Category: Social Work

Gods presence

You can stay focused on Gods presence, even when he feels distant, by continuing to trust and worship Him. According to Warren (2013), God is more concerned that you trust him than that you feel him (p.112). You should be able to pray to God, tell Him your joys and concerns, and keep trust in Him because you know He is present even if you cannot feel him.

Praising God

When you dont understand what is happening in life and God is silent you can still praise Him by worshiping Him. Talking to God during the day and praying is a good way to show you trust in Him and still praise Him. You could also journal and write to God about your blessings and struggles. Trusting in God is so important even when He is silent because He has a plan for you and needs you to trust His process to get you on the path you are meant to travel.

References

Warren, R. (2013). The Purpose Driven Life: What on Earth am I Here For? Zondervan.

Case Study: The Reluctant Day Treatment Member Initial Post: Identify the principal diagnosis and at least one provisional diagnosis using the DSM-5-TR criteria. In your post, clearly describe the key symptoms, duration, and functional impairments that support your diagnostic decisions according to the information provided in the case and the DSM-5-TR criteria. Identify at least one differential diagnosis and explain why it was ruled out or considered less likely. Make sure to reference the DSM-5-TR diagnostic criteria in your clinical impressions. Response Post: Respond to a peer’s post who selected a different DSM-5-TR diagnosis than you. In your response, compare your diagnostic reasoning by referencing specific symptom criteria, duration, and functional impairment. Briefly explain how the diagnosis would influence assessment priorities and treatment planning. Reflect on what you learned from considering an alternative diagnostic perspective.

Please fill in the different task for each question. My internship is doing Support Coordiantion and Job Coaching

During concentration practicum (MSW 7600 Practicum III and MSW 7620 Practicum IV), students and practicum instructors will work together to develop an Educational Commitment Document (ECD) which will become the driving force in the evaluation of student progress and skill mastery (Evaluations 3 and 4). . In developing the ECD, it will be important to identify specialized learning tasks that relate to the agency setting and associated population(s) at the advanced generalist level. Students are encouraged to, first, draft potential learning task (s) that connect to the core competencies/behaviors before reviewing with their practicum instructors who then finalize the ECD. A minimum of 1 learning task for each behavior is required.

The ECD will then need to be approved by the practicum faculty liaison to ensure appropriateness for advanced generalist competency. This process ensures students are being exposed to and master the various competencies required for MSW advanced generalist practice.

Competency 1: Demonstrate Ethical and Professional Behavior at the Advanced Generalist Level

Student Completes

1a. identify as a social work professional in collaborative and interdisciplinary settings who embodies the values and principles of the profession;

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1b. understand and identify professional strengths, limitations and challenges while effectively utilizing resources that promote professional development (i.e., supervision, training, peer support); and

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1c. understand emerging technologies and related ethical implications across each level of practice.

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Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice at the Advanced Generalist-Concentration

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2a. consider and utilize various, diverse theoretical concepts to critically examine social drivers of health and other environmental considerations at the individual, family, group, organizational, and community system levels; and

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2b. understand and incorporate a strengths-based perspective in communication with others to advance human rights and social, racial, economic, and environmental justice.

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Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice at the Advanced Generalist-Concentration

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3a. select and apply diverse, equitable, inclusive, and anti-racist models and interventions in social work practice that advances social, economic and environmental justice; and

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3b. articulate how ones intersecting identities and positionality influence practice with individuals, families, groups, organizations, and communities.

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Competency 4: Engage in Practice-Informed Research and Research-Informed Practice at the Advanced Generalist Level

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4a. use research informed practice and practice experiences to identify gaps in the literature and/or generate research questions for further interrogation; and

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4b. integrate client values, cultural considerations, and ethical standards when interpreting and applying research.

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Competency 5: Engage in Policy Practice at the Advanced Generalist Level

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5a. employ social justice, anti-racist, and anti-oppressive tools to better assess the impact social welfare policies on marginalized communities;

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5b. examine how policies are developed and implemented, and their impact on macro communities, the environment, social justice, and human rights;

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5c. develop ethical and impactful policy initiatives within organizations and communities to enhance well-being across all levelsindividual, family, group, organizational, and community; and

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5d. identify and communicate the impact of policies and proposed changes on client and community well-being to inform advocacy with relevant stakeholders.

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Competency 6: Engage with Individuals, Families, Groups, Organizations And Communities at the Advanced Generalist Level

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6a. utilize evidence-informed practices to foster culturally responsive relationships and effectively engage clients and constituencies; and

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6b. exhibit advanced engagement strategies through the deliberate application of multiple practice approaches that reflect principles of social and environmental justice.

