Category: Social Work

Review the Learning Resources on psychological aspects of young and middle adulthood, psychoeducation, and military populations. Access the Social Work Case Studies media and navigate to Marcus. As you explore Marcuss case, consider the ways in which the social environment, including the trauma he has experienced, has impacted Marcuss psychological functioning. BY DAY 3 Post an analysis of how the social environment has contributed to Marcuss psychological functioning. In what ways has trauma impacted Marcuss daily functioning? Describe how you as the social worker would integrate elements of psychoeducation with Marcus and his family. How would you adapt psychoeducation for the cognitive level of the family member? The unique pressures of young and middle adulthoodfinancial and career ambitions, building a family, caring for older relativescan contribute to mental health and substance use issues. It is important to remember that these issues affect not only the individual but also loved ones living in the same home such as partners and children. In cases of mental health and substance use, social workers can use psychoeducation with family members to provide information about a mental health issue and treatment. When using this intervention, social workers must adapt it to the specific family members, accommodating their cognitive level and age. For this Discussion, you analyze a case in which a returning soldier, who is also a husband and father, experiences mental health symptoms resulting from combat.

MUSIC PLAYING] KATHY PURNELL: Welcome to the Voices of Diversity. We’ve built a series of short conversations into the course to model and encourage meaningful conversations around what some might consider difficult or sensitive topics. I’m Dr. Kathy Goodridge Purnell, the program coordinator for inclusive teaching and learning, and the diversity subject matter expert and social work educator who helped to develop this new diversity course for the Barbara Solomon School of Social Work here at Walden University. Today we’re here with social work faculty to discuss a few questions, which is part of our Voices of Diversity series. EMMETT ROBERTS, JR: Hi. I’m Dr. Emmett Roberts. I am a core faculty member at the Barbara Solomon School of Social Work, and I’ve been a Walden faculty member since 2013. LEIGH HICKS: Hello. I’m Dr. Leigh Hicks. I am a core faculty also at the Barbara Solomon School of Social Work, and I’ve been here since 2018. EARL BRADFORD SMITH: Hello, everyone. Dr. Earl Bradford Smith, contributing faculty. And I’ve been with Walden University since 2018. KATHY PURNELL: We’re here to talk about race and ethnicity. We know those two words have created a firestorm for hundreds, if not thousands of years. So the first question is, the discomfort around race and ethnicity can often be difficult for some to discuss or even understand. Why is this? And why is this not as difficult for others? LEIGH HICKS: I believe that it brings conflict to some, but when you have a purpose, it’s one of those things where you understand that your purpose is bigger than the personalities that surround you. And so that makes it more effective to talk about those issues. EMMETT ROBERTS, JR: I think it’s an issue of power. And so those who have power want to control the narrative and those who don’t have power want to talk about the impact of those who have power. And so it can be a very contentious conversation topic because some people say, well you’re saying that I have power that I really don’t have, and other people are not agreeing with that. EARL BRADFORD SMITH: I believe sometimes people are apathetic towards talking about the issues because they are afraid of– or insensitive to other people. So that insensitivity creates that unknown factor of people not becoming aware and not being able to reach out to another person in a positive way. KATHY PURNELL: Let me follow up with this piece, this first question, right? We’re all in the room, we can see what we look like, we all have different stories and experiences, OK? You can hear I have an accent, but I’m Caribbean, British Caribbean, married to an African American. But what is a defining moment or a personal story that you’d like to share about race or ethnicity? EARL BRADFORD SMITH: My defining moment was coming through high school long ago, which were predominantly white Catholic schools, and being the one and only in the schools taught by brothers and sisters, and then going on to a historically Black university in Nashville, Tennessee. So that was quite a culture shock. And then proceeding on to be a member of the United States Marine Corps in which the color was green, and everyone reached out and wanted to be a part of the team. LEIGH HICKS: I think my dynamic moment is I was a deputy sheriff and predominantly in South Carolina in a Southern state. So as a Black female, I went through different challenges, and even with the racial inequality that we saw go on with police officers and young Black men, I experienced a lot of negativity towards that because I was a Black female in that field. EMMETT ROBERTS, JR: And I think for me, personally it happened for me when I was three. My mom for my whole adult life has been a housekeeper. And so she worked for white families that had money. And I started out at three years old that I was the live doll, and that’s kind of the way I look at it as I grew older, of a five-year-old white female. I was her playmate. That was what I was. And I was very aware of being different. KATHY PURNELL: I remember being called out with my name by a teacher in 1975. She called me the equivalent of the N-word. And that defined the whole– my life’s work. As I said, I never want to be like her, but I never questioned who I was as a result of that moment. I somehow learned as a young kid to be empowered