Category: Social Work

This assignment supports you in identifying and evaluating key resources that promote culturally responsive and ethically grounded practice. By creating an annotated guide, you build a practice toolkit for working effectively with diverse populations in different social work and/or health and human services settings. Using 1-2 clients from the past two assignments, you will explore literature and tools related to family systems, spirituality, and indigenous healing practices in diverse settings. Additionally, you will reflect on how each resource connects to key social work theories and ethical standards. You will identify and annotate 6 to 8 resources that are useful for helping social workers and human service professionals engage effectively with clients across diverse cultural contexts, with particular attention to: Family systems Spirituality and religious beliefs Indigenous healing practices For each resource, provide a short explanation including the following information: Summary of the resource Why its valuable? How you might use it in practice? What theory might this connect to? (Ecological Systems, social justice, intersectionality, identity development, etc.) Any ethical considerations when using this resource Your resource guide can include: Peer-reviewed academic articles Books Websites of professional organizations or practice tools Evidence-based interventions

Purpose

This asks you to use early social work history to better understand how ideas from the past still shape social services and public attitudes today.

Step 1: Commit to a Position (Initial Post due Friday 2/13)

Choose ONE of the questions below and respond in 68 sentences.

Option A

Which approach do you believe has had a stronger influence on how social services operate today:

Charity Organization Societies (COS) or Settlement Houses?

• Clearly choose one.
• Explain why you think its influence is stronger today.
• Refer to one historical idea from this module (for example: moral uplift, casework, environmental change, community-based support).

Avoid saying both equally. Make a choice and explain your thinking.

Option B

Where do you see the idea of deserving vs. undeserving poor showing up today?

• Choose one clear example (policy, media, public opinion, or social services).
• Briefly explain how this idea shows up in your example.
• Connect it to one historical concept from this module (for example: COS values, Elizabethan Poor Laws, or moral judgments about poverty).

Step 2: Complicate Your Own Thinking (Required Add-On)

After posting, return to your post and add a short paragraph (45 sentences) that begins with:

A limitation or concern with my argument is…

Use this to:

• Identify and acknowledge what your argument does not fully explain
• consider who might be left out or harmed by this way of thinking
• reflect on how the issue might look different from another perspective

After learning about COS and Settlement Houses, reflect privately (1-2 short paragraphs):

• Which approach felt more aligned with your personal values?
• Did you notice any discomfort or resistance as you learned this history?
• How might your own background shape how you interpret poverty and help?

For each book you will write a review (approximately four pages not including cover page or references). Your review will include the following elements:

1. A critical examination of major themes, topics and ideas expressed in the book. This is not a retelling of the text. Analyze and synthesize the big ideas, thoughts, and concepts
2. A discussion of the relevance of the text to your profession. How does the content fit into the context of what you are learning.
3. Implications and conclusions related to your personal and professional development. Assess your take-aways and predict how you will use the knowledge as an effective practitioner in your field and/or citizen of the world.
4. Recommendations for future use. How would you recommend others use this text in professional and leadership settings. Be sure to provide a rationale for your recommendations.

All written assignments should conform to the APA-7 guidelines. Be sure to cite your sources including the text, additional course materials, or outside resources. You can visit the UMKC library for guidelines or go online (

or

If you have a question about citing a source and cannot find a resource or want to confirm your citation, please ask. The UMKC Writing Center is also a fantastic resource for support. Headings are your friend and will help you organize your thinking and make sure you responded to all four prompts.

You will upload each book review as noted in the module and syllabus.

Book this assignment is about is: A Disability History of the United States by Kim E. Nielsen

