Category: Social Work

How do you see human diversity influence US communities in a positive way? In APA format with 2 peer reviewed sources

USE OF GROUP DESIGNS IN PROGRAM EVALUATION

When conducting an outcome evaluation for a program, social workers must select a research design that allows them to gather data in a feasible and appropriate manner while also maximizing validity. Group designs can be categorized as cross-sectional, meaning data is collected just once, or longitudinal, meaning data is collected twice or more. Collecting data before and after the program intervention provides a comparison that can more directly attribute client change to the program itself, rather than to an extraneous factor.

For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

LEARNING RESOURCES

• Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
• Chapter 9, Is the Intervention Effective? (pp. 215250)
• Chapter 10, Analyzing Evaluation Data (pp. 255275)
• Gregory, C., & Gellis, Z. (2020).
• . Journal of Social Work in End-of-Life & Palliative Care, 16 (4), 297312. https://doi.org/10.1080/15524256.2020.1800554
• Walden University, LLC. (2022).
• Links to an external site.
• [Interactive media]. https://waldenu.instructure.com
• Navigate to the Planning a Program Evaluation case study. TRANSCRIPT ATTACHED BELOW

TO PREPARE

• Review Chapter 9 of the course text, paying particular attention to the Group Designs for Programs section.
• Access the Social Work Case Studies media and navigate to the Planning a Program Evaluation case study. Consider which group research design would be most appropriate for the scenario.

BY DAY 3

• Provide a brief description of the foster parent training program (12 sentences).
• Identify which group research design you will use (from those outlined in the Resources as appropriate for the Program Evaluation case study) and state why.
• Identify the outcomes to be measured.
• Describe specific measurements that you will use to assess those outcomes.
• Explain which data collection method you will use and why.
• Specify who will collect the data and how the data will be collected.

I will send articles and assignment instructions

i have attached a screenshot.

In Psalm 13, the psalmist is crying out to God and asking why God seems to be distant. Often the psalmists are crying out to God asking that he hear their voices and answer their prayers. Have you ever felt as though your life was falling apart? Have you ever thought at those times that God was standing far away or hiding from you in times of trouble? In Psalm 13, the psalmist realized that though he felt that God was distant, he was confident that God would consider and answer his prayers. He trusted in Gods steadfast love, and he rejoiced in his salvation. He turned his focus from his pains and fears into prayer, praise, and faith. We must learn to do the same. During the most challenging times of our lives, we must remind ourselves that God is real, no matter how we feel. We must remind ourselves that God will never leave us. There are times that God will allow us to go through difficult trials to test and mature us. During the study, we will learn that regardless of the circumstances or how we feel, we can hang on to Gods unchanging character. The difficult times of our lives do not change the person or the character of God. We can trust in his absolute sovereignty, infinite wisdom, and perfect love. POINT TO PONDER: God is real, no matter how I feel Scripture Isaiah 8:17 NIV84 I will wait for the Lord, who is hiding his face from the house of Jacob. I will put my trust in him. Hebrews 13:5 NIV84 Keep your lives free from the love of money and be content with what you have, because God has said, Never will I leave you; never will I forsake you.

1. Read the article, , by Linhorst, Hamilton, Young, and Eckert (2002). You may need to log in, using your MyIWU login.
2. Review and consider the application of the to the planning phase of the social work practice framework.
3. Consider your own interests as a social worker; what population are you most interested in serving? Navigate to the discussion thread below and respond to all of the following questions:
4. What client population are you most interested in serving as a social worker?
5. What do you see as the barriers to collaborative and effective planning with the client population that you plan to practice within your future social work career?
6. How does planning with clients reflect ethical social work practice? Which specific social work values and ethics should you practice in the planning phase, and how?
7. Use subheadings based on the discussion prompts to organize your post.
8. Be well developed by providing clear answers with evidence of critical thinking.
9. Add greater depth to the discussion by introducing new ideas.
10. Provide clarification to classmates questions and provide insight into the discussion.
11. Incorporate concepts and demonstrate your understanding of the resources required for the assignment (journals, videos, texts, etc.) and use conventions of academic writing, including essay-style paragraphs (topic sentence, supporting sentences and summary or final statement), proper grammar, correct use of spelling and punctuation and use of currently required APA writing standards including formatting using indented paragraphs, same font throughout, proper headings, references at the bottom as needed and APA style, including proper use of in-text citations, concise language, paraphrasing and active voice in first or third person.
12. In your textbook, Social Work Skills for Beginning Direct Practice, review Chapter 10, Problem Identification, Planning, and Contracting.