and educate and help other people. There are deep historical and current contexts associated with race, the topic of race and ethnicity, especially in America. How does this resonate with you as a social work professional and why? LEIGH HICKS: Well, I think it’s important to address cultural diversity. As a social worker, being able to understand cultural diversity, cultural competence, cultural awareness is all important. Also, I think that being able to be up front about it is important, because it is happening. And then, again, as I stated earlier, understanding that there are different personalities that surround us but being able to understand what the purpose is. EMMETT ROBERTS, JR: For me, I think I– as Dr. Hicks has talked about, looking at it professionally, being very aware that I’m a Black man in America, and that means something to some people. And it’s not very positive. And so I always like to bring it to the classroom to say, with what I have, the resources that I have, if it’s a challenge for me, I can only imagine what it would be for people who don’t have the resources that I have. EARL BRADFORD SMITH: My response to that question through my experience have been being a role model at all levels, whether it be K-12 or in higher education or social work practice and mental health, children and youth services or medical and/or school that I’ve done. So I think that has been a really important aspect. And secondly, being able to provide an historical context in which the undergraduate and/or graduate students, too, so they have a better understanding of the injustices historically that various people have gone through or experienced. KATHY PURNELL: I think just touched on a very important piece in understanding history. And we know that there are some concerns around the perception of what history is and how it should be taught around race and/or ethnicity– i.e., Critical Race Theory and that many people up in arms and– we know that there’s something special about storytelling and passing on information to empower, to teach, to bring harmony as well. But sometimes you’ve got to do the hard work and look at the historical pieces while we’re working to bring people together. So what are some helpful strategies to encourage culturally responsive practice or even think about it in terms of education? We’re social work educators. Some of you are practitioners. How do you integrate or at least identify helpful strategies to encourage culturally responsive practice? I think about the first step and the GIM model, engagement. Engagement is very important. Being able to engage with whoever you’re around. Also, building rapport is important. Being able to establish those relationships are very important. And once you’re able to establish relationships, and I believe diversity can be on a– we can understand diversity, and we’ll be able to understand the sensitivity around it and everything will work out for the best. EMMETT ROBERTS, JR: Well, Dr. Leigh, you’re a lot nicer than me because I’ll admit that it may be some difficult conversations that we need to have. KATHY PURNELL: Yes, sir. EMMETT ROBERTS, JR: –as a practitioner, I– as a practitioner and also as an educator, having those conversations with students about, it’s not your client’s responsibility to teach you about their culture, it’s their responsibility to share with you about who they are and how they are seen or impacted by the world. But it’s your responsibility as a practitioner that when you have those questions, that you use the resources that you have to go out and explore new things. That you’re the person who takes the initiative and not expect to sit in your office or on the phone or on camera and everybody brings what they need or they think they need to you. That you have some responsibility in that encounter. LEIGH HICKS: And Dr. Emmett, you’re right. I think for me, it’s because I’m able to look at it from different lenses as a law enforcement, as a social worker, and just as a human in general. So I think that’s why, but I do agree with you. Definitely they need to take that opportunity to do it. But I have that perspective from different lenses. EARL BRADFORD SMITH: I can also build on what my colleagues are saying as far as varying perspective, which has been so important to me. But making learning creatively contextual I think is important. Which connecting the teaching learning to the real world in 2021 and what’s happening in our society, I think that’s so, so significant. And those conversations, and we can build on them in a positive way in the classroom. Another idea that I’ve tried is to readapt the classroom environment, and that means integrating assignments or experiential learning or quizzes or case studies around diversity, equity, and inclusion. And I think that expands or activates students’ prior knowledge and makes them more aware of their strengths and weaknesses. And then the last part is integrating partnerships or guest speakers. Having them come in, I think, from the community. Like Walden University is– it’s a part of a larger community, and I know there’s many great professionals out there in the world that will just be wonderful but are role models for our students. KATHY PURNELL: Yes. I love all of the ideas. The lenses, the various perspectives. We’re talking about how we see, how we look, how we do, how we apply, how we evaluate, how we assess. And the responsibility that each individual has to do the work. Because I know, during when the George Floyd murder happened, there was a call for what can we do as practitioners, what can we do with social workers as educators, as organizations to address and create these spaces for these conversations? And we saw the doors open for chief inclusion officers. Consultants were in great demand. Some of our students were, well, what can we do? Even