Assignment Overview The purpose of this assignment is for you to critically analyze social policy and the National Association of Social Workers (NASW) Code of Ethics. By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and general practices: Competency 1: Demonstrate Ethical and Professional Behavior. C1.GP.A: Make ethical decisions by applying the standards of the National Association of Social Workers Code of Ethics, relevant laws and regulations, models for ethical decision making, ethical conduct of research, and additional codes of ethics within the profession as appropriate to the context. Related Assignment Criteria: Explain how the NASW Code of Ethics guided decision making in work with the client or client system. Describe how the NASW Code of Ethics was applied by the learner in a field experience with professional staff, support staff, other clients, and in community work as an intern. Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice. C2.GP.A: Advocate for human rights at the individual, family, group, organizational, and community system levels: Related Assignment Criteria: Analyze the social policy’s influence and impact on the client or client population, including social, economic, and environmental justice issues. C2.GP.B: Engage in practices that advance human rights to promote social, racial, economic, and environmental justice. Related Assignment Criteria: Explain how the social policy addresses diversity and difference in practice at the micro, mezzo, and macro levels. Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice. C3.GP.B: Demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences. Related Assignment Criteria: Analyze diversity and difference while demonstrating cultural humility by clearly identifying issues related to bias, power, privilege, and values as related to this case, providing clear examples. Competency 4: Engage in Practice-Informed Research and Research-Informed Practice. C4.GP.A: Apply research findings to inform and improve practice, policy, and programs. Related Assignment Criteria: Apply a human behavior theory, using multiple sources. C4.GP.B: Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work. Related Assignment Criteria: Identify research that is ethical, culturally informed, anti-racist, or anti-oppressive or acknowledges the cultural bias or limitations of research, while clearly explaining this categorization. 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 Criteria: Describe a social policy that impacts the client or client system. Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities. C6.GP.A: Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies. Related Assignment Criteria: Describe how the human behavior theory can assist with understanding a client and the client’s problems and issues. C6.GP.B: Use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies. Related Assignment Criteria: Describe how empathy, reflection, and interpersonal skills may be used to engage others in advocacy efforts, for client systems through applying the social policy. Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities. C7.GP.A: Apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies. Related Assignment Criteria: Apply the human behavior theory to work with the client or client system. Assignment Description In this assignment, you will review the assignment from Week 4, Client Case Study, and consider how theory and professional practice assist in understanding a client or client system. You will develop a scholarly paper that shows application of your knowledge of a social policy, the NASW Code of Ethics Links to an external site. ( ), and the use of professional literature to best understand the problems or issues impacting your client or client system. Use the Capella University Library Links to an external site. ( ) to analyze theory and better understand the client system. Assignment Instructions Review concepts from the Human Behavior in the Social Environment courses (SWK5003 and SWK5005). Then: Apply and analyze one human behavior theory (for example, systems theory, psychodynamic theory, social learning theory) that can be applied in your work with the client or client system presented in the Week 4 Client Case Study assignment. As part of your analysis: Define the theory. Use the Capella University Library to research studies and literature to support your selection, definition, description, use, and analysis of the theory. Describe how the theory can assist you with understanding the client and their problems and issues. Apply the human behavior theory to work with the client or client system. Consider the research and EITHER clearly identify research that is ethical, culturally informed, anti-racist, or anti-oppressive OR acknowledge the cultural bias or limitations of the research. Clearly explain the categorization and provide evidence to support this categorization. Review concepts from the Social Policy courses (SWK5002 and SWK5006). Then: Choose one social policy (national, state, or organizational) that impacts the client or client system. Describe the policy. Analyze the policy’s influence and impact on the client or client population, including social, economic, and environmental justice issues. Explain how the policy addresses diversity and difference in practice at the micro, mezzo, and macro levels. Describe how empathy, reflection, and interpersonal skills may be used to engage others in advocacy efforts for client systems through applying the social policy. Consider diversity and difference and demonstrate cultural humility by clearly identifying issues related to bias, power, privilege, and values as it relates to this case. Review the NASW Code of Ethics Links to an external site. ( ). Then: Explain how you have applied the Code of Ethics in your work with the client or client system. Explain how the Code of Ethics guided your decision making in your work with the client or client system. Describe how you have applied the Code of Ethics in the field experience with professional staff, support staff, other clients, and in your community work as an intern. 