An infographic is a visual representation of an idea that can be understood clearly and quickly. As youve seen in the readings, critical theories focus on power inequities. We, as social workers, also believe that it is important to involve stakeholders in solving social problems. As you create an infographic to recruit stakeholders, choose one of the critical theories and incorporate the important theoretical concepts. Create an infographic that is visually appealing, highlights the power dynamics of your chosen theory, promotes action and understanding, and encourages collaboration. An Infographic has three core components: Visual: color coding, graphics, reference icons. Content: time frames, statistics, references. Knowledge: facts, deductions. Instructions Using PowerPoint, Canva, or another graphic design program develop an infographic that depicts the concepts of one of the critical theories. Include the concepts, the population to which the theory applies, and examples of social work practice/programs that address problems in society using this critical theory. View Week 5: Infographics Links to an external site. ( )for inspiration and access to Canva. Additional Requirements To achieve a successful assignment outcome, you are also expected to meet the following requirements. References: You must support your statements with at least 34 scholarly sources (which may include your text and required readings). The Social Work Doctoral Program Library Guide Links to an external site. ( )can help you get started on this research. APA Style: Use current edition APA style for in-text citations and in the reference list at the end of the paper. Use Academic Writer Links to an external site. ( )for guidance in citing sources in proper APA style. See the Writing Center Links to an external site. ( )for more APA resources specific to your degree level. Competencies Measured By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria: Competency 1: Analyze the role of theories in social work practice at the micro, mezzo, macro, and meta levels. Include examples of social work practice/programs that address problems in society using this critical theory as part of the infographic. Competency 2: Appraise theories, perspectives, and models for relevance and evaluate the strengths and barriers related to their application to practice. Develop an infographic that depicts the chosen critical theory’s concepts and the population to which the theory applies. Competency 5: Communicate in a manne r that is scholarly, professional, and consistent with the expectations for members of the social work profession. Create an infographic that is aesthetically pleasing and well organized. Adhere to the rules of grammar, usage, mechanics and current edition APA citations.

For this assignment, you will develop a manual for a support group for an at-risk population of your choice that is struggling with a current issue in your community. Envision you are developing this group and providing a manual to the social workers in your agency to support this group. You could develop a grief group for people who have lost loved ones in a traumatic loss to address trauma, a group for college students who are addressing anxiety, a group for survivors of sexual assault who identify as LGBTQIA+ to reduce post-traumatic stress disorder (PTSD) symptoms, et cetera. Instructions Develop a group manual in which you, at minimum: State the name of the group, the at-risk population, the issue they are addressing, and the inclusion criteria for the group. Provide an annotated bibliography for a minimum of five peer-reviewed research articles that discuss innovative best practices of support groups to address the group topic. Evaluate which research-based support group would be the most effective for the at-risk population and clearly develop an outline that others could follow in your agency to conduct this innovative group. This outline should include research to support your selections and include at a minimum: The length of time for the group. The type of setting. Whether it is volunteer or professionally led. The topics included in the group. Open versus closed groups. Provide an assessment of potential barriers or limitations of group work, ethical considerations, and considerations for diversity, culture, equity, and inclusion. Your manual should be creative with the use of visuals or infographics and developed through the software of your choice, including but not limited to Word, PowerPoint, or Publisher. Work should be APA-formatted and include a cover and reference page. For support in your research, consult the Social Work Doctoral Program (DSW) Library Guide Links to an external site.. Additional Requirements Submitting assignment: If you use PowerPoint, upload the presentation into the courseroom. If you use another format, you must be able to link from your presentation to upload in course assignments and it must be accessible to all. References: Your manual should contain a minimum of five peer-reviewed research articles. Font and font size: 12 point, Times New Roman. Written communication: Create content that is clear and logical, with correct use of grammar, punctuation, and mechanics. Refer to Guidelines for Effective PowerPoint Presentations [PPTX] Links to an external site. for tips. APA formatting: Format your presentation per APA style, including citations where appropriate. See Evidence and APA Links to an external site..