The RMN is the guardian o f Malaysia’s vital maritime

interests, operating within an increasingly complex and

technologically advanced geopolitical landscape. Global

naval power is now defined by disruptive technologies like

artificial intelligence (Al), unmanned systems, and advanced

cyber capabilities, which are rapidly setting a new standard

for operational effectiveness and readiness. Failure t o

embrace this technological transformation risks severe

erosion o f the RMN’s regional deterrence capability and

operational superiority. The RMN must pivot from

incremental modernisation to a proactive, technology-driven

approach to forge a truly future-ready force.

USE OF GROUP DESIGNS IN PROGRAM EVALUATION

When conducting an outcome evaluation for a program, social workers must select a research design that allows them to gather data in a feasible and appropriate manner while also maximizing validity. Group designs can be categorized as cross-sectional, meaning data is collected just once, or longitudinal, meaning data is collected twice or more. Collecting data before and after the program intervention provides a comparison that can more directly attribute client change to the program itself, rather than to an extraneous factor.

For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

LEARNING RESOURCES

• Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
• Chapter 9, Is the Intervention Effective? (pp. 215250)
• Chapter 10, Analyzing Evaluation Data (pp. 255275)
• Gregory, C., & Gellis, Z. (2020).
• . Journal of Social Work in End-of-Life & Palliative Care, 16 (4), 297312. https://doi.org/10.1080/15524256.2020.1800554
• Walden University, LLC. (2022).
• Links to an external site.
• [Interactive media]. https://waldenu.instructure.com
• Navigate to the Planning a Program Evaluation case study. TRANSCRIPT ATTACHED BELOW

TO PREPARE

• Review Chapter 9 of the course text, paying particular attention to the Group Designs for Programs section.
• Access the Social Work Case Studies media and navigate to the Planning a Program Evaluation case study. Consider which group research design would be most appropriate for the scenario.

BY DAY 3

• Provide a brief description of the foster parent training program (12 sentences).
• Identify which group research design you will use (from those outlined in the Resources as appropriate for the Program Evaluation case study) and state why.
• Identify the outcomes to be measured.
• Describe specific measurements that you will use to assess those outcomes.
• Explain which data collection method you will use and why.
• Specify who will collect the data and how the data will be collected.

For this assignment, you will analyze a client or client system that you worked with during your internship. Your analysis will include demographic information; ethical dilemmas you encountered and their resolution; ways that anti-racism, diversity, equity, and inclusion (ADEI) principles were applied; your assessment of the client or client system; and an intervention plan based on your assessment.

Instructions

After you have selected a client or client system that you worked with during your internship, create your case study analysis and intervention plan by completing the following steps:

1. Describe the client or client system.

• Include the biopsychosocialspiritual assessment.
• Offer specific examples wherever possible.

1. Describe how anti-racism, diversity, equity, and inclusion (ADEI) principles were applied to this client situation.

• Offer specific examples wherever possible.

1. Describe how an intervention was applied to this client situation.

• Offer specific examples wherever possible.

1. Describe ethical challenges encountered when working with this client or client system.

• Explain how these challenges were resolved.
• Offer specific examples wherever possible.

Case Study Analysis and Intervention Plan

Case Study Analysis and Intervention Plan Criteria Ratings Pts: Describe the client or client system, including the biopsychosocial assessment.

50 to >42.5 pts

DISTINGUISHED

Describes the client or client system, including the biopsychosocial assessment with specific examples.

42.5 to >35 pts

PROFICIENT

Describes the client or client system, including the biopsychosocial assessment.