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: Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years. Length of paper: 34 double-spaced pages, not including the title and reference pages. Font and font size: Times New Roman, 12 point. Competencies Measured By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria: Competency 1: Demonstrate ethical and professional behavior. (Competency 1) Explain how the NASW Code of Ethics guided decision making in work with the client or client system. (C1.GP.A) Describe how the NASW Code of Ethics was applied by the learner in a field experience with professional staff, support staff, other clients, and in community work as an intern. (C1.GP.A) Competency 2: Advance human rights and social, racial, economic, and environmental justice. (Competency 2) Analyze the social policy’s influence and impact on the client or client population, including social, economic, and environmental justice issues. (C2.GP.A) Explain how the social policy addresses diversity and difference in practice at the micro, mezzo, and macro levels. (C2.GP.B) Competency 3: Engage anti-racism, diversity, equity, and inclusion (ADEI) in practice. (Competency 3) Analyze diversity and difference while demonstrating cultural humility by clearly identifying issues related to bias, power, privilege, and values as related to this case, providing clear examples. (C3.GP.B) Competency 4: Engage in practice-informed research and research-informed practice. (Competency 4) Apply a human behavior theory, using multiple sources of research. (C4.GP.A) Identify research that is ethical, culturally informed, anti-racist, or anti-oppressive or acknowledges the cultural bias or limitations research, while clearly explaining this categorization. (C4.GP.B) Competency 5: Engage in policy practice. (Competency 5) Describe a social policy that impacts the client or client system. (C5.GP.A) Competency 6: Engage with individuals, families, groups, organizations, and communities. (Competency 6) Describe how the human behavior theory can assist with understanding a client and the client’s problems and issues. (C6.GP.A) Describe how empathy, reflection, and interpersonal skills may be used to engage others in advocacy efforts, for client systems through applying the social policy. (C6.GP.B) Competency 7: Assess individuals, families, groups, organizations, and communities. (Competency 7) Apply the human behavior theory to work with the client or client system. (C7.GP.A) Competency 10: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession. Apply the standard writing conventions for the discipline, including structure, voice, person, and tone. Week 5 Assignment 2: Policy and Professionalism Analysis Week 5 Assignment 2: Policy and Professionalism Analysis Criteria Ratings Pts Apply a human behavior theory, using multiple sources of research. (C4.GP.A) 12.5 to >10.63 pts DISTINGUISHED Analyzes more than one applicable human behavior theory, using multiple sources of research. 10.63 to >8.75 pts PROFICIENT Analyzes a human behavior theory, using multiple sources of research. 8.75 to >0 pts BASIC Describes a human behavior theory. 0 pts NON_PERFORMANCE Does not describe a human behavior theory. / 12.5 pts Describe how the human behavior theory can assist with understanding a client and the clients problems and issues. (C6.GP.A) 10 to >8.5 pts DISTINGUISHED Describes how a selected human behavior theory can assist with understanding a client and the clients problems and issues, and includes examples of its efficacy. 8.5 to >7 pts PROFICIENT Describes how a selected human behavior theory can assist with understanding a client and the clients problems and issues. 7 to >0 pts BASIC Lists the ways human behavior theory can assist with understanding a client and the clients problems and issues. 0 pts NON_PERFORMANCE Does not describe how a human behavior theory can assist with understanding a client and the clients problems and issues. / 10 pts Apply the human behavior theory to work with the client or client system. (C7.GP.A) 10 to >8.5 pts DISTINGUISHED Applies the human behavior theory to work with the client or client system, with clear and relevant examples. 8.5 to >7 pts PROFICIENT Applies the human behavior theory to work with the client or client system. 7 to >0 pts BASIC Applies some human behavior theory concepts or principles to work with client or client system, but they do not consistently or effectively apply these concepts and principles. 0 pts NON_PERFORMANCE Does not apply the human behavior theory to work with the client or client system. / 10 pts Identify research that is ethical, culturally informed, anti-racist, or anti-oppressive or acknowledges the cultural bias or limitations research, while clearly explaining this categorization. (C4.GP.B) 10 to >8.5 pts DISTINGUISHED Analyzes research that is ethical, culturally informed, anti-racist, or anti-oppressive or acknowledges the cultural bias or limitations research while clearly explaining the categorization and providing evidence to support this categorization. 8.5 to >7 pts PROFICIENT Identify research that is ethical, culturally informed, anti-racist, or anti-oppressive or acknowledges the cultural bias or limitations research, while clearly explaining this categorization. 7 to >0 pts BASIC Identifies research that is ethical, culturally informed, anti-racist, or anti-oppressive or acknowledges the cultural bias or limitations research without explanation of the categorization. 0 pts NON_PERFORMANCE Does not identify research that is ethical, culturally informed, anti-racist, or anti-oppressive or acknowledgement the cultural bias or limitations research. / 10 pts Describe a social policy that impacts the client or client system. (C5.GP.A) 10 to >8.5 pts DISTINGUISHED Describes a social policy that impacts the client or client system in a comprehensive manner, and includes examples of the impacts. 