The purpose of this assignment is for you to continue your practice of making connections between developmental theories as they are described in your textbook, and how they may manifest in real life. Completing this paper requires you to draw upon your critical thinking skills and is an important skill in social work practice. Instructions Review Eriksons Psychosocial Theory on the development of personality throughout the lifespan. Then you will write a paper in which you explore your own personality development using the stages outlined by Erikson as your theoretical framework. You will begin with the first stage Erikson outlined, and move through each state (in-order) until you reach your current stage of development. In your exploration of each stage, please be sure to address each of the writing points below. Writing Points Briefly introduce the stage and explain the main crisis of that stage in your own words. You will need to explore the stage of development, common ages or experiences associated with the stage, the crisis associated with that stage, and the resolution needed to end the crisis. Be sure to cite your text and/or other scholarly resources as needed. Share memories from your own life that illustrate the stage and the associated crisis. Be sure to go into enough depth that is clear to your reader how the memory explains that stage of development. Your paper should be 2-4 pages long, not including a title page and references. You are to use scholarly, peer-reviewed sources throughout the paper and you must adhere to APA style and formatting guidelines.

Instructions

Complete all activities and readings in the module. Submit a 2-page reflection paper in APA. 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. Be sure to view all websites/ Youtube videos provided below, and also look at all attached files (worksheets)

Module 3 Learning Objectives

1. Explain the purpose and role of brief interventions within IBH settings.

2. Identify common evidence-based brief interventions used in IBH settings.

3. Select and apply brief interventions based on screening and assessment findings, client goals, and clinical context.

4. Deliver psychoeducation that normalizes distress, reduces stigma, and supports client self-efficacy.

5. Describe the core principles of trauma-informed care and their relevance to integrated behavioral health practice.

Week 4: Brief Interventions

Common Brief Interventions in IBH Settings

Brief interventions are evidence-based and can increase access to care in busy IBH settings. They are all designed to be used in one-time interactions or over a few weeks, rather than months or years. Motivational Interviewing is a general approach to working with people rather than a set of skills to be taught. The rest are skills that can be taught in 10-30 minute sessions.

Motivational Interviewing

Next, view the following videos.

Introduction to Motivational Interviewing Video: https://youtu.be/s3MCJZ7OGRk

This is a free motivational interviewing training hosted on the Healtheknowledge platform. The link will prompt you to sign in or create an account to register for the training. It is titled “Tour of Motivational Interviewing”.

Problem-Solving Treatment

Problem-Solving Therapy (PST) is a brief form of evidence-based treatment that teaches and empowers patients to solve the here-and-now problems contributing to depression, anxiety, suicidal ideation, self-directed violence and hopelessness. It has been shown to help increase self-efficacy and reduce risk of self-harm and suicide.

(https://www.veterantraining.va.gov/movingforward/index.asp)

Here is an additional resources:

Problem-Solving Therapy (PST) Seven Steps

PST is a brief, skills-focused intervention that teaches clients how to approach everyday difficulties in a structured, systematic way. It rests on two big ideas: helping clients see problems as solvable challenges rather than insurmountable threats and guiding them through a repeatable sequence of steps that can be applied to any setback.

Below are the classic seven steps often used with

, real-life homework, and in-session role-play.

Step1. Positive Problem Orientation Psycho-education about PSTs rationale.

Reframing problems as normal life events.

Building confidence (I can figure this out).

2. Problem Definition & Clarification Pinpoint one specific, current problem.

Describe the who/what/when/where in concrete, behaviorally specific terms.

Set a clear, realistic goal (I need to arrive at work on time 4/5 days).

3. Generation of Alternatives List every possible solution, no matter how imperfect.

Quantity over quality at this stage; defer judgment.

4. Decision-making Rate each option on expected effectiveness, feasibility, time, cost, and acceptability.

Use simple scoring or a decisional-balance worksheet.

5. Solution Selection & Plan Development Choose the most practical/high-scoring option (or combination).

Translate it into a detailed action plan: specific steps, timeline, needed resources, barriers, and supports.

6. Implementation Client practices the plan between sessions.

Therapist helps troubleshoot obstacles, rehearse skills, or arrange supports (e.g., reminder texts, buddy system).

7. Verification & Evaluation Review what happened: Did the plan work? What metrics show progress?

If successful, reinforce and generalize the skill to new problems.

If not, analyze why, revise the plan, or cycle back to Step 3.

