Category: Social Work

By completing this Ignite presentation assignment, students will develop skills in concise and impactful communication, effectively conveying complex social welfare issues to diverse audiences. Students will enhance their ability to identify and articulate unmet service needs within specific populations, while also honing their capacity to propose and advocate for policy changes aimed at improving conditions and opportunities. Furthermore, engaging in this assignment fosters proficiency in integrating social work values such as cultural responsiveness and social justice advocacy into strategic policy initiatives.

Instructions: Select ONE population of interest to use in an ignite presentation and video recording:

Complete the following:

Develop an Ignite presentation in which you discuss an identified service need of your selected population of interest. An Ignite presentation is a PowerPoint presentation in which 20 slides auto-advance every 15 seconds for a total of 5 minutes, while the presenter speaks. Typically, each slide contains a visual image with minimal words.

The presenter(s) speaks for approximately 13 seconds per slide. Presentations are meant to ignite the audience on a subject (in this case, on a social welfare policy issue), for the purpose of expanding awareness, deepening thought, building social empathy, and inviting social action and social change.

Use your selected population of interest and address the following in your ignite presentation:

Ignite Presentation Outline

• Describe an unmet service need of your identified target population.
• Explain a vision of change to improve conditions or opportunities for the target population.
• Propose a viable policy change strategy to improve conditions or opportunities, to better meet the identified service needs of the target population.
• Explain how the change initiative would incorporate social work values such as cultural responsiveness or advancement of social justice.

Next, use Zoom or another digital recording software program to create a video of yourself delivering your Ignite presentation, based on the generic outline. Your video needs to show the slides and should show yourself, or at least have your voice presenting along with the slides. Place the video link into the last of your presentation slides.

Getting to know your Community Service Providers Presentation Please choose a community agency that works with Substance Addiction and Older Adults and complete a comprehensive assessment of the organization and services provided. Students should contact the agency and schedule a time to visit the site. Choose one person from staff to interview. If you are unable to go to an agency or interview a staff member, you can use the agency website information to complete the assignment. You should cover all the information below as well as integrate material from the course and textbook. History of the Agency (5 points) Agency Location, Hours of Operation, Contact Phone Number (5 points) Population Served, Eligibility Criteria for Clients: Chapter 1, Chapter 2, Chapter 3 (Primary drug of population served, gender, average age, sobriety required or not) (5 points) Referral Process for Services: Chapter 5 (5 points) Type of Setting (Ex. Outpatient, Inpatient, Residential, Emergency Room) (5 points) Funding Source for Agency: Chapter 6 (Ex. Grant funded, State, Federal, Private, Non-Profit) (5 points) Treatment Approaches: Chapter 4 and Chapter 5 (Length of treatment, Screening and Assessment tools, Models of Recovery)(5 points) Clients Barriers to Access and Retention of Services: Chapter 1 (5 points) Costs for Services: Chapter 6 (5 points) Presentation should be 10-12 slides, include links to the website, and visuals integrated throughout the presentation (5 points) Here is the book that I am using for this class: Treating Substance Use Disorder in Older Adults: Updated 2020 [Internet]. Rockville (MD): Substance Abuse and Mental Health Services Administration (US); 2020. (Treatment Improvement Protocol (TIP) Series, No. 26.) Available from:

Study:Beginning in October, 2008 and ending in June, 2019, Respondent conducted about 248 clinical sessions with clients who were members of the same family (mother, father, and three sons) and with two adolescent acquaintances of the family. The majority of these sessions were with the mother and father (143 individual sessions with the mother, 19 individual and 84 group sessions with the father, and 31 couples sessions with the mother and father).Respondent entered into a clinical relationship that lasted about 8 years without having a clear, explicit treatment plan or biopsychosocial assessment (including relevant diagnostic information) that is consistent with this unusually long period of treatment and with prevailing standards of care in clinical social work. In addition, Respondent continued treatment of these clients for this extended period of time despite significant boundary issues and the clear and persistent concerns raised by the clients about the relationship.Citing the NASW Code of Ethics, address the following:1. Citing a minimum of three ethical standards from the NASW Code of Ethics that were violated, explain how the respondent acted inappropriately. (Minimum 90 words).2. What should have been the proper processes done by the social worker to prevent these violations? (Minimum 90 words)3. According to the NASW Code of Ethics, what corrective actions could the social worker take to ensure they are acting ethically? (Minimum 90 words)4. What is the purpose of the NASW Code of Ethics? (Minimum 90 words)

