Category: Social Work

Look at the video and answer the questions at the bottom of each page.

Life map timeline assignment 10-12 slides not including cover slide

Look at the video and answer the questions at the bottom of each page.

Look at the video and answer the questions at the bottom of each page.

Participating in social change can feel intimidating and overwhelming. Social workers have a professional obligation to promote social justice, but it can be hard to know how or where to start! The Building Movement Project believes that each person has a different set of strengths that they can bring to the pursuit of social justice; social change does not have to only include protests or testifying in front of lawmakers, it can encapsulate many different activities and skill sets. This week, you will use the Building Movement Projects Social Change Ecosystem worksheet to reflect on what YOUR strengths are as an individual and a social worker. Read through and write your answers to the questions in this worksheet: https://buildingmovement.org/wp-content/uploads/2022/04/Ecosystem-Guide-April-2022.pdf (attached)

Include your reflections on the following questions:

1. Which role (outlined on pages 5 and 6) best fits your strengths?

• Did the role surprise you? Why or why not?

1. How does your role reflect social work values?
2. How can your role impact your social work practice?
3. How could you utilize your role in policy advocacy?

Responses: (once the writing part is done, I will send the 2 peer posts so you can respond to each)

Comment on these two peers responses to the same questions, separately.

In your replies, please address the following:

What does your peer’s discussion show you about how people learn about bills? What is the importance for learning about how bills are made into laws for non-social workers?

Please remember:

• Writing should be thoughtful, reflective, and should make connections with the assigned topic. You are expected to think critically and cite information from the readings including those found in the module and those assigned for the discussion.
• Writing must be supported by your readings and properly cited (authors last name and year of article). Do not use any direct quotes.

From your own experience, describe how a policy, or piece of legislation, has impacted your life or your familys life. Your 35-page paper needs to include: Cover Page Introduction paragraph Summary of the policy (legislation passed at the local, state, or federal level; or one that was embedded in an organization that you were a part of such as school/university policy; policy in a place of worship; policy in your workplace) How this policy impacted your life (or your familys life); be as descriptive as possible and give examples Conclusion paragraph Reference page Format requirements: This is a brief paper, so please be concise in your discussion. Papers should not run over 5 pages (not including the cover page and references). Accurate grammar, spelling, and writing mechanics are required for ALL written work. Headings are useful to provide direction in your writing and are a part of APA formatting. The paper should be in APA 7th edition format. For full possible points, papers must be received prior to due date.

Dear Edwin,

Thank you for your questions. Please find my responses under each of your question.

Have a good night.

On February 2, 2026 at 7:07 PM, Edwin Iron wrote:

Dear Lan,

I hope youre doing well. Im currently working on my literature review and wanted to ask a few questions to make sure Im on the right track.

Could you please advise me on the key topics or themes I should focus on? Also, are there specific sources or study types you recommend including? Id appreciate guidance on how detailed the review should be whether I should mainly critically analyze the studies.

It is a bit hard for me to suggest any specific topic for your literature review. So please think of any topic that you are interested or you have some experience and you want to learn more about it. It may be something about mental health issue among youth, services for Indigenous people with disabilities, Accessibility to education among Indigenous children, poverty , ect. There are many topics that you can pick one you want to know more

Could you let me know the preferred structure or format for the literature review and how many sources you expect me to cover? Any tips on organizing and connecting the studies effectively would also be very helpful.

For a literature review, the structure is would be: 1. introduction about the research problem that you want to analyse in your literature, then depending on h materials you collected and make different themes for analysis, for example if it is the case of service for indigenous people with disabilities in Meadow Lake, you then will discuss about the situation of this group, their needs, their difficulties, and the current services system and any challenges that this group have to overcome, or/any influential factors to the accessibility to service. Then you find some gaps that the current research/literature does not mention, these gaps will give you suggestion for further research. For the required reference, in the instruction, it says you need at least 5 references.

Thank you for your time and support.

Best regards,

Edwin Iron

Assignment 2 – Literature Review 35%

Due Date: February 27th, 2026 at 11:59 p.m.

Length: 6-8 pages double-spaced using APA 7th ed. format with at least 5 additional references. References may include: peer-reviewed literature, academic sources, and course texts.

Description & Rationale:

The second part of this assignment requires students to build upon their shared annotations to create a literature review similar to what would be found in a research article. Students, grouped according to their chosen topic, will share their annotated bibliographies with one another. Using this information students will then individually write their literature review following the instructions provided on UR Courses.