Dialectical Behavioral Therapy (DBT)

“Dialectical Behavior Therapy (DBT) is a structured therapy that focuses on teaching four core skills (mindfulness, acceptance & distress tolerance, emotional regulation, and interpersonal effectiveness) to help you create a good life for yourself. You work on those skills through a series of lessons and then start applying them to your life” (

The vision of the DBT-RU channel is to bring the skills used in Dialectical Behavior Therapy (DBT) to as many people as possible. Here, you can access important tools like mindfulness, emotion regulation, interpersonal effectiveness, and distress tolerance, directly from DBT experts. Dialectical Behavior Therapy Clinic at Rutgers University (DBT-RU) is a research and training clinic.

Behavioral Activation

Behavioral activation is a cognitivebehavioral intervention that helps people break cycles of depression or anxiety by increasing engagement in meaningful, rewarding activities so that positive experiences and mood improvement reinforce one another and counteract withdrawal and low motivation. Think of spiraling upward!

View the tools and video linked below.

CBT Technique: Behavioral Activation: https://youtu.be/HBVACtJCN3M

Week 5: Providing Health Education and Psychoeducation

What is Psychoeducation?

Psychoeducation is a structured, therapeutic process that blends elements of counseling, skills training, and straightforward teaching to give clients a clear, accurate, and usable understanding of a behavioralhealth condition and its treatment options. Its modern use emerged in the 1980s with family work in schizophrenia and has since been proven helpful across diagnoses. The essential aim is to transform passive recipients of care into informed partners who can recognize symptoms, follow treatment plans, and use coping skills effectively (

).

Foundations of Psychoeducation

1. Content must reflect current evidence and address the clients actual questions and daily challenges.
2. The client (and family) are invited to share existing beliefs and experiences so myths can be gently contrasted with science.
3. Information is paired with concrete strategies knowledge translates into action.
4. Materials use everyday language, culturally familiar examples, and, when needed, interpreters or translated handouts.
5. Key points are repeated, summarized in takehome materials, and revisited in later sessions or follow-up contacts.

Performing Psychoeducation

Ask what the client already knows, believes, or fears about the diagnosis. Identify literacy level, preferred learning style, and family or peer supports.

Set collaborative goals. Agree on what mastery would look like (understand early warning signs or be able to explain why medication helps).

Design a brief curriculum to help understand the illness.

• Treatment options (medications, psychotherapy, lifestyle)
• Selfmonitoring & earlywarning signs
• Coping and skills practice (stress management, problemsolving)
• Relapseprevention and crisis planning

Deliver each session in four predictable phases:

1. Review homework, invite questions.

2. Present one key theme using plain language, visuals, or brief handouts.

3. Roleplays, demonstrations, or problemsolving scenarios to apply the information.

4. Recap main points, link to next session, assign a small practice task.

Provide brief printed summaries, reputable websites, and crisis contacts. Encourage the client to teach back key points to confirm understanding.

Evaluate and adjust. Use quick quizzes, teachback, or validated scales to gauge comprehension and impact.

Considerations for Specific Concerns:

Major depression: Emphasize the moodthoughtbehavior cycle, challenge cognitive distortions, schedule pleasant activities, and outline how antidepressants work and why they take weeks to show benefit.

Anxiety disorders: Explain the fightorflight system, the role of avoidance in maintaining anxiety, and how graded exposure or relaxation techniques break the cycle.

Bipolar disorder: Teach mood charting, sleep hygiene, medication adherence, and trigger avoidance (substance use, circadian disruption).

Schizophrenia or psychosis: Discuss the stressvulnerability model, importance of antipsychotics, coping with residual symptoms, and earlywarning signs of relapse.

Substanceuse disorders: Cover brainbased craving mechanisms, stages of change, highrisk situations, and family roles in supporting abstin.

Week 5 Cont: Voice and Choice – Trauma-Informed Care Principles in Healthcare

Trauma-Informed Care (TIC) is a strengths-based, systems-oriented approach that recognizes the widespread impact of trauma and integrates this understanding into all aspects of care. It aims to avoid re-traumatization, promote healing, and support patient empowerment.