For this week, we will add to the skill of preparing a diagnosis by adding the biopsychosocial risk/resiliency assessment to our framework. Please complete the “Template for Preparing Diagnosis for Chapter Case Study” in Appendix A in your textbook (p. 216) again in addition to creating a biopsychosocial risk/resiliency assessment for the case study: Ms. Daniels at the end of chapter 6 and starting on page 77 in the textbook. Please complete the diagnosis, rationale, and additional information needed sections in addition to the biopsychosocial risk tables related to both onset of disorder and course of disorder.

For the diagnosis section: please list which DSM diagnosis you feel is primary for the case study.

In the rationale section, you will need to list all the diagnostic criteria for that particular diagnosis and the information from the case study that supports each criteria (i.e., if your diagnosis has 4 criteria – you will need to list each and the symptom that the client is exhibiting that meets that specific criterion – it is not sufficient to simply state “yes” or “no” in this section – provide additional details from the case).

In the additional information section, please list out all the additional information that is pertinent to the case and any additional information you might want to obtain.

Please also include your biopsychosocial risk/resiliency factors for onset of the disorder, making sure you are including all of them and noting whether they are present or not in this particular case study.

Please also do the same with the biosocial risk/resiliency factors for the course of the disorder.

Textbook to read Corcoran, J., & Walsh, J. (2020). Mental Health in Social Work.

Hoboken, NJ: Pearson. ISBN: 978-0-13-517190-5

LETTER OF INTENT INSTRUCTIONS:

The LSU School of Social Work seeks MSW applicants who wish to work with individuals, families, groups, organizations, and/or communities confronting complex challenges. Applicants should exhibit a strong potential for developing ethical and professional competencies and demonstrate the academic abilities needed to perform at the graduate level. Applicants should demonstrate a readiness to engage in classes and the field internship, as both are important components of the MSW degree.

The MSW Letter of Intent (LOI) is a critical part of the application process. Reviewers will consider both the content and the writing skills of the applicant. Respond to all points 1 thru 7 listed below in paragraph format using the headings provided. The length of your LOI should be approximately 3-5 typed and double-spaced pages using a 12-point font. It should not exceed 5 pages in length. Once completed, the LOI should be uploaded electronically to the Graduate School Admissions Portal.

Understanding the Profession

The social work profession is guided by the National Association of Social Workers (NASW) Code of Ethics and it serves as a guide to the everyday professional conduct of social workers.

1. After reviewing the NASW Code of Ethics Core Values, discuss a core value that you have demonstrated in the past, as well as a core value that you would like to develop while completing the MSW program. Please use specific examples.

2. The NASW Code of Ethics requires social workers to treat all people with dignity and respect and to be prepared to work with all people in need of assistance, including those who are different from themselves. Discuss two previous experiences that illustrate that you are capable of working with individuals who are different from you.

3. Describe a specific aspect or issue in social work that interests you most and explain how you became interested in this issue.

Experience Related to Social Work

4. Discuss any volunteer/unpaid staff or paid experiences in human services, community work, or any other experiences that have contributed to your choice of social work as a profession. What specifically influenced your decision to pursue a Master of Social Work degree at LSU?

5. Briefly describe your professional goals. Consider your own strengths and what you would need to learn or develop to become an effective social worker.

Graduate School Readiness & Field Education Requirements

6. Graduate school is academically challenging and time intensive, requiring students to manage their personal and professional commitments (employment) to meet the demands of the program. LSU as one hour of learning inside the classroom and 2 hours of learning outside the classroom for each class session. This means that each 3-credit-hour MSW course is equivalent to 9 hours of learning per week for semester-long courses; 18 hours per week for 7-week courses; and 27 hours of learning per week for 5-week courses. Please discuss how you plan to fulfill the course work component of the program considering your current and future personal and professional commitments.

