Category: Social Work

Once you’ve made your initial post, respond to at least two other posts from your peers. In your responses, remember to maintain a civil, respectful tone, and engage meaningfully with your peers. Make sure your responses to peers includes a citation and reference Brandie Pennington Feb 6 10:32pm | Last edited Feb 6 10:32pm Reply from Brandie Pennington After reading Stan and Tina, I see that the culture of poverty and practice orientation help us understand their lives in different ways. The culture of poverty looks at how living in poverty over time can shape the way people think, make decisions, and handle problems. For example, Stans environment in Village Park may have influenced the choices hes made and the ways he deals with challenges, while Tina had more stability and support growing up, so her experiences are different. This perspective helps explain why they act the way they do. The practice orientation focuses more on what can be done to help them now, like social services, counseling, or programs that meet their immediate needs. It doesnt really look at long-term patterns or why behaviors developed, its about practical solutions. Using both together gives a better picture: culture of poverty shows the context behind their choices, and practice orientation points to real ways to support them (Hutchison & Charlesworth, 2024). Reference: Hutchison, E. D., & Charlesworth, L. W. (2024). Dimensions of human behavior: Person and environment (7th ed.). SAGE Publications. Reply to post from Brandie Pennington Reply Haylee Gregory Feb 4 11:58pm | Last reply Feb 5 10:57am Reply from Haylee Gregory While looking at the story of Stan and Tina at Village Park, it is important to look at their experiences through the lens of the culture of poverty. The culture of poverty suggests that long-term poverty can shape behaviors and coping strategies over time (Lewis, 1966). Stans behaviors, such as becoming a teen parent and selling drugs, could be viewed as survival strategies learned in response to limited opportunities and instability in his environment rather than personal failure. Stan grew up with a biological father who sold drugs, while his mother and stepfather were hard workers. This is reflected in his behavior, because although he has made poor choices in the past, it is clear that he has high ambitions, strong academic ability, and is well respected by both his peers and teachers. Tina, on the other hand, could be seen as an exception to these patterns because she did not grow up in Village Park and experienced more stability and academic support. She was raised in a higher-income household and therefore did not need to rely on the same survival strategies as Stan (Cousins, 1994). Practice orientation looks at how people actively respond to their environments while still being shaped by larger systems like schools and inequality (Hutchison, 2024). Rather than focusing only on poverty-related behaviors, this approach emphasizes how individuals make choices within limited opportunities. Stans behavior reflects his attempts to balance school, peer status, and survival in an environment with few stable options. Tinas academic success also reflects her ability to navigate the school system while still holding a strong Black identity. Both students point out that academic success or failure is not only based on student behavior, but also on teachers and schools that do not know how to educate Black students. This perspective highlights how systems and individual agency interact, which is something the culture of poverty does not fully address (Cousins, 1994). Overall, both lenses show that Stans and Tinas behaviors are shaped by the culture and environment around them, including the history of the school and the city that existed long before they did. References: Cousins, L. H. (1994). Culture, race, and class in urban schooling. Hutchison, E. D., & Charlesworth, L. W. (2024). Dimensions of Human Behavior: The Full Two Semester Volume 7e (7th ed.). SAGE Publications, Inc. (US). to an external site. Lewis, O. (1966). The culture of poverty. Scientific American, 215(4), 1925. ).pdfLinks to an external site. Reply to post from Haylee GregoryReply

Please review and make sure it cannot be AI generated, or plagirized

instructions in attached docs. My population is Person’s with Disabilities

3 organization below

• https://paautism.org/
• https://sparcphilly.org/arc_philadelphia/home.html
• https://www.phillyautismproject.org/

2 organizations pick: Spac Philly and The Philly Autism Project

APA 7th Gen citations

How can social workers promote inclusivity and address the unique needs of individuals with disabilities or those who are aging with disabilities? Based on your review of this week’s reading, lecture materials, and your own independent research, discuss specific strategies, approaches, or interventions that can support their independence, well-being, and active participation in their communities. You should submit a formal written paper of 350-400 words. All sources and references should be cited in APA format and contain original analysis addressing the prompt.