Instructions:

Step 1: find and meet with your group

Find and meet with your group members who share the same research topic. For example, topic about mental health, food security, substance abuse, etc. The purpose of the activity is to support each other in building a good bibliography for all the members in the group.

In case you cannot find a group, you will work on your own

Step 2: Searching for relevant peer-review/academic articles

As a member of your group, you work on your individual basis to conduct searching for peer-review/academic articles related to the topic by using searching tools:

Literature from:

o Academic databases (Scopus, Web of Science, Google Scholar)

o Keywords and Boolean operators

o Inclusion and exclusion criteria()

If you do not have a group, you work on your own

Step 3: Making short annotated bibliographies

After your search of relevant sources, make short annotated bibliographies (focus, method used, key findings, etc.)

For example:

Hart, M. A. (2010). Indigenous worldviews, knowledge, and research: The development of an Indigenous research paradigm.Journal of Indigenous Social Development, 1(1A). 1-16.

+ Focus: Harts (2010) article focuses on establishing anIndigenous research paradigm by defining its core componentsontology, epistemology, axiology, and methodologygrounded in Indigenous worldviews. It critiques the dominance of Western, Eurocentric perspectives that marginalize Indigenous ways of knowing. The work emphasizes a relational, community-based approach, exploring how Indigenous knowledge can be applied in social work and research, often highlighting experiences with Cree and Anishinaabe Elders

+ Method: focuses on developing an Indigenous research paradigm grounded in Indigenous worldviews, knowledge systems, and the values of respect, reciprocity, responsibility, and relationality

+ The key findings: emphasize a holistic, spirituality-rooted framework comprising ontology, epistemology, axiology, and methodologyspecifically highlighting the importance of connection to community, nature, ancestors, and storytelling in research

Share your own bibliographies with your group so that everyone can access. Youre your group can have one shared document that includes all annotations, even if some sources are duplicated.

Step 4: Write Your Individual Literature Review

Although you worked as a group to gather sources, each student writes their own paper.

Your literature review should:

1. Introduce the topic and explain its importance

2. Organize the literature by themes or trends (not article-by-article)

3. Compare and critically analyze the studies

4. Highlight strengths and limitations in the research

Step 5: Identify a Research Gap in your literature review

After reviewing the literature, ask yourself:

What is missing from current research?

Who is underrepresented?

What questions remain unanswered?

What methodological limitations exist?

Provide recommendations for future studies that could address the identified gap(s). Be specific and realistic.

Suggested Paper Structure

1. Introduction: Present the topic and purpose of the review

2. Overview of the Literature: Discuss major themes and findings

3. Critical Analysis: Compare studies and identify limitations

4. Research Gap: Explain what is missing

5. Future Directions: Suggest areas for further research

6. Conclusion: Summarize key insights

You can see the following reference: https://owl.purdue.edu/owl/research_and_citation/conducting_research/writing_a_literature_review.html

Purpose Put your networking skills to the test and broaden your horizons while earning some bonus points in the process. Make plans to attend a board meeting, conference, site visit, or volunteer event after finding it and approving it with your instructor. Generative AI Policy In this course and for this assignment, the use of GenAI is prohibited beyond simple brainstorming and initial topic exploration, unless instructions are given by the instructor for utilization within a specific assignment component. You are not permitted to use it for the content of your submitted assignments. Copying and pasting generated content and representing it as your own is strictly prohibited. All work must reflect your own words, language, and voice, as well as your own research, thoughts, and perspectives–and it must be consistent with your writing style and skill. If you are unsure about how to appropriately use GenAI in this course, please contact your instructor. Alignment This assignment aligns with the course and module-level outcome(s): Course Learning Outcome 5,14 Understand the process of career development as applicable to community service and leisure related professions. Build foundational career preparation and development skills that are appropriate and effective for community service and leisure-related professions. Module Learning Outcome BONUS Enhance opportunities to apply learning related to community service and leisure-related professions and enhance networking opportunities in an experiential modality. Helpful Resources Bonus Option: Attend a Board Meeting, Conference, Site Visit or Volunteer Event Template Back to Top Instructions Research to find a suitable board meeting, conference (ensure you know what the cost is, if any), site visit or volunteer event that is directly tied to your major, minor or certificate. Get it approved with the instructor. Use the template above to guide you in making and implementing your plan and writing up your experience afterwards. Back to Top How to Submit Submissions should be in .doc, .docx, or .pdf formats and submitted by the deadline provided. If you have additional questions about formatting, expectations, or grading for this assignment, reach out to you instructor as soon as possible for help. Back to Top Grading Criteria Review the assignment rubric for additional guidance on grading for this assignment.