our leadership in– across the board, but what can we do and how can we do this better? As you think about today’s topic and the conflict around it, and the fact that we all live as Black African-American, African-Caribbean individuals, and we know what that means and we have experiences that we could talk about, what would you like the students to consider or even take away from this topic or this discussion? EARL BRADFORD SMITH: Knowledge of ways or strategies to increase their self-awareness. And then secondly, to be able, like my colleague mentioned earlier, to expand their knowledge in invariant various resources. And I think that’s important. And the third aspect, which is to keep growing and developing your skill set, your awareness skills, and practices around diversity, equity, and inclusion. And to face your fears, and not be afraid to make the mistakes and to say that I am uncomfortable with this particular people. KATHY PURNELL: That takes courage. That last piece takes courage. LEIGH HICKS: And I’ll say, I agree with my colleague. Everything that he said, I believe, is accurate, and I believe in order to find that, possibly doing a SWOT analysis where you can understand your strengths, your weaknesses, the opportunities that are out there, and any threat. So any threats that may be out there that you are having a hard time dealing with a certain population or if that’s a weakness for you, being able to do a SWOT analysis and determine that. KATHY PURNELL: I like that. That’s the sheriff coming out right there. EMMETT ROBERTS, JR: I like that, and I think for me, one of the things that I push at is helping everybody to understand that we’re all different. And that as we explore that and as we understand how different we are, then we understand how much alike we really are. And that self-exploration. That as you figure out who you are and where you’re going, that you understand you’re not going by yourself, and that there are others and on the same journey that you’re on. And you can be of help or of hinder. But in the long run, it’s best for us– it’s best for us to help each other. Because we’re all on the journey together. KATHY PURNELL: I’m a storyteller. And I think that– and that’s something that being a Caribbean, you hear stories. You hear stories around the table in the morning, stories at lunchtime, stories when you’re at the markets. You bump into people and there’s always a story. And I think– just thinking about what you said, Emmett, if people would take the time to just ask someone about their experience, their story, how they see, what lens are they using to look at these issues, and listen in not a defensive manner, but in a manner that will open the floor and the door for true connection. So I would like to see students think about creating space so that those stories can happen, but they also listen. And as Dr. Smith said, face the fears. And to do that analysis. What am I thinking? What am I feeling? Why am I responding to this? Know our own stories. Know our own biases. Know– just know ourselves so that we can do the work and continue on this journey as you mentioned. I thank you for taking the time and providing the nuggets today so that we can continue with these conversations beyond the Voices of Diversity. Thank you. [MUSIC PLAYING] Required Readings Marsiglia, F. F., Kulis, S. S., & Lechuga-Pea, S. (2021). Diversity, oppression, and change: Culturally grounded social work (3rd ed.). Oxford University Press. Chapter 8, The Formation and Legacies of Racial and Ethnic Minorities (pp. 155181) Brock-Petroshius, K., Mikell, D., Washington, D. M., & James, K. (2022). From social justice to abolition: Living up to social works grand challenge of eliminating racism. Journal of Ethnic & Cultural Diversity in Social Work: Innovation in Theory, Research & Practice. National Association of Social Workers. (2020, June 10). Anti-racism now and forever more. National Association of Social Workers. (2022, January). NASW anti-racism statement. Required Media Center for Prevention MN. (2021, January 26). What is structural racism? [Video]. YouTube. Note: The approximate length of this media piece is 1 minute. Science Animated. (2021, March 16). Navigating white privilege the key to achieving anti-racism in social work [Video]. YouTube. Note: The approximate length of this media piece is 2 minutes. Voices of Diversity: Race and Ethnicity Time Estimate: 17 minutes How do you even begin to talk about race and ethnicity? And, specifically in a social work context, how do you broach these topics with clients, families, and communities? In 1994, eight American men of various backgrounds (African, Asian, European, and Latino descent) sat down together in a room to talk about race. What followed was a raw, emotional, and difficult conversation that peeled back the layers of racisms impact. Although the Color of Fear film is decades old now, the need to talk about race remains. For this Discussion, you view one such conversation among faculty and then analyze what you observed, considering the various perspectives and how they may inform social work practice View the Voices of Diversity: Race and Ethnicity video showing Social Work faculty sharing perspectives and experiences related to race and ethnicity. Reflect on the video, identifying ideas, experiences, or statements that resonate with you, as well as strategies that were described. BY DAY 3 Analyze what you learned from the Voices of Diversity video regarding perspectives and experiences related to race and ethnicity. Specifically: What idea, experience, or statement resonated with you the most, and why? What is one strategy described in the video that you will apply toward your self-awareness and/or cultural competence? How might this strategy help when working with a client who is racially or ethnically different from you?