Directions: Your paper is a summary that includes these four parts: (Use APA headings to organize your work!) Please remember to discuss any social justice concerns that may have been identified during your research. If you are not assigned to a school or division, choose a school of interest or one from your community. Discuss how the work has impacted you in your current role and/or as a citizen supporting education. If you have no school contacts, please give my name and email to those you may contact to justify your request or gain access. If you need help finding someone to interview, please let me know, and I will connect you with the appropriate person. Directions for research and preparation for the interview: Part 1: Utilizing the school quality website, to an external site., choose one school you support or the division, and research the following: accreditation, reading and math scores, attendance, free and reduced lunch participants, short-term and long-term suspensions, and enrollment population. Be sure to include a summary of what you learn in this section. If you want to dig deeper into school climate reports for your divisions, please use this linkLinks to an external site. from the VDOE. Part 2: Research and summarize(LIS Link)Links to an external site. college and career readiness.Links to an external site. Please also include in your research/summary the profile of the graduate: Links to an external site.: The 2016 General Assembly subsequently approved House Bill 895Links to an external site. and Senate Bill 336Links to an external site., which directed the Board of Education to develop and implement a Profile of a Virginia Graduate identifying the knowledge and skills that students should attain during high school to be successful. In developing the profile, give due consideration to the 5 Cs: critical thinking, creative thinking, collaboration, communication, and citizenship; emphasize the development of core skill sets in the early years of high school; and establish multiple paths toward college and career readiness for students to follow in the later years of high school, which could include opportunities for internships, externships, and credentialing. Part 3: Find and summarize an article of interest that supports your questions and provides research and solutions. For example, if you discover a large number of suspensions, then find an article on alternatives to suspensions. If your school has a large population of free and reduced lunch, find an article supporting students and families in poverty. You can also find articles on college and career readiness! Be creative and meet your growth area that will ultimately help your division or community. Part 4: After completing your research in parts 1-3, formulate 5-8 questions for your interview. What do you want to learn more about? You may ask, What is your school/division doing to support college and career readiness? Youll be surprised how elementary schools are supporting this policy, too! Or, if you find many suspensions, you can ask about alternatives to suspensions in the school or division. Your interview questions should not be in this section; include those in an appendix. This section summarizes your interview and analyzes what you learned; connect your research (parts 1-3) to the interview findings. What is the school/division doing well? What recommendations (drawing from your research) do you have for the school or division? Directions for Interview: Set up a time by phone, virtual format, or in person (best practice is in person) to discuss your findings through a question/interview format with someone who can speak directly to the data and research you’ve gathered. For example, the schools principal or assistant principal, or other support staff, such as a school social worker or school counselor. If you select to research the division’s data, schedule a time to discuss your findings with someone in the central office (curriculum specialist, support services supervisor, MTSS coordinator, etc.). If you are in a school setting, include your supervisor within the division. They can provide recommendations on who to interview and incorporate this assignment into your discussions. Develop 5-8 questions for the interview based on your research (parts 1 through 3). Directions for Submission: The reference page does not count toward your 2-3 pages; please use APA format. This electronic submission should be approximately 2-3 pages with a summary of findings and implications on your work as a school social worker or current job. Please also include your interview questions in an appendix (follow APA). Please remember to use APA for personal communication/interview content. Please remember to discuss any social justice concerns that may have been raised or discovered during your research and interviews. School Quality, College and Career Readiness, and Profile of Graduate: Research and Interview School Quality, College and Career Readiness, and Profile of Graduate: Research and Interview Criteria Ratings Content view longer description Target Demonstrated knowledge of the research items as it applies to their school/division. 16-20 Acquiring Demonstrated some understanding of the research items and its application to their school/division but lacked detail. 6-15 Developing Lacks inclusion of key points from directions. 0-5 Summary view longer description Target Summary notes highlighted understanding of the assignment with exceptional application to current practice and social justice. APA was followed. 10-15 Acquiring Summary notes had some understanding of the assignment with an acquiring knowledge of the impact on current practice and social justice. Some grammar errors and some understanding of APA. 5-9 Developing Summary notes lacked focus clarity of understanding and did not follow APA. 0-4 Article of Choice view longer description Target Article of choice was relevant to the findings and provided added resources to support the work of the school social worker. 4-5 Acquiring Article had some relevancy to discussion and the work of the school social worker but lacked in depth and support of current issues discussed. 2-3 Developing Article was irrelevant and lacked clarity of why the article was chosen. 0-1

Mid-term assignment Analyzing Biases in Harm Reduction vs. Non-Harm Reduction Practices The mid-term assignment should be written as an essay. Please submit it by the end of week 5. Using course literature and other resources, please write a 4-5 page paper, double spaced and use the most recent APA format. The paper should focus on describing and critically analyze a range of harm-reduction versus non-harm reduction evidence-based practices and other harm reduction practices as recovery methods for a diverse population. You decide with practices you want to focus on. The importance is that they should be aimed at improving well-being of clients with co-occurring SUD-MHD and trauma. Objective: To critically examine racial, ethnic, gender, sexual identity, and class biases in the context of harm reduction versus non-harm reduction practices. The assignment should explore how these biases manifest in various approaches to recovery from mental health and substance use disorders, drawing from course literature, providing real-world examples and discussing the implications for practice.

all instructions are in the screenshots attached.

My research question for the Assignment is down below

How does the influence of genetic and environmental factors increase the diagnosis of autism.**

PowerPoint presentation with speaker notes the PowerPoint needs to be focused on chapter 12 readings..

all instructions are in the screenshots attached.