8.5 to >7 pts PROFICIENT Describes a social policy that impacts the client or client system. 7 to >0 pts BASIC Provides a partial description of a social policy that impacts the client or client system, but the description is not accurate or complete. 0 pts NON_PERFORMANCE Does not describe a social policy that impacts the client or client system. / 10 pts Analyze the social policys influence and impact on the client or client population, including social, economic, and environmental justice issues. (C2.GP.A) 10 to >8.5 pts DISTINGUISHED Analyzes the social policys influence on the client or client population, including social, economic, and environmental justice issues, with clear practice and research-based examples. 8.5 to >7 pts PROFICIENT Analyzes the social policys influence on the client or client population, including social, economic, and environmental justice issues. 7 to >0 pts BASIC Identifies the social policys influence on the client or client population, including social, economic, and environmental justice issues. 0 pts NON_PERFORMANCE Does not identify the social policys influence on the client or client population. / 10 pts Explain how the social policy addresses diversity and difference in practice at the micro, mezzo, and macro levels. (C2.GP.B) 10 to >8.5 pts DISTINGUISHED Explains how the social policy addresses diversity and difference at the micro, mezzo, and macro levels, with clear connections and specific examples. 8.5 to >7 pts PROFICIENT Explains how the social policy addresses diversity and difference at the micro, mezzo, and macro levels. 7 to >0 pts BASIC Lists how the social policy addresses diversity and difference but not at each of the micro, mezzo, and macro levels. 0 pts NON_PERFORMANCE Does not list how the social policy addresses diversity and difference at the micro, mezzo, and macro levels. / 10 pts Describe how empathy, reflection, and interpersonal skills may be used to engage others in advocacy efforts, for client systems through applying the social policy. (C6.GP.B) 10 to >8.5 pts DISTINGUISHED Describes how empathy, reflection, and interpersonal skills may be used to engage others in advocacy efforts for client systems through applying a social policy, with specific examples. 8.5 to >7 pts PROFICIENT Describes how empathy, reflection, and interpersonal skills may be used to engage others in advocacy efforts for client systems through applying a social policy. 7 to >0 pts BASIC Lists advocacy efforts without describing how to use empathy, reflection, and interpersonal skills to engage others in advocacy efforts for client systems through applying a social policy. 0 pts NON_PERFORMANCE Does not list empathy, reflection, and interpersonal skills or how to engage others in advocacy efforts. / 10 pts Analyze diversity and difference while demonstrating cultural humility by clearly identifying issues related to bias, power, privilege, and values as related to this case, providing clear examples. (C3.GP.B) 10 to >8.5 pts DISTINGUISHED Analyzes diversity and difference while demonstrating cultural humility by clearly identifying issues related to bias, power, privilege, and values as related to this case, providing clear examples, and applying the critical analysis to inform culturally responsive social work practice, supported by research. 8.5 to >7 pts PROFICIENT Analyzes diversity and difference while demonstrating cultural humility by clearly identifying issues related to bias, power, privilege, and values as related to this case, providing clear examples. 7 to >0 pts BASIC Analyzes issues related to diversity, difference, and cultural humility as related to this case. 0 pts NON_PERFORMANCE Does not analyze issues related to diversity, difference, and cultural humility as related to this case. / 10 pts Explain how the NASW Code of Ethics guided decision making in work with the client or client system. (C1.GP.A) 10 to >8.5 pts DISTINGUISHED Explains how the NASW Code of Ethics guided decision making in work with the client or client system, with clear and specific examples. 8.5 to >7 pts PROFICIENT Explains how the NASW Code of Ethics guided decision making in work with the client or client system. 7 to >0 pts BASIC Identifies how the NASW Code of Ethics guided decision making in work with the client or client system. 0 pts NON_PERFORMANCE Does not identify how the NASW Code of Ethics guided decision making in work with the client or client system. / 10 pts Describe how the NASW Code of Ethics was applied by the learner in a field experience with professional staff, support staff, other clients, and in community work as an intern. (C1.GP.A) 10 to >8.5 pts DISTINGUISHED Explains how the NASW Code of Ethics was applied by the learner in a field experience with professional staff, support staff, other clients, and in community work as an intern. Provides clear and specific examples of both applications and outcomes. 8.5 to >7 pts PROFICIENT Describes how the NASW Code of Ethics was applied by the learner in a field experience with professional staff, support staff, other clients, and in community work as an intern. 7 to >0 pts BASIC Describes some applications of the NASW Code of Ethics in a field experience with professional staff, support staff, other clients, and in community work as an intern but the situational appropriateness of the applications is not clear. 0 pts NON_PERFORMANCE Does not describe how the NASW Code of Ethics was applied by the learner in a field experience with professional staff, support staff, other clients, and in community work as an intern. / 10 pts Apply the standard writing conventions for the discipline, including structure, voice, person, and tone. 12.5 to >10.63 pts DISTINGUISHED Exhibits strict adherence to the standard writing conventions for the discipline. Elements of structure, voice, person, and tone are well matched to the intended audience. 10.63 to >8.75 pts PROFICIENT Applies the standard writing conventions for the discipline, including structure, voice, person… [Content truncated to 3000 words]