Research mental health agencies in Hudson County (Bayonne, Union City, Jersey City, North Bergen and West New York), Bergen County (Teaneck, Hackensack, Paramus, etc), or in NYC. From your research, list the names of agencies (mental health agencies, hospitals, school districts) and describe (in detail) services for at least 5 such programs (examples include: early intervention programs, in-patient / out-patient counseling services, substance / alcohol abuse programs, summer / recreation programs, parenting programs, after-school programs, etc.). One setting, such as a mental health agency or hospital, can have multiple programs. You should write a paragraph for each program with details about the services. Project #1

Requirements and Guidelines

• You will construct a 4 5-page paper which must follow APA 7th Edition guidelines (professional version) and adhere to the academic integrity policy of the University. Please utilize the required readings for Module 2 and additional peer-reviewed journal articles (if needed) for this assignment.
• Prior to beginning your writing, you need to identify an adult individual (current client, previous client, acquaintance, or relative) whom you have extensive knowledge of their life. This assignment will be difficult if you do not know an extensive amount about this persons life. The person you identify must meet the following criteria:

1. The individual should currently have, or have had in the past a clear interaction with a larger system (e.g., medical system, school system, criminal justice system, child welfare system, social service system, public housing system, mental health system).
2. The individual should also identify with one or more groups impacted by historic and systemic oppression and/or discrimination (e.g., socioeconomic status, disability status, immigration status, race, ethnicity, mental health history, gender, sexual orientation, sexual identity, religious affiliation).

• Please provide a brief introduction to the paper and an overview of your identified individual, the large system in question and why they engaged with this large system, and the quality of the engagement with that large system (helpful, not helpful, detrimental, discriminatory, supportive). Provide justification for your assessment of the quality of engagement with the large system.
• Using Intersectional Theory assess the individual in terms of interactions with the large system that you identified.

1. Food for thought: How has each aspect of the individuals intersectional identity impacted them throughout their life-span. Has it changed from young adulthood to their current age? Do you believe that aspects of their intersectional identity impact the way they engage with the large system, or conversely how they are treated by the larger system? Is their engagement with the larger system representative of how they engage with society as a whole?

• Describe the geographical location (larger environment) that the individual resides in. Your description should include the geographic location (state, region of the US, urban, rural etc….).

1. Food for thought: Is the impact of the individuals intersectional identity further exacerbated by the geographic location where the individual resides? Describe how the individual interacts with their larger environment. Did their behavior or engagement with their larger environment change based on their engagement with the system? (e.g., they were rejected by the Veterans Administration for disability related health benefits thus creating a distrust of government systems).

• Bringing it all together: Culturally responsive practice with respect to ones professional perspective is required in the social work profession. You must maintain self-awareness about intersectional identities and how your perspective of those shapes our professional identity with implications for practice. For the final piece of this paper, you will need to critically reflect on your own intersecting identities and the potential for these to impact your practice.