35 to >0 pts

BASIC

Identifies the client or client system.

0 pts

NON_PERFORMANCE

Does not identify the client or client system.

/ 50 pts

Describe how anti-racism, diversity, equity, and inclusion (ADEI) principles were applied to this client situation.

50 to >42.5 pts

DISTINGUISHED

Describes how anti-racism, diversity, equity, and inclusion (ADEI) principles were applied to this client situation with specific examples.

42.5 to >35 pts

PROFICIENT

Describes how anti-racism, diversity, equity, and inclusion (ADEI) principles were applied to this client situation.

35 to >0 pts

BASIC

Identifies anti-racism, diversity, equity, and inclusion (ADEI) principles applied to this client situation.

0 pts

NON_PERFORMANCE

Does not identify anti-racism, diversity, equity, and inclusion (ADEI) principles applied to this client situation.

/ 50 pts

Describe how an intervention was applied to this client situation.

50 to >42.5 pts

DISTINGUISHED

Describes how an intervention was applied to this client situation with specific examples.

42.5 to >35 pts

PROFICIENT

Describes how an intervention was applied to this client situation.

35 to >0 pts

BASIC

Identifies an intervention that was applied to this client situation.

0 pts

NON_PERFORMANCE

Does not identify an intervention that was applied to this client situation.

/ 50 pts

Describe potential ethical challenges.

50 to >42.5 pts

DISTINGUISHED

Describes ethical challenges and explains how they were resolved.

42.5 to >35 pts

PROFICIENT

Describes potential ethical challenges.

35 to >0 pts

BASIC

Identifies ethical challenges.

0 pts

NON_PERFORMANCE

Fails to identify ethical challenges.

/ 50 pts

Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

50 to >42.5 pts

DISTINGUISHED

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession consistently with no errors.

42.5 to >35 pts

PROFICIENT

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

35 to >0 pts

BASIC

Inconsistently communicates in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

0 pts

NON_PERFORMANCE

Does not communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

/ 50 pts

Total Points: 0

BIOPSYCHOSOCIAL HOLISTIC APPROACH WITH ELDERLY/AGING CLIENTS

As you know, social workers look at a given client holistically . They examine the biological, psychological, social, spiritual, and cultural factors that influence the clients situation or behavior. As such, they receive insight into the whole person, rather than focusing on just one domain. Why might this perspective be especially valuable when working with the elderly/aging population? And in what ways might social work interventions incorporate this holistic approach?

In this Discussion, you analyze why the holistic perspective might be needed for working with elderly/aging adults. You then select an intervention for use with this population and consider the extent to which it approaches the client holistically.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

• Brandell, J. R. (Ed.). (2020). Theory & practice in clinical social work (3rd ed.). Cognella.
• Chapter 15, Clinical Practice With Older Adults (pp. 334355) (Review)
• Chapter 23, Grief, Loss, and Bereavement (pp. 545566)
• Chapter 24, A Socially Just and Culturally Competent Practice (pp. 567588)
• Gitterman, A., & Knight, C. (2019).
• . Clinical Social Work Journal, 47(2), 147155. https://doi.org/10.1007/s10615-018-0682-5

TO PREPARE

• Review the Learning Resources on interventions with elderly/aging adults.
• Access the Clinical Social Work Interventions link in the Learning Resources.
• On that site, explore three different interventions for use with elderly/aging adults. Select one that you can see yourself using in practice with elderly/aging clients. Do not use an intervention that you have chosen previously. Note that you may also do additional research in the Walden Library to select a different intervention beyond those listed on the site.
• Consider how the intervention you selected might help you address wellness holistically.

BY DAY 3

Explain the significance of addressing wellness holistically with the elderly/aging population. Bearing in mind that environmental concerns have been addressed, utilize your advanced-level skills to identify a modality that is appropriate for this stage. In what ways is the intervention you chose holistic?

PLEASE WRITE about : Used to improve social connectedness by identifying “sticky thoughts” and enhancing self-compassion.