Summary of Assignment

The literature review provides an analysis of the contemporary research related to an area of research that you will be proposing in the research project. The topic should be based on your practice/internship experience, professional interests and/or goals. The focus of the proposal should be on a specific program evaluation of a specific program/service in social service agency. The program should be in any area of practice such as gerontology, child welfare, behavioral health, school social work, military social work, global social work, work with refugees, etc. You will describe, analyze, and evaluate past and current research, identify gaps in the research, and explain the uniqueness of your proposed research as it relates to the research question. You should use primarily journal articles for this assignment. The paper should be written and formatted in APA format 7th edition.

Expectations

1. Length: 1500-2500 words, 8 pages (not including the cover page, references, reaction paper)

2. Number of References: 15 references at minimum, with most current references (after 2012). You may use cite older references if the research is seminal work. When theres a lack of research or published research, you may make a case to use older references. But be sure to provide a rationale for this in the review.

3. Majority of the references used in the paper should come from peer reviewed journal articles rather than books, media resources or articles from commercial websites.

4. Cover page needs to be in accordance with APA format including running head, title of the paper, the author, the name of the course, and the name of the university

5. An abstract is NOT required

6. Start on a fresh page for the references page

7. The references page and the reflection paper is not part of the page count

8. You are not required to use the headings below but at minimum, you should begin with an introduction and end with the identification of the research question and the hypothesis