1. Food for thought: Have your life experiences impacted your understanding of systemic oppression, and discrimination in our larger society and the larger system of focus? Social work is an action-oriented profession. How can an Intersectionality Framework assist you in analyzing issues and use this to make individual and systemic changes?

Example Individual:

A 22-year-old African American woman named Kayla grew up in a low-income neighborhood and has had ongoing contact with the mental health system, social service system, and medical system. During her teenage years, Kayla struggled with depression and anxiety after experiencing family instability, financial hardship, and the loss of a close family member. She received counseling through a community mental health agency, used Medicaid for healthcare, and at times relied on food assistance and other social services to help meet basic needs. As a young Black woman from a low socioeconomic background, Kaylas life has also been shaped by larger systems of historic and systemic oppression, including racism, economic inequality, and limited access to quality mental health care.

You must use at least two of these references posted, if you dont, dont except this assignment. Rogers, A. T. (2022). Human behavior in the social environment: Perspectives on development and the life course (6th ed.). Routledge.

• Chapter 10: Development in Early Adulthood
• Chapter 11: Development in Middle Adulthood
• Chapter 12: Development in Late Adulthood

Bryant-Davis, T. (2019).

. Psychotherapy, 56(3), 400-408.

Holman, D. & Walker, A. (2021).

. European Journal of Ageing, 18, 239-255.

https://uky.zoom.us/rec/share/yzT77XjClWu7IUuMAOYRyP4mlP25pzvTIM_WYO0uJJeqRLXfn32kK3ki_99adPWk.q_n62IfoScmUr8nK Instructions

The assignment in this module represents a 2-part project in which you will research a biomedical or psychosocial treatment indicated for a specific mental disorder. The two parts that you will submit for this assignment are an Executive Summary (referred to as Part 1 below), and an Infographic (noted as Part 2 below). Please note that, after you submit both the Executive Summary and Infographic here in this assignment, you are also required to submit your Infographic a second time into this .

The project will explore and explain:

1. Why a specific biomedical or psychosocial treatment is indicated for the disorder under discussion and what controlled studies or other acceptable evidence exists to demonstrate effectiveness of this treatment approach as compared to others.
2. Special considerations in the application of treatment approaches. E.g., for a particular medication, consider potential side-effects or for family therapeutic approaches, consider the need to get family buy-in or best practices when one family member is abusive, or age appropriateness of play therapy.
3. Cultural considerations: Report the demographic characteristics of participants represented in your peer-reviewed sources on your treatment approach. Are ethnic groups such as African Americans, Native Americans, and Latinos represented in these research studies? In 1-2 sentences, what are the implications of that for a practitioner implementing this treatment approach with a client from one of those groups?
4. Note: Do not use quotations of other people’s words in any part of this assignment (points will be deducted for use of quoted material in either Parts 1 or 2 of the assignment). Articles referenced should be paraphrased into your own words to demonstrate your understanding and mastery of the content.

Part 1 of this project is a 4-page maximum, double-spaced paper on a disorder covered during the course. The intended audience includes your colleagues and stakeholders interested in this topic. The paper should include a problem/needs statement (prevalence and demographic information of groups most affected by the disorder of focus), a summary of the research, special considerations, and cultural considerations. Do not waste time describing the disorder in any detail unless such description is essential for the understanding of the treatment you will discuss. Assume that we all know the signs and symptoms of the disorder and do not need a multi-page description of it. Again, you may focus on a disorder that we cover during the course. If you have any doubts or questions, please consult with the instructor.

Please use normal APA referencing style for Part-1 of the assignment. This means your papers should include a cover page with appropriate spacing and headers with page numbers. Additionally, you should follow APA format for in-text citations, spacing, headings within your paper with a separate double spaced reference page using correct formats for your required references. * A minimum of 5 peer-reviewed references are required. If for any reason you are unclear about what is meant by peer-reviewed, please make sure you reach out to your Instructor. Please make sure to save and submit the summary in PDF format.