The Substance Abuse and Mental Health Services Administration (SAMHSA) outlines the 4 Rs and 6 core principles of TIC:

1. Realize the widespread impact of trauma and understand potential paths for recovery.
2. Recognize the signs and symptoms of trauma in clients, families, staff, and others.
3. Respond by fully integrating knowledge about trauma into policies, procedures, and practices.
4. Resist Re-traumatization by avoiding practices that may trigger or worsen a persons trauma response.

Key Applications in Healthcare Settings:

• Use warm, non-judgmental tone and body language
• Offer choices in treatment whenever possible
• Minimize invasive or abrupt procedures when unnecessary
• Prepare patients for each step of care to reduce surprise or confusion
• Include patient voice in care planning
• Support staff with training and reflective supervision

Recommended Resources:

Trauma-Informed Care Implementation Resource Center (from the Center for Health Care Strategies)

The National Child Traumatic Stress Network (NCTSN) TIC in Health Care Settings

CDC: Essentials of Trauma-Informed Care

HealthCare Toolbox: Trauma-Informed Medical Care

Reflection Questions:

Think about a healthcare setting youve experienced personally or professionally. How could the environment or communication style have been more trauma-informed?

How can you apply the principles of empowerment and collaboration when working with patients who may not feel in control of their car

Purpose The purpose of this assignment is for you to use research knowledge and skills to identify stories in popular news that demonstrate a theory or concept that is presented in the course. This allows you an opportunity to demonstrate your understanding of how research informs practice and practice informs research but also the ways in which real life” including diversity from ethnic, religious, socioeconomic, political, geographic, etc. influence the manifestation of theory and concepts. By sharing these news stories in a small group discussion and then engaging with peers reflecting on professionalism, values, and understanding of course material you demonstrate growth and mastery of content and development of critical thinking skills. Instructions Find a news article from within the last year that address some issue of biopsychosocial development in older adulthood. Issues related to the graying of America, elder abuse, aging, or death, as well as any of the issues covered in the chapter are acceptable. Initial Post Prompt: After identifying a news article, write a short summary of the article including: What aspect of biopsychosocial development is addressed in the article What the issue or problem was that was shared How this relates to social work practice The types of social work agencies that are likely to encounter this issue Thoughts on how the article may be misleading or bias due to lack of theory or context Link to the article

Instructions

Watch the short video Poverty, by America & What It Takes to Close the Poverty Gap” at

No late extra credit assignments accepted

Type and submit your answers to the following 10 questions:

Questions for Extra Credit:

1. What argument does Dr. Desmond make regarding the necessity of poverty in America?

2. According to the discussion, how much money is estimated to be required annually to lift everyone above the poverty line?

3. What changes occurred in child poverty rates during the pandemic due to government interventions?

4. Discuss the significance of Medicaid, food stamps, and housing assistance as mentioned in the video.

5. What does Dr. Desmond suggest about the relationship between tax evasion and funding poverty alleviation?

6. Explain the concept of “sectoral bargaining” as described in the conversation.

7. Reflect on Dr. Desmond’s viewpoint about the effectiveness of corporate tax rates and their impact on poverty.

8. What is meant by “American-style deprivation,” and how does it relate to the discussion of poverty?

9. In what ways does Dr. Desmond believe that investments in poverty alleviation can benefit the economy?

10. What are your thoughts and observations after watching this interview?

This is a great opportunity to deepen your understanding of poverty and its broader social and economic implications. If you have any questions, feel free to reach out.

Please provide AI generator report, to make sure it’s not AI generated

The General System Theory Presentation requires students to explore the application of general systems theory within the context of contemporary social service issues. Students are asked to utilize their Social Service Delivery System Case Study and focus on contemporary issues discussed in class. Contemporary issues include; poverty, homelessness, unemployment, criminal justice, families, youth, health care, behavioral health, or aging. You will create a presentation using the format of your choice (PowerPoint, Google slides, Prezi, VoiceThread) to present to the class.

This assignment comprises three primary elements. Please examine the subsequent components and respond to the provided prompts as you construct your presentation.