9. A hard copy of the assignment is NOT required.

• Introduction (5 points)
• Provide an overview or a snapshot of the research topic and identify the specific themes of the literature review.
• Suggested: Describe the general focus of the research, cite statistics to explain the problem, what is the impact of this problem, how does this affect the well-being, what main themes does the literature review highlight?
• A description of the problem statement (10 points)
• Describe the specific issue in greater detail, who and what does this problem affect? What are the consequences of this problem? Who is the problem affecting? What is the scope, relevance and severity of the problem? Why should practitioners, educators, practitioners, and/policy makers be concerned about this issue?
• Coverage of the literature (10 points)
• Clear evidence of a wide range of research
• Current and credible sources used to answer/explore the question
• Do the references come from a variety of/multiple sources?
• Do the majority citations come from peer reviewed articles and journals that are current?
• Are the references sufficiently comprehensive?
• What is the significance of your research proposal? (10 points)
• Identifies the strengths and limitations of the research
• Critically evaluates research in the field
• Identifies gaps in the research
• Provides a justification for the research topic based on the gaps in the conceptual research
• Explains the contribution of the research to the field
• Explains the uniqueness of the proposed research
• Why the proposed study different from those that were published earlier?
• If you are replicating a study, a strong rationale must be included for this.
• How else would you justify the need for the study? Consider its potential implications for policy, practice, training, and/or education.
• Practice Experience and Theory (10 points)
• Based on your practice experience or familiarity with the population, identify a theory that explains the outcome of the program. What is the theoretical basis of the research? Why was this theory picked?. How does your understanding of the population and/or your practice experience, influence the use of the theory for this research?
• Flow of the report (10 points)
• Information is presented in a logical manner that is easy to follow
• Writer made effort to organize the ideas, develop arguments that build on each other
• Sequencing of ideas within paragraphs and transition between paragraphs
• Information is presented in a logical manner that is easy to follow
• Writer made effort to organize the ideas, develop arguments that build on each other
• Suggested: Describe the general focus of the research, cite statistics to explain the problem, what is the impact of this problem, how does this affect the well-being, what main themes does the literature review highlight
• Uses of transitional statements
• Synthesis of writing (10 points)
• Summarizes and analyzes the research findings
• Critically evaluates information/evidence (eg. in terms of reliability, validity, significance, relevance, contradictions, linkage to theory)
• Discusses the implications of the previous research and discusses what this means for the current research
• Presents the ideas by themes rather than by specific journal articles
• Research question(s) and hypothesis (where applicable) (5 points)
• State the research question following the protocol taught in class
• State the hypothesis of the study (where applicable)
• Presentation: Clarity of writing (5), and APA format within text (5), APA format in references page (5) (Total = 15 points)
• Expression is clear, fluent, precise
• Research cited is focused on the question
• All source material is correctly acknowledged with appropriate and balanced use of paraphrasing, summarizing and quoting
• Keeps within word limit
• APA format is followed within text and in references page

I have come up with the question of: How does participation in state-funded pre-kindergarten programs influence fifth grade students social functioning?

I have four sources below but i need fifteen so i need about eleven more sources.

instructions and template in attached docs. Below is week 5 readings needed:

• https://www.naccho.org/uploads/downloadable-resources/Programs/Public-Health-Infrastructure/KelloggLogicModelGuide_161122_162808.pdf
• https://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/logic-model-development/main

please see the following prompt and use the 4 articles attached plus textbook pdf chapter 9: Reflection Prompts

Organize your paper using the sections below.

1. Conceptualizing Economic Security (Approx. 1 page)

Across the articles:

• How do the authors define or operationalize economic security or financial stability?
• What forms of income maintenance or economic support are examined (e.g., SNAP, childcare subsidies, eligibility expansions)?
• In what ways do these supports function as protective factors for families and children?

Connect your analysis to Segals (chapter 9 from the textbook) discussion of means-tested programs and the goals of income maintenance policy.

2. Policy Design and Access (Approx. 1 page)

Compare how different policy features influence outcomes:

• Eligibility thresholds
• Benefit generosity
• Administrative requirements (copayments, employment conditions, recertification, etc.)

Discuss:

• Which policy structures appear to improve economic stability and family well-being?
• Which create barriers or unintended consequences?

Link to Segals analysis of fragmented welfare systems and administrative burden.

3. Outcomes and Equity Implications (Approx. 1 page)

Across the studies:

• What outcomes are measured (e.g., CPS involvement, maltreatment rates, family stability)?
• How do income supports shape risk and resilience for families?

Reflect on:

• Racialized or socioeconomic patterns discussed or implied
• Which populations benefit most and who may still be excluded

Connect to broader social work concerns about structural inequality in income policy.

4. Implications for Social Work Practice and Policy Advocacy (Approx. 1 page)

Drawing from all articles:

• How should social workers engage with income maintenance systems as part of practice?
• What policy reforms appear most promising for improving economic security?
• How can social workers reduce access barriers while advocating for systemic change?

Critical Thinking Expectations

Your reflection should go beyond summary. Strong reflective papers will:

Compare policy mechanisms across studies

Analyze structural impacts rather than individual behavior

Integrate Segals theoretical framework

Use evidence to support claims

Demonstrate policy-informed social work thinking

Finally, briefly propose one income maintenance reform based on evidence from the articles and explain how it could improve economic security and family outcomes.

please ensure you are following all of these directions. please don’t word things weirdly I would prefer clear straight forward sentences

Chosen Journal Reflection

Recently, while visiting friends of a different race, I had a casual conversation with a friend Ive known for about ten years. In the middle of reminiscing, she said, You didnt seem like youre from North Philly when we first met. You were young but so educated. She is about fifteen years older than me, so part of me wondered if there was a generational difference in how she understood what she was saying.