• IMPORTANT: Before starting the assignment, review the following research note on finding quality evidence in medical research, as I will assume you have done so and will hold you to that standard when grading:
• Vatkar A, Kale S, Shyam A, Srivastava S. (2025).
• . Journal of Orthopaedic Case Reports. 15(5), 6-9. https://doi.org/10.13107/jocr.2025.v15.i05.5534.

Part 2 of this project will be an Infographic (1 page) on Part 1 of the assignment, designed for clients and consumers of care. The infographic needs to be visually appealing, informative, and creative. You may use

to make your infographic (templates are ready and you just fill in the content). Your infographic should be developed to engage, educate, and provide resources for the reader. Make sure you address the three components in the Part-1 Summary within your Infographic. For the infographic citations (a minimum of 5 are required- these may differ or overlap with the sources from Part-1), you may use normal APA referencing style as in Part-1 of the assignment OR, if you find that it interferes visually, you may use a slightly modified style of APA in which you number the references within the infographic but still use APA reference style on a separate page for the reference list. Here is an example:

• Normal APA in-text citation to be used for Part-1 of assignment: The rising hospitalizations and deaths across New York City boroughs (Wadhera et al., 2020).
• Modified in-text citation option for Infographic (Part-2 of assignment): The rising hospitalizations and deaths across New York City boroughs 1.
• APA reference list entry (use for both Parts 1 & 2 of assignment):
• Wadhera, R. K., Wadhera, P., Gaba, P., Figueroa, J. F., Maddox, K. E. J., Yeh, R. W., & Shen, C. (2020). Variation in COVID-19 hospitalizations and deaths across New York City boroughs. JAMA, 323(21), 2192-2195.

Student Examples:

Please make sure to save and submit the infographic in PDF format. Documentation for saving as a PDF in the Canva design tool is available

.

Note: In two weeks, each student will provide a peer-review of the Infographic for a minimum of two peers within your triad. You can go ahead and take a look at the , because this is how your peers will be evaluating your Infographic.

Signature Assignment – Treatment Approaches

Signature Assignment – Treatment Approaches

CriteriaRatingsPointsFocus & Development

Exemplary

The student exquisitely utilized scholarly resources as a means of exploring what is known about your topic; 2) drew cogent inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) expressed themselves in a clear, direct, economical, and grammatically correct manner.

35 pts

Proficient

The student utilized scholarly resources as a means of exploring what is known about your topic; 2) drew inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) expressed themselves in a primarily clear, direct, economical, and grammatically correct manner.

31.5 pts

Progressing

The student modestly utilized scholarly resources as a means of exploring what is known about your topic; 2) drew loose but relevant inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) for the most part, expressed themselves in a clear, direct, economical, and grammatically correct manner.

28 pts

Emerging

The student attempted to utilize scholarly resources as a means of exploring what is known about your topic, but execution (and/or volume) was lacking; 2) drew few relevant inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) struggled to express themselves in a clear, direct, economical, and grammatically correct manner.

24.5 pts

Insufficient

No, or insufficient evidence provided.

0 pts

/35 pts

Focus & Development – INFOGRAPHIC

Exemplary

The student did a stellar job of visually utilizing scholarly resources as a means of exploring what is known about your topic; 2) drew cogent inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) expressed themselves in a clear, direct, economical, and grammatically correct manner. The graphic was compelling overall.

35 pts

Proficient

The student did a good job of visually utilizing scholarly resources as a means of exploring what is known about your topic; 2) drew inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) expressed themselves in a primarily clear, direct, economical, and grammatically correct manner. The graphic was a solid effort.

31.5 pts

Progressing

The student did an adequate job of visually utilizing scholarly resources as a means of exploring what is known about your topic; 2) drew loose but relevant inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) for the most part, expressed themselves in a clear, direct, economical, and grammatically correct manner.

28 pts

Emerging

The visuals did not add new perspective/dimensions to compliment the executive summary. The student attempted to utilize scholarly resources as a means of exploring what is known about your topic, but execution (and/or volume) was lacking; 2) drew few relevant inferences and conclusions from these scholarly resources to discuss their topic and argue for a defensible point of view; 3) struggled to express themselves in a clear, direct, economical, and grammatically correct manner.

