

    The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.

    Development, Structure, and Conclusion

    Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

    0 points

    No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

    4.97 points

    Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

    5.69 points

    The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

    6.41 points

    The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.

    7.2 points

    The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.

    Evidence

    Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

    0 points

    Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

    3.1 points

    Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

    3.56 points

    Relevant evidence that includes other perspectives is used.

    4.01 points

    Specific and appropriate evidence is included. Other perspectives are integrated.

    4.5 points

    Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.

    Mechanics of Writing

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    3.1 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    3.56 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    4.01 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    4.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    Format/Documentation

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    3.1 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    3.56 points

    Appropriate format and documentation are used, although there are some obvious errors.

    4.01 points

    Appropriate format and documentation are used with only minor errors.

    4.5 points

    No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

    Attached Files (PDF/DOCX): SWK-600-RS-T6-PersonalityDisordersComparisonEvaluationTable.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Module 4 Reflection

    Complete all activities and readings in the module. Submit a 2-page reflection paper in APA style. Reflections should focus on the application of module content rather than a summary of content. How do you imagine using the concepts/ideas/models presented in practice? Incorporate and cite at least three concepts/materials from the module. For written submissions, include a title and reference page in APA 7th edition student format. Follow all directions and use all websites and files using in text citations for this paper. Module 4 Learning Objectives 1. Explain how colonization and structural inequities shape mental health systems and patient experiences. 2. Identify disparities in access and quality within integrated settings (screening, referral, treatment, follow-up). 3. Adapt evidence-based, interprofessional practices to align with language, culture, and patient Aligned SAMHSAHRSA Competency Identify and address disparities in healthcare access and quality for diverse individuals and populations served. Adapt services, including evidence-based interprofessional team approaches, to the language, cultural norms, and individual preferences of healthcare consumers and family members. Develop collaborative relationships with providers of services tailored to the needs of culturally diverse healthcare consumers and family members. Examine the experiences of culturally diverse healthcare consumers and family members with respect to quality of care and adjust the delivery of care as needed. Educate members of the team about the characteristics, healthcare needs, health behaviors, and views toward illness and treatment of diverse populations served in the treatment setting. Foster and value diversity in the interprofessional team, including community health workers. Complete the Decolonizing Mental Health Series Decolonizing Mental Health | Overview Dr. Hooman Keshavarzi | Decolonizing Mental Health Shawna Murray-Browne | Decolonizing Mental Health Idris Mitchell | Decolonizing Mental Health Shelby Rowe | Decolonizing Mental Health Linh An and Sharyn Luo | Decolonizing Mental Health Additional Reading World Health Organization – Mental Health and Social Determinants of Health Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care Tervalon & Murray-Garca – Cultural Humility vs. Cultural Competence Disparities in IBH * Screening tools that misclassify distress * Warm hand-offs that assume trust * Referrals that ignore transportation or work schedules * Noncompliance labels that mask structural harm Adapting Evidence-Based Models * Offer language options; normalize context before scoring. * Use culturally resonant metaphors, goals, and supports. * Include family and community healers when desired. * OT Lens: Adapt routines and environments to cultural roles and norms. * SWK Lens: Address systems and access. * Counseling Lens: Align therapeutic approach with cultural meaning-making. Educating the Team * Brief teammates on cultural context without stereotyping * Using patient narratives to change workflows * Elevating community health workers as cultural brokers Reflection Where do you see colonization or power embedded in standard care? What would it look like to treat culture as expertise rather than a barrier? How can your profession shift team practice toward equity? WEBSITES

    Attached Files (PDF/DOCX): CulturalHumility_Tervalon-and-Murray-Garcia-Article.pdf, CulturalHumility_Tervalon-and-Murray-Garcia-Article.pdf

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  • Problem statement

    2 pages

    i want the paper to be about the effects of school dress code polices on black students(hair styles like locs and braids)

    please read the instructions as this is a major grade and hard grader

    Attached Files (PDF/DOCX): ResearchProposal-ProblemStatement-SOCW5308-Spring2020-1-1.pdf

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  • Differences and Anti-Oppressive Pratice

    Please do not go under or over the noted page limit. The title page and reference page do not count toward the page limit. An abstract is not required.

    This paper is a field-based reflective analysis. Your discussion must be grounded in your current field placement experiences. General or hypothetical examples are not acceptable. You can use multiple cases when providing examples.

    Paper Requirements

    1. Reflection on Personal and Professional Growth

    Reflect on your personal and professional growth in working with diverse populations within your field placement. Consider:

    • The importance of cultural awareness in working with clients
    • Recognizing and addressing past prejudices and implicit biases
    • Appreciation of diversity
    • Cultural sensitivity in practice situations
    • Awareness of power, privilege, and positionality

    Your reflection must clearly connect to your specific practice setting and client population and include at least one brief case example from your field placement (maintaining confidentiality) to illustrate your growth in practice.

    2. Discussion of Diversity in Practice

    Address relevant areas of diversity present in your field placement and client population, such as:

    Age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.

    Do not simply define these categories. Instead:

    • Explain how at least one identified area of diversity shows up in your field setting.
    • Include a brief case example from your field placement (maintaining confidentiality) that illustrates how this area of diversity influenced assessment, engagement, intervention, or outcomes.
    • Analyze how systems of power, privilege, or oppression may have shaped the clients experience.

    Be specific. Show how diversity impacted real practice decisions.

    3. Field-Based Examples of Cultural Humility (Required)

    Provide two clear and detailed examples from your field placement where you demonstrated cultural humility.

    For each example:

    • Briefly describe the client situation (maintain confidentiality).
    • Identify the bias, assumption, value, power dynamic, or area of privilege you had to reflect on (select at least two overall).
    • Explain how you engaged in critical reflection, self-awareness, and/or self-regulation.
    • Describe how you handled the situation.
    • Identify at least two specific social work skills you used to engage the client(s) (e.g., reflective listening, validation, reframing, strengths-based questioning, boundary setting, advocacy, etc.).
    • Explain how your response aligned with anti-oppressive practice.

    The case example used in Section 2 may overlap with one of these examples if clearly developed.

    4. Scholarly Integration

    Include at least two scholarly sources published within the last 10 years. Sources must be peer-reviewed journal articles.

    You may use the NASW Code of Ethics as one source.

    Your sources should support your discussion of:

    • Cultural humility
    • Anti-oppressive practice
    • Critical reflection
    • Bias, power, and privilege
    • Professional growth in social work practice

    Formatting Requirements

    • APA 7th edition
    • APA headings required
    • 12-point font
    • 1.5 spacing
    • Title page and reference page required
    • No abstract

  • Identify Qualitative Evaluation Questions

    Information for assignment attached along with agency information. The assignment is to develop two qualitative evaluation questions using the qualitative data provided by the agency. These questions should help determine if the program is being implemented as it was intended, understand the context of the program, gather understanding of participants experiences, etc. This should come from the qualitative dataset. I realize this may not turn into two pages, but I was not sure how else to make it cost more

    Attached Files (PDF/DOCX): Qualitative_Code_Book Sarah Kelly.pdf, Participant 102 (1).docx, Participant 105.docx, Participant 106.docx, Participant 103.docx, Participant 101 (2).docx, Veterans Recovery Services Agency Profile 202410 (1) (5).docx, Participant 109.docx, Participant 110.docx, Participant 104.docx

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  • Sources of Knowledge

    situation sheet is uploaded. Ive completed my field practice at a student counseling center.