• Case Description:
• Provide a detailed description of your chosen case from the Social Service Delivery System Case Study.
• Include information about the individuals or groups involved in the case. This will be a shortened version from your Social Services Delivery System Case Study.
• Contemporary Issue:
• Highlighting the main challenges or issues identified within your case study, identify a contemporary issue.
• Offer a brief overview of the contemporary issue.
• Considering the interconnectedness of contemporary issues explain why you selected this specific issue over others..
• Resources:
• Utilize the social service delivery system lens to identify three potential resources for supporting the individuals or family within your chosen case study.
• Provide an overview of each resource, including contact information.
• Discuss the support services available within these agencies, such as transportation, childcare, and translation services.
• Specify which support services would be most useful for the individual or family in your case and explain why.
• Identify how each support service ensures cultural competence and linguistic accessibility for their

You can choose any of the contemporary issues that you want for the presentation

*The topic chosen is Youth Mentoring and Academic Support Programs *

You will create a logic model for your selected program, showing the connections between inputs, activities, outputs, and outcomes. This helps you clarify program goals and evaluation focus. Your model will serve as a visual roadmap for later evaluation steps.

Instructions

Review the Program Overview

• Revisit your selected program and gather information on:
• The goals and objectives
• Inputs/resources available
• Activities performed
• Services provided
• Expected results or outcomes

Understand Logic Model Components

• Familiarize yourself with the five standard logic model components:

Component Description Inputs Resources needed (staff, funding, equipment, materials) Activities Program actions (workshops, outreach, services) Outputs Direct products (number of sessions held, participants served) Outcomes Short- and medium-term changes (skills gained, behavior changes)Impact Long-term effects (community health improvements, policy changes)

Draft Each Logic Model Element

• Using your program data:
• Inputs: List human, financial, organizational, and community resources.
• Activities: Identify key services, interventions, or events.
• Outputs: Quantify what will be produced/delivered (e.g., “# of training sessions”).
• Outcomes: Divide into:
• Short-term: Immediate knowledge, skills, awareness changes
• Intermediate: Behavior or practice changes
• Long-term/Impact: Broader community or system-level changes

Create a Visual Logic Model

• Use a visual diagram to map the components in a left-to-right or top-down flow:
• Inputs Activities Outputs Outcomes Impact
• Use arrows to show logical connections between the components.
• Options:
• Use a template in Word, PowerPoint, or Google Docs
• Create using tools like Lucid chart, Canva, or hand-drawn and scanned

Analyze and Reflect

• Review your logic model for:
• Logical flow and consistency
• Alignment between activities and expected outcomes
• Gaps or unclear assumptions

Criteria

Your submission will be evaluated on the following:

• Length & Format
• Written explanation: 23 pages (excluding title and reference pages).
• APA 7th edition style (12-point Times New Roman font, double-spaced, with proper citations if references are used).
• Visual Logic Model: May be embedded in the document or submitted as an additional page/file.
• File Type
• Submit as a Word document (.docx) or PDF.
• Required Elements
• Program Overview: Brief summary of the programs purpose, goals, and target population.
• Logic Model Components: Clearly identify inputs, activities, outputs, short-term outcomes, intermediate outcomes, and long-term impact.
• Visual Logic Model Diagram: Clear, organized, and easy to interpret.
• Analysis & Reflection: Written explanation of the logic models alignment, flow, and rationale, including identification of any gaps or assumptions.
• Quality Expectations
• Logical connections between components are clearly explained.
• Outcomes are realistic, measurable, and tied to program activities.
• Visual presentation is neat, professional, and labeled appropriately.
• Writing is organized, clear, and free of grammar or spelling errors.

Overview & Purpose

This assignment will allow you to discuss gender-based power imbalances in organizations. You will have the opportunity to demonstrate your understanding of gender filters that counteract the organizational power positions dominated by men.

Instructions

Please re-read chapter five in your textbook to review Burks Five Dynamics of gender-based power in organizations. You are asked to respond to the following essay question: Consider Burks five dynamics of gender-based power in organizations. Select one of the five dynamics. Do you agree/disagree with the dynamic? If so, why or why not? How could this dynamic be applied when attempting to diversify upper management in the U.S?

Criteria

• Length: 4- Page Paper
• Use APA formatted in-text citations for all ideas and information from your research
• Connections to the course textbook are required
• Please be reminded that simply copying and pasting information does not demonstrate your comprehension of the information in the unit