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Competency 7: Assess Individuals, Families, Groups, and Organizations, and Communities at the Advanced Generalist Level

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7a. use multiple theoretical frameworks to guide assessment and planning in advanced generalist practice with clients and constituencies;

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7b. create a collaborative process of assessment where clients and constituencies participate in goal setting; and

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7c. conduct culturally responsive and anti-oppressive assessment for advanced generalist practice with clients and constituencies.

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Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities at the Advanced Generalist Level

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8a. critically evaluate, select, and apply evidence-based interventions for advanced generalist practice with diverse clients and constituencies;

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8b. collaborate with other professionals to coordinate interventions while thoughtfully addressing ethical dilemmas and differing values; and

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8c. modify intervention strategies, as needed, based on continuous assessment and interprofessional collaboration.

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Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities at the Advanced Generalist Level

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9a. evaluate the process and outcome of services for clients and constituencies to examine effectiveness, consumer satisfaction, and quality of services; and

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9b. critically examine practice strategies, program processes, and policies in response to advanced generalist practice outcomes.

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Create for a journal, 1, 2, 3, a page each, at least, discussing different scenarios of a job coach and support coordination. I completed theimilar to what I am looking for. Week 1 template for something s

see attachment for assignment and textbook

A formal search of the literature is an integral part of the research and evaluation process. After identifying a research problem, a topic for a study, or a practice problem, the researcher must begin to gather as much information as possible about the topic. Beyond anecdotal or artifact types of information, the content of scholarly articlesfound in various databases and on the Internetrepresent the core of the review of the literature.

For this assignment, the review of the literature serves the purpose of systematically examining the existing literature, research, and scholarly works, analyzing, and synthesizing the information relevant to the practice problem identified in the scenario. This will assist you in making informed evidence based intervention recommendations to address the hypothetical scenario presented in the instructions below. You will use this same scenario and the results of your literature review for the Weeks 8 and 9 assignments

By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and practice behaviors:

C1: Demonstrate Ethical and Professional Behavior.

• C1.GP.A Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.
• Select two interventions based on critical analysis and ethical practice.
• C1.GP.C Demonstrate professional demeanor in behavior, appearance, and oral, written, and electronic communication.
• Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standard.

C4: Engage In Practice-informed Research and Research-informed Practice.

• C4.GP.A Use practice experience and theory to inform scientific inquiry and research.
• Formulate a research question based on a scenario.
• C4.GP.B Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
• Critically analyze how a search of the literature on the topic can inform the researcher and influence the design process employed for research and evaluation.
• C4.GP.C Use and translate research evidence to inform and improve practice, policy, and service delivery.
• Evaluate the major findings of the sources relevant to the topic.

C9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities.

• C9.GP.C Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
• Evaluate the credibility of the sources relevant to the topic

Instructions

Scenario: The city of Erickson has allocated 4 million dollars to develop an outpatient mental health treatment center for people in the community facing housing insecurity or those who are unhoused. They have asked you to recommend two best practice intervention methods for the new service.

1. Consider the mission of the clinic, the setting, and the task assigned to you (recommendation of two best practice intervention methods based on the evidence) and formulate a research question based on what you have been asked to do in this scenario.
2. Review the literature relevant to your assignment task and your research question. Use and cite at least seven sources (peer reviewed, academic/scholarly, recently published) related to your topic of housing insecurity, mental health and community programs. Consider the following as you review the sources.

• Evaluate the major findings of the sources, comparing and contrasting the information:
• What do you know about the origins, prevalence, and correlates of the problem?
• What are the major themes or take aways of your review?
• How is the information similar or different?
• Evaluate the effectiveness of the approaches presented.
• Evaluate how these sources might be applied to the scenario presented to create a new service model, e.g., your recommendations.

1. Evaluate the credibility of your sources including a rationale for inclusion.

• Consider the following in your evaluation:
• Publication dates.
• Type of publication.
• Peer reviewed, academic, scholarly.
• Type of information presented, e.g., research based, methods employed, expert opinion, etc.
• Author information, credentials.
• How they added to your knowledge and informed the recommendations you will make to the clinic.

1. Critically analyze how a search of the literature on this topic informs you as a researcher and the research methods you might employ for research and evaluation.

• What is your experience of conducting this search? Did you have difficulty finding what you needed? What search terms did you use? Did you need to revise them?
• How did your review of literature influence you, e.g., your opinion and analysis?
• Did it change your perceptions or expectations? Were you surprised by what you found?
• Did you find any studies that really made an impression? Why or why not?
• How might this review influence your program evaluation proposal for the Weeks 8 and 9 assignments in evaluating the recommendations you will be making? Will you propose a qualitative or a quantitative design? Why?
• Use supporting evidence to support your work.

