Category: Social Work

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?

Select a

human services agency

(nonprofit, public, or community

–

based). Agencies may serve

po

pulations such as:

Children, youth, or families; Individuals experiencing homelessness; Individuals with mental;

health or substance use needs; Immigrant or refugee communities; Justice

–

involved populations;

Older adults or individuals with disabilities

Yo

u may choose an agency you are familiar with (e.g., field placement) or one researched through publicly

available information.

2.

Population & Community Nee

ds

a.

Key demographic and social

characteristics

b.

Presenting challenges and risk factors

c.

Structural or systemic barriers impacting the population

3.

Organizational Capacity & Gaps

a.

Strengths in service delivery or organizational structure

b.

Limitations or barriers (

e.g. staffing, funding, accessibility)

c.

Gaps between client needs and available services

d.

Consider equity, cultural responsiveness, and trauma

–

informed practices

4.

Priority Needs & Recommendations

a.

Identify 2

–

3 priority needs and provide:

i.

A brief justification

for why these needs are most critical

ii.

Actionable recommendations (programmatic, organizational, or policy

–

related)

iii.

Consider feasibility, sustainability, and ethical implications

ONLY USE GLORIA J PARKS

PLEASE RESPO ND TO THE POST/QUESTION BELOW. MUST BE ORIGINAL WORK IN APA 7TH EDITION FORMAT.

Discussion Questions

7:2 There are six stages of change. The cycle of recovery is typically not linear and the individual might find themselves repeatedly cycling though the changes, or not moving through them in a consecutive fashion.

1. Identify the 6 stages of change along with the characteristics that are associated with each stage.

Required Readings and Resources

• Diamond, J. (2000). Trauma and recovery. In J. Diamond, Narrative means to sober ends: Treating addiction and its aftermath (pp. 145-182). Guilford. (optional)
• DiClemente, C. & Velasquez, M.M. (2002). Motivational interviewing and the stages of change. In W.R. Miller & S. Rollnick (Eds.), Motivational interviewing: Preparing people for change. Guilford.
• Fitzpatrick, S., Saraiya, T., Lopez-Castro, T., Ruglas, L.M., & Hien, D. (2020). The impact of trauma characteristics on post-traumatic stress disorder and substance use disorder outcomes across integrated and substance use treatments, Journal of Substance Abuse Treatment, 113,
• Van Wormer, K., & Davis, D. R. (2018). Addiction treatment: A strengths perspective (4th edition). Brooks/Cole-Thomson. (Chapter 8)

PLEASE RESPOND TO THE TWO CLASSMATES POST BELOW. MUST BE ORIGINAL WORK. SOURCES MUST BE CITED IN APA 7TH EDITION FORMAT.

(CLASSMATE 1)

Socioeconomic status can significantly influence the development of comorbid addictive behaviors, and both low and high socioeconomic conditions can create unique risk factors. The Diagnostic and Statistical Manual of Mental Disorders recognizes that environmental stressors, social conditions, and access to resources can contribute to the development of substance use disorders and other mental health conditions.

For individuals with low socioeconomic status, risk factors often include chronic stress, unemployment, unstable housing, limited access to healthcare, and exposure to trauma. These stressors can increase vulnerability to mental health conditions such as depression or anxiety, which may lead some individuals to use substances as a coping mechanism. This concern is especially relevant for veterans who may experience difficulties transitioning to civilian life, including financial strain or barriers to accessing care. According to the U.S. Department of Veterans Affairs, these challenges can increase the likelihood of both substance use disorders and co-occurring mental health conditions among veterans.

On the other hand, high socioeconomic status can also present risk factors. Individuals with greater financial resources may have easier access to prescription medications, alcohol, or other substances. High-pressure careers, social expectations, and occupational stress can also contribute to substance misuse to manage stress or maintain performance. Among veterans who transition into demanding professional roles after military service, these pressures may increase the risk of developing addictive behaviors alongside conditions such as PTSD or anxiety.

Overall, socioeconomic status can influence exposure to stress, access to substances, and availability of support systems. Recognizing these risk factors allows healthcare providers, particularly those working with veterans, to implement early screening, provide mental health support, and connect individuals with resources that reduce the likelihood of developing comorbid substance use and mental health disorders.

References

American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev.). American Psychiatric Publishing.

U.S. Department of Veterans Affairs. (2023). Substance use and mental health among veterans.