When she made the comment, I felt two emotions at the same time: pride and hurt. Pride because my education, confidence, and presence clearly stood out. Hurt because the statement implied that being from North Philadelphia is incompatible with being educated. It suggested that intelligence and my neighborhood do not naturally go together that I was somehow an exception.

I didnt challenge her perspective. I didnt explain why the comment felt layered. I simply smiled and said, Thank you. In that moment, it felt easier to accept the compliment than to unpack the bias beneath it. Still, the interaction stayed with me. It reminded me how deeply stereotypes about race, place, and education are embedded in everyday conversations even among people who care about us.

The experience reinforced something important, I can be proud of who I am and still acknowledge when something feels uncomfortable. Both emotions can exist at the same time.

instructions in attached docs

Self-Reflection assignments (4). These assignments are due before class the weeks 3, 5, 7, 9 (5pts each, 20% of grade). You will write these notes about the relationship between what you learn in class- your interpretation of this knowledge, and how you plan to, or, are implementing this knowledge in your internship or current client work. This assignment provides both an opportunity to self-reflection and measures your knowledge of the course materials; literature, videos, discussions, activities, as well as introduce you to clinical documentation. Students will write their personal reflections regarding the class/activities/readings/async work in the format of a SOAP note (however, not from a medical perspective). Instructors will review and teach how to write a SOAP note in week 1. In essence, students will be writing, in 3rd person, about their progression as a course participant and (if applicable) as an internship student-professional workers through the course in the form of a clinical note. Each note should not be more than 1 page. Notes will be evaluated based on the extent to which they demonstrate self-reflection and critical thinking with clarity, coherence, accuracy, relevance, and significance. Students will use these skills to assess how their own lived experience effect their perspective of working with diverse people. Students will also assess how the course materials inform their understanding of how race, culture, ethnicity gender, sexual identity, age, class and other social determinants health interact with substance use, mental health and trauma. Responses should be integrative, constructive, non-defensive, and authentic. Receiving full credit for each note requires effort, energy, thoughtfulness, and willingness to engage in and commit to self-reflection and openness about learning and working in a highly diverse society. You should write four parts of your SOAP note. Four Parts of a SOAP Note Subjective The subjective component of a SOAP note focuses on the individuals personal experiences, feelings, and concerns. It is important to consider factors such as racial/cultural, sexual and gender identity and other social determinants. When writing the subjective portion, it’s essential to use your own words as much as possible to accurately convey your perspective. Examples: Student felt overwhelmed by all the course materials. Student felt that due their own lived experience with being used to access medical services they were confused by one of their internship client who was highly depressed who refused to take medication and use mental health services. The student did not realize how much mental health is a global problem before the class. Objective The objective section of a SOAP note records observable data and factual information. Examples: Student arrived on time in class. Student did not see the video and read the materials on …. The student engaged in group discussion Student was informed by their client they were part of a community which did not approve of medical interventions. Client was agitated when student suggested to client try medication. Student discussed this with supervisors. Assessment The assessment portion of a SOAP note is where the provider evaluates the information gathered during the subjective and objective sections. Example: Student is having difficulty scheduling different work and family duties, this especially as they currently are caring for a sick child. The student needs to learn more about how different experiences and cultural believe systems may affect treatment participation and health care use. Plan The plan section outlines the next steps in the students course participation and learning process. Examples: Student will start to review course materials a week early and spend 20 minutes each day on going through the course content for next week. Student will ask teacher and class about practice methods to promote client considering taking their medication. Student will discuss in group how to approach this situation from a DEI perspective.

The purpose in conducting policy analysis is to critically evaluate and enhance the effectiveness of policy that promotes equal opportunities and accessibility for individuals experiencing social problems. Through rigorous analysis, that aims to improve, address implementation challenges, and propose evidence-based recommendations that ensure the legislation continues to protect the rights and dignity of all Americans.

Use the attached “Topic 3 Policy Analysis for Change Chart” document to complete this assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.