Assignment Description

This assignment builds on the previous assignments in the course, where you identified a social problem and selected a local, state, or federal policy that affects it.

In this assignment, you will analyze the local, state, or federal policy you chose to address your social justice issue, including providing background on the development of the policy and evaluating its effectiveness and feasibility.

Remember that the feasibility of a policy relates not only to its economic feasibility but also to its political and social impact. You will also identify the policy constraints that inhibit the policy from most effectively reaching your targeted population.

Continue to consult the United States Congress website (located in the

reading list), the Government Accountability Office, public policy analysis research and reports, and other peer-reviewed research to support your analysis. Also, use the NASW Code of Ethics web pagelocated in the

reading listto guide your analysis.

By successfully completing this assignment, you will demonstrate your proficiency in the following CSWE EPAS competencies and practice behaviors:

• CSWE EPAS Competency 5: Engage in policy practice.
• C5.GP.A: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services.
• Related assignment criterion:

1. Analyze the development of the chosen policy.
2. Evaluate the effectiveness of the policy with respect to the target population.
3. Evaluate the feasibility of the policy.
4. Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population.

Assignment Instructions

For this assignment:

• Analyze the development of your chosen policy.
• Analyze the historical background that led to the development of the policy.
• Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals.
• Evaluate the effectiveness of the policy with respect to the target population.
• Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population?
• To what extent does the policy meet or improve the social values of the target population?
• To what extent does the policy adhere to best practice ethics and best practice standards?
• If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well.
• Evaluate the feasibility of the policy.
• Is the policy politically, economically, and administratively feasible? Provide details and rationale.
• Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population.
• Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population?

Guidelines

• Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature.
• Review the Policy Analysis rubric for information on how your work will be graded.
• Review the feedback you received for the previous assignments to improve the quality of your submission. Further feedback from this assignment will help you improve your work for the final Policy Analysis and Recommendations assignment.

Additional Requirements

The assignment you submit is expected to meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style and formatting standards.
• Cited resources: A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years.
• Length of paper: 57 typed, double-spaced pages.
• Font and font size: Times New Roman, 12 point.
• Due date: Assignment must be submitted to your instructor in the courseroom no later than Sunday, 11:59 p.m. CST, this week.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

• Competency 1: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services. (C5.GP.A)
• Analyze the development of the chosen policy. (C5.GP.A)
• Evaluate the effectiveness of the policy with respect to the target population. (C5.GP.A)
• Evaluate the feasibility of the policy. (C5.GP.A)
• Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population. (C5.GP.A)
• Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession, referencing at least six scholarly sources.