1. Based on a critical analysis of your literature review and ethical practice as discussed in Week 2, recommend two best practice intervention strategies for the outpatient mental health treatment center for people in the community who have insecure housing or who are unhoused.

• What are the two best practice intervention methods you will recommend to the City of Erickson based on your analysis of the literature review?
• Explain why you have selected these two interventions.
• Do the interventions align with ethical practice and standards?
• Support your choice with the relevant scholarly literature.

Additional Requirements

The assignment you submit is expected to meet the following requirements:

• Written communication: Written communication is free from errors that detract from the overall message.
• References: Cite at least seven academic or scholarly journal articles.
• APA formatting: Resources and citations are formatted according to current APA style and format standards.
• can help with this.
• Length of paper: 34 double-spaced pages, not including cover page and references page.
• Font and font size: Times New Roman, 12 point.

Substantive posts/personal reflections are those that reflect critical thinking. Specifically, it is a minimum 1-2 page (min 250 word count), double spaced written integration, synthesis, questions, ah-ha moments of course readings with thought about application to practice settings, current policy issues, and other class topics. Posts should reference the reading. Most reflections are the end of chapter questions directly from the textbook. Do NOT use CHATGPT or another AI platform to write these. Posts/Reflections should be clear and concise and include appropriate APA in text citations and reference page where appropriate. Some posts, like Reflection #1, will have specific instructions to follow. These are usually due the first day (Mondays) of the week for that class.

1 point: Post/reflection does not reflect that student has integrated relevant course readings and content into posts. Post does not go beyond students opinion/personal thoughts. Not turned in by due date and time.

1.5 points: Post/reflection minimally integrates relevant course materials. Not turned in by due date and time.

2 points: Full credit, post/reflection is substantive, integrated relevant course materials, and reflects critical thinking. Turned in by due date (usually first class of the week-Monday) and time.

Prompts from the textbook reading

• Based on the Reamer article, what might be some ethical challenges and considerations unique for social workers?
• From the Code of Ethics reading, what values resonate with you? What values may you be confused about? What values may feel challenging to uphold?
• How would you describe the word ethics? What does this mean to you and why might this be critical for social workers?

Substantive posts/personal reflections are those that reflect critical thinking. Specifically, it is a minimum 1-2 page (min 250 word count), double spaced written integration, synthesis, questions, ah-ha moments of course readings with thought about application to practice settings, current policy issues, and other class topics. Posts should reference the reading. Most reflections are the end of chapter questions directly from the textbook. Do NOT use CHATGPT or another AI platform to write these. Posts/Reflections should be clear and concise and include appropriate APA in text citations and reference page where appropriate. Some posts, like Reflection #1, will have specific instructions to follow. These are usually due the first day (Mondays) of the week for that class.

1 point: Post/reflection does not reflect that student has integrated relevant course readings and content into posts. Post does not go beyond students opinion/personal thoughts. Not turned in by due date and time.

1.5 points: Post/reflection minimally integrates relevant course materials. Not turned in by due date and time.

2 points: Full credit, post/reflection is substantive, integrated relevant course materials, and reflects critical thinking. Turned in by due date (usually first class of the week-Monday) and time.

Prompts

• How have historical social welfare movements shaped the core values and responsibilities of modern social work?
• In what ways does the history of social welfare reveal whose needs were prioritized-and whose were overlooked-and how should this influence current social work practice?
• How do government policies and political ideologies throughout history influence the development of social welfare systems and the role of social workers today?

PLEASE RESPOND TO THE TWO CLASSMATES POST BELOW. MUST BE Original and sources must be cited in APA format.

(CLASSMATE 1)

Reply from Donna Evans

One theoretical framework that integrates empirical evidence on addiction etiology and recovery using the naturenurture paradigm is the biopsychosocial model of addiction. This model explains addiction as the result of interactions among biological (nature), psychological, and social/environmental (nurture) factors. Biological components include genetic vulnerability and neurobiological changes in brain reward and stress systems caused by repeated opioid exposure. Psychological and social factors include trauma, mental health comorbidities, family dynamics, socioeconomic stress, and substance availability, all of which influence addiction risk and recovery outcomes.

The biopsychosocial model is especially relevant to the opioid epidemic because it supports integrated, public healthoriented responses such as medication-assisted treatment combined with psychosocial support. It also helps reduce stigma by framing addiction as a complex health condition rather than a moral failing. However, a limitation of the model is its broad scope, which can make it difficult to identify the most influential factors for individual patients (Green et al., 2021). Despite this, it remains a widely accepted and comprehensive framework for understanding addiction through a naturenurture lens.