24.5 pts

Insufficient

No, or insufficient evidence provided.

0 pts

/35 pts

Structural Integrity

Exemplary

Meets all previous criteria and conforms to format described for the Summary and Infographic.

10 pts

Proficient

Has a clear beginning, middle and end for the Summary; parts are well-integrated; parts are presented in a discernible order that serves a clear purpose and is concise; divisions are clear and aid in understanding. Infographic demonstrates in a visually stunning way, the major points of the summary.

9 pts

Progressing

The Summary has a decent rhythm and flow; parts are well-integrated; parts are presented in a discernible order that serves a clear purpose and is concise; divisions are clear and aid in understanding. Infographic visually demonstrates the summary.

8 pts

Emerging

The Summary is not chunked out well and/or fails to follow a logical order; parts are sparsely integrated and ordered, thus challenging the ability to provide a lot of info in the span of the summary. Divisions are clear and limit overall understanding. Infographic does not adequately convey information on the summary.

7 pts

Insufficient

No, or insufficient evidence provided.

0 pts

/10 pts

Language

Exemplary

Meets all previous criteria and includes novel or original use of vocabulary appropriate to the field.

10 pts

Proficient

Diction and vocabulary demonstrate the writer takes a serious, thoughtful attitude toward the subject; vocabulary indicates thorough understanding of course material; novel use of vocabulary is pertinent to the subject matter.

9 pts

Progressing

Diction and vocabulary appropriate to academic discourse; mirrors language used in textbook and other course materials; use of vocabulary reflects understanding of course material.

8 pts

Emerging

Diction or vocabulary inappropriate to academic discourse; words are misused or mis-defined; appropriate vocabulary missing; language does not reflect an understanding of course material.

7 pts

Insufficient

No, or insufficient evidence provided.

0 pts

/10 pts

Readability (APA & Mechanics)

Exemplary

All sources include in-text citations and full references that are provided using APA style (according to the current APA style guide). Uses mechanics creatively to advance the purpose.

10 pts

Proficient

All sources include in-text citations and full references, but some aspects of the citations/references are not in compliance with the current APA style guide. Free of syntactic, punctuation, spelling, and other mechanical errors.

9 pts

Progressing

All sources have full references, but in-text references are either incomplete or missing (and therefore out of compliance with the current APA style guide). Writing errors are present but do not interfere with reading; errors show a pattern.

8 pts

Emerging

Attempts were made to include references and in-text citations for sources, but execution borders on full non-compliance with the current APA style guide. Errors in punctuation, spelling, syntax are numerous and varied; errors interfere with reading.

7 pts

Insufficient

Lack of any in-text citations or references for sources. Insufficient evidence of quality writing across the board.

0 pts

/10 pts

This literature reviews assignment should be a thoroughly written, yet succinct analysis of the studies with direct relevance to the selected research topic under examination. To do so, this paper is expected to provide in-depth reviews of the selected problems, introduce relevant existing interventions, a theory/model, articulate the purpose of the study, offer research questions, and discuss significance of the study. For this assignment you will need: Title page Literature reviews: Providing in-depth reviews of the selected problems and factors and introducing examples of interventions which have been successfully implemented to solve the problems (by leveraging the factors) Theory/Model: Explaining the mechanisms underlying the problems and/or the factors through revealing how the problems occurred, why the problems are vulnerable to a certain group of people, and how the problems are mitigated (by what factors) The study purpose: Describing the purposes of your study Research questions: Inquiring what a research gap existing in the body of the literature is and what remains known little. Significance of the study: Discussing the significance of your study Reference page This paper assignment, valued at 200 points, must be between 750-800 words, not including the title and reference pages. This paper assignment should follow the the Publication Manual of the American Psychological Association (APA, 7th ed.) and should be typed, double-spaced, with 1-inch margins on all sides, no extra spacing between paragraphs, and should use the Times New Roman 12-point font.

please rewrite essay, also please create graph in graph section.