Purpose & How It Will Help If done well, this outline can serve as the blueprint for Capstone Part 1 (Evaluation Plan). You’re building the “foundation” now by listing the key elements of your plan in structured, detailed format. Later on, you will be able to expand on it further with a literature review, detailed explanations, and full paragraphs. Think of it like this: “Here’s my entire plan on one page” You’ll also be able to use this outline during class or our one-on-one consultations in Week 7 to get feedback on whether all the pieces fit together before you invest time writing the full paper. The more effort you put into this assignment, the more time you save for your “future self.” Before You Start Make sure that you have reviewed the Canvas pages for Weeks 1-5 along with any resources or guides included there. You should also have the following ready before starting: * Your refined evaluation question (from AA1, with any revisions and feedback applied) * Your revised logic model (from AA2) * Notes about data sources at your placement * Ideas about your measurement tool or the specific record fields you plan to use Application Activity 3 Instructions Important note: To save time and alleviate a bit of pressure, do not worry about writing in full paragraphs yet. Instead, use this to brainstorm and plan by using bullets, short phrases, and lists so that this assignment can serve as your working outline. Using the word document linked below, fill in each section with brief and specific information about your project. This word document is what you will upload here in Canvas as part of the assignment. SWK 5450 Application Activity 3 – Evaluation Plan Outline (S26).docx The following is an overview of what can be found in the above word document in case you wish to take a glance throughout the week as you work through the required activities. However, do not use the overview below to complete/upload for this assignment. Overview of what is required for AA3 Part 1: Project Basics Capstone Project Type: Staff Training with Evaluation OR Secondary Data Analysis (highlight your selection or delete the one that does not apply) Field Placement: Organization name and brief description Evaluation Question: Your refined and revised question from AA1 or AA2 Evaluation Type: From Dudley Chapter 4 – be specific Three-Stage Approach: Planning/Input, Implementation/Process, or Outcome — where are you NOW? Part 2: Logic Model Summary In this section, briefly summarize your logic model from AA2. You can just list key points — you do not need to recreate the full visual. Key Inputs: List 2-3 main resources Key Activities: What happens? 1-2 specific actions Key Outputs: What gets produced or delivered? 1-2 countable things Key Outcomes You’ll Measure: Short-term: 1-2 immediate changes Long-term (if applicable): 1 ultimate goal Part 3: Data Sources & Data Collection Where will your data come from? Be specific: pre/post surveys? Client records? Training attendance? Existing database? Who will provide the data? Staff members? Clients? Archival records? How many people/records? When will data be collected? Timeline: Before/after training? Pull records from what date range? One-time or multiple points? What tool or instrument will you use? Specific survey name? Record fields? Assessment tool? Interview protocol? * If you are creating your own: What will it measure? How many items? * If using existing records: What specific fields/variables? Provide a “snapshot” of your tool or instrument At the bottom of this document, there is a template for you to provide your snapshot. You can either copy/paste your responses into this section OR leave your responses in the template for me to review. * If you are doing a staff training with evaluation component: You must provide at least 3 pretest questions and 3 posttest questions, along with the response format for each (e.g., True/False, Multiple Choice, Likert scale). * If you are doing a secondary data analysis: You must complete the data extraction tool template. Before continuing: Stop here and scroll to the end of this document to complete your snapshot template. Once you have finished your snapshot, come back and continue with Parts 4-7. Your scoring method will be discussed during your one-on-one meeting in Week 7. Part 4: Sample and Participation Who is being evaluated? Staff participating in training? Clients in records? What population? How many participants/records? Estimated number — be realistic How will they be selected? All staff? Random sample of records? Specific criteria? Informed consent approach: How will you explain the evaluation and obtain consent? OR if using existing de-identified records, note that here. Part 5: Ethical Considerations Confidentiality: How will you protect participant information and client information used for secondary data analysis? Voluntary participation: Can people opt out? How will you make this clear? Potential risks: Any risks to participants? How will you minimize them? NASW Code of Ethics connections: Which ethical principles guide this evaluation? Name 1-2 specific standards. Part 6: Anticipated Limitations What are the limitations of your evaluation plan? List 2-4 realistic constraints that apply to your specific project. Examples (not exhaustive): small sample size, no control group, self-reported data only, limited timeframe, potential for social desirability bias, cannot establish causation Part 7: Connection to Capstone Part 1 In Week 7, students will have the opportunity to meet with me for one-on-one consultations. Use this section as a “brain dump” where you will briefly note any areas you need to develop further, questions you still have, or pieces that still feel unclear as you look ahead to writing Capstone Part 1. This does not need to be polished… honest reflection is the goal here. To Complete This Assignment: 1. Download the Word document template (linked above) 2. Fill in Parts 1 and 2 first 3. When you reach Part 3, stop and complete the snapshot template at the end of the document before continuing 4. Return and complete Parts 4 through 7 5. Submit in canvas by upload your file as a Word Doc. or PDF Tip from Dr. N: What Makes a Strong Outline Specific to your capstone: uses actual details from your placement, not placeholders Connects all the pieces: your question, logic model, data source, and measures all align with each other Realistic and doable: you can actually access this data and complete this plan this semester Shows engagement with course materials: uses Dudley’s frameworks and evaluation research terminology correctly Clear about methods: someone reading this would understand how you’ll collect data and who you’ll collect it from Snapshot is complete and matches the project type: training students have pre/post questions with response formats; secondary data students have a completed extraction tool Acknowledges limitations: shows realistic thinking about constraints specific to this project. Remember that you are not necessarily being graded on whether or not evaluation question was “answered”. Common Mistakes to Avoid Writing full paragraphs instead of outline format. It is easy for students to spend too much time writing “too much” that things get lost in context. This is an outline and is only here to help yo get a good head start on Capstone Part 1 and the implementation of your program evaluation. Leaving sections vague: “I’ll use surveys” is not enough. What survey? Measuring what? How many items? Skipping or rushing the snapshot: this is a required component and will be reviewed during your one-on-one. I cannot help you if neither of us are clear on what it is you to hope to do. Not connecting to AA1 and AA2: your question and logic model should carry through into this plan Proposing data you can’t actually access at your placement Ignoring ethical considerations or treating them as a formality Overpromising: proposing something too complex to actually complete this semester Please read all directions and then look at application activity 3 evaluation plan in the files along with my capstone project outline, logic model snapshot, and PowerPoints 8 and 9. Follow this outline exactly how its listed in the application activity 3 evaluation plan thats in the files.