References

Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129136.

Green, T. C., Clarke, J., Brinkley-Rubinstein, L., Marshall, B. D. L., Alexander-Scott, N., Boss, R., & Rich, J. D. (2021). Post incarceration fatal overdoses after implementing medications for addiction treatment in a statewide correctional system. JAMA Psychiatry, 75(4), 405407.

(CLASSMATE 2)

Reply from Sophia Medinsky

Greens Integrated Model highlights the complexity of addiction, arguing that addiction is a combination of biology, psychology, and social environment. Greens integrated model changed the way researchers view addiction by moving away from the old genes-versus-environment debate. In her article, Green argues that these two forces work together to create an addiction. For example, a person might be born with genetic sensitivity to alcohol or drugs but only develops an addiction if there is a stressful living situation, media exposure, or trauma (Green, 2021). Additionally, Green notes that our environment can alter how our brains function. True recovery requires a whole person approach that fixes physical health, while also helping the person heal from emotional pain, change daily habits, and build a supportive environment (Green, 2021).

While Integrated Model is perfect in theory, it is challenging to implement. This theory requires clients to have a medical team, which may include a doctor, a psychologist, a teacher, nurse, a social worker, and a dietitian. I am part of such a team at my job, and our organization follows this model. Not only we have team meetings weekly, but each discipline provides classes for clients on different topics. We treat the whole person simultaneously and we are very lucky we are able to help people to fight addiction. We provide housing, education, employment, medical care, etc. However, smaller facilities dont have funding or staff to provide such services. Additionally, Integrated Model does not create standardized treatment protocol that works for all clients. Each plan has to be specifically tailored to the client and will work only for this individual. The absence of clearly defined phases within the model makes it difficult to establish standardized protocol. Another limitation is that this model is overwhelming for the patient, especially in the beginning phase. Imagine, you come to a doctors office to check out a dark spot on your skin. When you finally see the doctor, you are informed that the doctor will treat the whole person today and you will be seeing dentist, ophthalmologist, gastroenterologist, cardiologist, dermatologist, and podiatrist. You would be overwhelmed and engulfed with emotions! This is exactly how our clients feel on their recovery journey.

References:

Alexander, B. K. (2001). The roots of addiction in a free market society. Vancouver: Canadian Centre for Policy Alternatives (course reading packet).

Green, KE, Blue JR, Natal SN. An Integrated Model of Nature and Nurture Factors that Contribute to Addiction and Recovery. Subst Use Misuse. 2021;56(8): 1095-1107. doi: 10.1080/10826084.2021.1901929 Epub 2021 Apr 19. PMID: 33870829.

Goldkind, L., & Wolf, L. (2015). A digital environment approach: Four technologies that will disrupt social work practice. Social Work, 60(1), 85-87.

Nawi, A.M., Ismail, R., Ibrahim, F., Hassan, M.R., Manaf, M.R.A., Amit, N., Ibrahim, N., & Shafurdin, N.S. (2021). Risk and protective factors of drug abuse among adolescents: A systematic review, BMC Public Health, 21. https://doi.org10.1186/s12889-021-11906-2

In your experiences or future aspirations in the field of social work, you will likely encounter various counseling approaches with children and adolescents. Solution-Focused Brief Counseling (SFBC) is recognized for its emphasis on solutions rather than problems. As social workers, understanding how to effectively apply SFBC can enhance your ability to support young clients in achieving positive outcomes. Reflecting on your knowledge of SFBC, let’s explore how you can apply this approach in practical situations: Choose to answer any three of the following questions: How would you make use of Solution-Focused Brief Counseling in a school setting to support a student struggling with social anxiety? Consider the specific techniques of SFBC that could help the student envision and work toward a more positive social experience. What approach would you use to integrate SFBC in group therapy sessions for adolescents dealing with peer pressure? Discuss how SFBC can foster resilience and empowerment among group members. How could you modify traditional counseling methods to incorporate the principles of SFBC when addressing behavioral issues in teenagers? Explain the elements of SFBC that align with or differ from traditional approaches and how these can be adapted. Under what conditions would you prioritize using SFBC over other counseling methods when working with a family in crisis? Identify the situations where focusing on immediate solutions might be more beneficial than delving into past issues. Can you describe a scenario where SFBC has been successfully applied or could be applied effectively in your experience or an observed case regarding youth counseling? Provide examples and reflect on the outcomes and key techniques used. Submission Criteria Respond to three of the prompted questions with thorough explanations. Incorporate relevant facts, experiences, or hypothetical cases to support your answers. Ensure your responses clearly apply the principles of Solution-Focused Brief Counseling.