(CLASSMATE 2)

Some of the potential risk factors for the development of comorbid addictive behaviors associated with socioeconomic status include: Poverty, unemployment, and lack of education (Estrellado, 2025)

Estrellado (2025) defines the relationship between socioeconomic status and addiction behaviors is complex and multifaceted. Factors such as poverty, unemployment, and lack of education are significant risk factors associated with higher rates of substance use disorders (Galea et al., 2004). These factors contribute to a cycle where addiction perpetuates financial instability, leading to deeper poverty and may cause homelessness or unhoused situations (Sinha, 2008). Unemployment is a significant risk factor for substance use disorders, as it increases financial stress, social isolation, and psychological distress (Henkel, 2011). Li et al. (2023) identified that low educational environments were associated with an increased risk of substance use disorders and other mental health conditions across multiple age groups.

Socioeconomic status significantly influences the development of addictive behaviors, and individuals across low, middle, and high statuses. Individuals with low socioeconomic status may experience chronic stress from financial instability (Galea et al., 2004). According to Brook et al. (2011) individuals in the middle socioeconomic status experience stress related to occupation, social comparison pressures, and lifestyle choices. Individuals within the high socioeconomic status class have greater access to resources that may lead to engagement with addictive behaviors (Lindsey et al., 2019).

Regardless of where an individual is within a particular socioeconomic status class, comorbidity of addiction behaviors are prevalent and the notion that individuals with more financial resources versus lower classes does not necessarily represent the group of individuals struggling with addiction completely.

References:

Brook, J. S., Zhang, C., Brook, D. W., & Koppel, J. (2011). Risk factors for drug use in adulthood: The role of SES, stress, and early substance use. *Journal of Addiction Research & Therapy, 2*(4), 17. [https://doi.org/10.4172/2155-6105.1000114](https://doi.org/10.4172/2155-6105.1000114)

Estrellado, N. (2025, February 19). Impact of socioeconomic status on addiction rates: Statistics. Addiction Group.

Galea, S., Ahern, J., & Vlahov, D. (2004). Contextual determinants of drug use risk behavior: A theoretical framework. *Journal of Urban Health, 81*(1), 3042. [https://doi.org/10.1093/jurban/jth094](

)

Henkel, D. (2011). Unemployment and substance use: A review of the literature (19902010). Current Drug Abuse Reviews, 4(1), 427.

Li B, Allebeck P, Burstm B, Danielsson AK, Degenhardt L, Eikemo TA, Ferrari A, Knudsen AK, Lundin A, Manhica H, Newton J, Whiteford H, Flodin P, Sjqvist H, Agardh EE. Educational level and the risk of mental disorders, substance use disorders and self-harm in different age-groups: A cohort study covering 1,6 million subjects in the Stockholm region. Int J Methods Psychiatr Res. 2023 Dec;32(4):e1964. doi: 10.1002/mpr.1964. Epub 2023 Feb 17. PMID: 36802082; PMCID: PMC10698815.

Lindsey, E. W., Colwell, M. J., & Frabutt, J. M. (2019). Socioeconomic status and substance use: Examining risk and protective factors in high-income adolescents. *Journal of Youth and Adolescence, 48*(8), 15171532. [https://doi.org/10.1007/s10964-019-01063-1](https://doi.org/10.1007/s10964-019-01063-1)

Sinha, R. (2008). Chronic stress, drug use, and vulnerability to addiction. *Annals of the New York Academy of Sciences, 1141*(1), 105130. [https://doi.org/10.1196/annals.1441.030](https://doi.org/10.1196/annals.1441.030)

Instructions

Final paper (8-10 pages): Students are to write an in-depth case conceptualization based on a vignette provided by the instructor. Students will identify the family members, presenting problems including a theoretical assessment, systemic theoretical conceptualization, and initial treatment plan using a model of the students choosing from the theories we discussed in the course. The application of theory should include complete definitions of all the key concepts and techniques in the theory. The case conceptualization should include a genogram with a symbol index. Consult

for drawing a genogram in MS Word. The case conceptualization shall demonstrate the students ability to conceptualize a case in a culturally sensitive way as well as their ability to approach the case from an eco-systemic perspective and considering: Class/Socioeconomic Status; Gender/Sexual orientation; Culture/Ethnicity/Race/Geopolitical structure; Aging and Religion/spirituality. In addition, the student is to use a minimum of one outside source. Please use APA format in Microsoft Word.