Students will be required to write a 6-8 page critical analysis research paper that expands on a historical content area (For example: Black Suffrage, Immigration, Reconstruction/Reconstruction Amendments, The Poor Laws, Progressive Era policies, Womens Suffrage Movements, Lesbian/Gay rights, Childrens rights, etc.) by critically analyzing a specific policy developed to address a past social problem. Students will also need to relate the historical social problem and policy to current events. The paper should be in APA format, and checked for spelling, grammar, punctuation, and syntax.. Assignment meets Core Competencies: 2, 3, 4, 5.

Your policy research paper should include all of the following parts:

Part 1: Thesis paragraph with a clear and concise thesis statement: What is your thesis statement what is your argument and what do you want your reader to know when they are done reading the paper?

Part 2: What is the Social Problem/Issue and population(s) impacted?

Part 3: Describe and critically analyze the policy and/or intervention that was developed in relationship to the social problem. Example questions to consider:

• Why was it created? What was it supposed to accomplish?
• What mechanism(s) of change were used (i.e., voting, lobbying, litigation/courts, marches/protests, strikes/boycotts, civil disobedience, leaving/migration/immigration, war/revolution)?
• Who was in favor of it? Who opposed it?
• Who benefited from it? Who was hurt by it?

Part 4: Analyze role of at least 3 Social Institutions (economics, polity, media, family, etc.). Example questions to consider:

• How was power used?
• What impact, if any, did you topic have on core instituions (i.e., family, religion, and school)? What impact did economics have?
• What roled did economics play?
• What role did governemnt (federal, state, local) play?
• How did the medial cover the social problem and policy/intervention/movement/etc?
• How was the Social Welfare of people addressed (positively or negatively)?

Part 6: How did Societal Values impact your topic (i.e., Democratic Egalitarianism, Protestant Work Ethic, Charity Values, Social Darwinism, White Privilege, Patriarchy, etc.)? Analyze at least 3 of these values.

Part 7: Analyze your topic through a Social Work Values lens. Make sure to address ALL of the Social Work values (i.e., Service, Social Justice, Dignity and worth of the person, Importance of human relationships, Integrity, and Competence).

Part 8: What is the current state of this historical social problem and policy (i.e., does this problem still exist? How is it the same and/or different?)

Part 9: How do you see your research and the knowledge youve gained through this paper helping you as a social worker or helping professional?

To prepare:

Complete the following four self-assessments:

The Leadership Traits Questionnaire in the course text

The Leadership Styles Questionnaire in the course text (if you have not done so already)

The Followership Questionnaire in the Theory and Practice PDF

The Conflict Style Questionnaire in the course text

Additionally, ask a colleague or supervisor to complete the Conflict Style Questionnaire. Once completed, review the results with the colleague/supervisor.

Instructions:

Submit a 2 page paper (not including title page and references) evaluating your leadership style and followership style based on the four questionnaires you completed. Be sure to:

Summarize your personal leadership traits and style based on the Leadership Traits and Leadership Styles Questionnaire results. Include both strengths and areas for improvement that reflect these two questionnaires.

Describe your followership style based on the Followership Questionnaire results. Explain the implications of this style for you as both a leader and a follower within an organization.

Identify at least one area of growth that would be most important for you to develop, based on the Conflict Style Questionnaire feedback from your colleague or supervisor. Explain why this area is most important to you as a developing leader.

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

References

Northouse, P. G. (2024). Introduction to leadership: Concepts and practice (6th ed.). SAGE.

Leadership Traits Questionnaire, p. 47

Leadership Styles Questionnaire, p. 72

Conflict Style Questionnaire, p. 286

Northouse, P. G. (2021). Followership Download Followership. In Leadership: Theory and practice (9th ed., pp. 352393). SAGE.

Credit line: Leadership: Theory and Practice, 9th Edition by Northouse, P.G. Copyright 2021 by SAGE Publications, Inc. Reprinted by permission of SAGE Publications, Inc via the Copyright Clearance Center. Licensed in 2022.

Followership Questionnaire, p. 388

John, S., & Niyogi, S. (2019). A study on the numerous elements of emotional intelligence and leadership qualities and its impact on conflict management: A review of literatureLinks to an external site.. Journal of Management, 6(2), 111120. https://ssrn.com/abstract=3525977