Please see a similar paper that was done and attached below prior for an idea of how to do the project. The Genogram must have symbol/lines that connects the family members. Must be original work and sources must be cited in APA 7th edition format.

MUST USE THE CASE VIGNETTE ATTACHED BELOW TO COMPLETE THIS ASSIGNMENT

Your statement of purpose must be a comprehensive essay which addresses the following:

• Purpose for entering the program
• Experiences that have directed your interest toward social work
• Long term professional goals
• What makes you a good candidate for the profession and for graduate student
• Issues of social justice you are most passionate about and why
• Religious background, present pattern of spiritual growth, fundamentals of personal faith and the relationship between your faith and professional goals
• Reasons for choosing to study at California Baptist University

There should be at least two peer-reviewed scholarly works (books and/or journal articles) found by the student for each case study assignment that are not the textbook or weekly readings.

“Social workers are especially well situated to recognize and create social change. As professionals, we are often the face of policy to our clients and communities. (Lane, Shannon, Palley, Elizabeth, and Shdaimah, Corey, 2020). Policy leadership drives meaningful social change by developing and implementing policy that promotes social, racial, economic, and environmental justice. This assignment will help explore the concept of policy leadership and how it drives meaningful social change.

In an essay of 1,250-1,500 words, discuss why it is important for social workers to embrace a policy leadership role.

This is to be an integrated essay, with an introduction and thesis statement, body, conclusion, citations and a list of references. Cite a minimum of three scholarly peer-reviewed sources in your essay and include a list of references. The essay and all citations and references are to be in APA format. In developing the essay, address the following prompts:

• Explain what a policy leadership role is within the field of social work.
• Explain an example of what can happen if social workers fail to exert policy leadership, allowing others with less commitment to client well-being and less dedication to improving the human condition, shape the social welfare and human service delivery systems.
• Using two examples for each level (micro, mezzo, and macro), describe how a policy practitioner brings about policy change.
• Cover page
• page numbers on the top right in times new roman, 12
• Introductory paragraph
• In the last sentence include your purpose statement: The following paper will provide an overview of policy leadership roles for social workers and provide examples of how policy practitioners can bring about policy change.
• Next paragraph: Policy Leadership Role
• Next paragraph: Example of Failed Policy Leadership and Advocacy
• Next paragraph: Examples of Policy Change
• Conclusion paragraph
• Reference page
• minimum three references (Must use the Book and Required Journal Articles)
• must have matching in-text citations within the body.

all information needed is uploaded. feel free to ask any questions. Required Readings Franklin, C., & Jordan, C. (Ed.). (2024). Turner’s social work treatment: Interlocking theoretical approaches (7th ed.). Oxford University Press Chapter 4, Attachment Theory (pp. H29H38) Chapter 2, Psychoanalytic Theory (pp. H15H19) Mulvale, J. P. (2021). Six aspects of justice as a grounding for analysis and practice in social work. Journal of Social Work Values and Ethics, 18 (1), 3448. Yakushko, O. (2021). On the dangers of transnational influences of Western psychology: Decolonizing international perspectives on women and therapy. Women and Therapy, 44 (12), 193211. Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21 (12), 3947. National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers . Document: Analysis of a Theory Worksheet (Word document) Document: Theory Into Practice: Four Social Work Case Studies (PDF) Required Media Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014f). Psychoanalytic approaches. In Irish Luck Productions (Producer), J. Sommers-Flanagan (Director), & R. Sommers-Flanagan, (Director), Counseling and psychotherapy theories in context and practice [Video]. Psychotherapy.net. Optional Resources Blakely, T. J., & Dziadosz, G. M. (2015). Application of attachment theory in clinical social work. Health & Social Work, 40 (4), 283289. Fleischer, L., & Lee, E. (2016). The analytic principle and attitude: Mobilizing psychoanalytic knowledge to maximize social work students’ practice competence. Psychoanalytic Social Work, 23 (2), 99118. doi:10.1080/15228878.2016.1149776

The directions for the Shore Paper are included in the course syllabus. Please review the syllabus carefully, as it outlines the full assignment instructions, required sections, formatting expectations, and grading criteria.

Please take some time to read that section so you can ensure you are following all the guidelines for the paper.

Let me know if you have any questions after reviewing it!

Thank you so much!