7. All MSW programs require experiential learning via field education courses that take place in an agency setting, which is an integral component of the MSW degree. Due to the experiential nature and supervision requirements mandated by the Council on Social Work Education (the national accrediting body for social work education), field education courses must be completed in an agency setting during normal business hours, typically 8-5 for 16-18 hours per week, or at a maximum of 40 hours per week to ensure that your field internship is a successful part of your educational experience.Please visit link here to watch the required video on the LSU School of Social Work Programs prior to completing your application.

Small Group Participation Assignment

You are required to attend one support group/small group to observe and assess the leadership skills and the group dynamics. This is NOT to be a group that you already lead or regularly participate in; this is to be a group where you should feel like a newcomer/participant.

You can attend any small group of your choosing, so long as the discussion is geared toward a particular topic and there is a clear leader. Support groups can be located online. You should request permission from the group leader to attend prior to the group meeting, because some groups are open to anyone while some are not. Upon arrival at the group meeting, you should introduce yourself to the group leader as a student observer. If you choose to attend an AA or NA meeting, you might consider introducing yourself to the group as someone who is a friend or family member to and alcoholic or addict (most of us are). Following attendance at the support group, a written summary of the group meeting along with an assessment of the group leadership skills observed is required.

In your assignment this week, you will assess group dynamics and the group leader’s skills.

Please include both the questions below and your responses in your assignment submission.

• What was the name of, location, date and time of the group you attended?
• Did the group leader seem prepared for the group? Knowledgeable? Competent and qualified?
• Did the group leader or members make newcomers feel welcome?
• Were the goals of the group clear?
• Did there seem to be an agenda, whether formally written or spoken?
• Did those participating in the group seem comfortable?
• Did anyone in particular dominate the group? How did the leader respond to this?
• Was the discussion flexible?
• What was the seating arrangement? Was it comfortable? How did the seating arrangement affect how the group interacted?
• Did the group leader learn your name? Did you feel important as an observer?
• How did the leader begin the group? Did you observe any rapport-establishing behaviors?
• Were you able to identify positive group leadership skills?
• How did the leader end the group? Was the ending effective?
• What were the strengths of the group?
• What were the weaknesses of the group?
• If you were leading the group, what would you change?
• Any other noteworthy observations?
• How did this assignment benefit you? If it didnt, explain why it didnt.

Teratogens are ubiquitous toxins that affect prenatal development. Cleaning supplies, drugs, and alcohol are among the teratogens that we may encounter in our daily lives. Use the Internet to research scholarly literature and medically reviewed websites, such as the Mayo Clinic and The Centers for Disease Control (CDC), for information about teratogens and their effects on prenatal development. Literature Search Resources page. Assessing Internet Sources The websites listed in the resources for each assignment in this course are examples of reputable sources. When identifying reputable Internet sources, consider the following questions: Who is the author? Is the individual or organization well-known in their field? Who publishes the information? Is the publisher the same as the author? Is the source reliable? Does the source show a bias or intent? Instructions Alcohol and tobacco products are widely known and well-publicized teratogens. For this assignment, select a teratogen other than alcohol or tobacco. Assume the role in the following scenario: You are teaching at a local college and want to provide your students with an example of how a specific teratogen affects a critical trimester of fetal development, considering timing, dosage, duration, and genetics. Prepare a lecture, using relevant and recent references to illustrate and explain the implications of a selected teratogen on prenatal development and consider the impact of this teratogen on the individual, family, and society as well as ways to minimize the exposure. Be sure to consider any individual and cultural factors that may come into play when considering the impact of your teratogen and to write in a way that is appropriate for your target audience of undergraduate students. Deliverable A 23 page paper, suitable for a lecture to undergraduate students, explaining the implications of a selected teratogen on prenatal development that considers timing, dosage, duration, genetics, and the associated consequences and costs to families and society while also considering individual and cultural differences. The writing style should be direct and understandable, and include scholarly references. Organize your lecture using the following headings: Overview: Provide a summary of the teratogen. Identify a specific teratogen and the type or amount of exposure that can harm fetal development. Identify a common product or environmental pollutant that would be a concern for expectant parents (for example, lead-contaminated water). Where is the teratogen commonly (or uncommonly) found? What type, frequency, or amount of exposure is a concern? Where is the teratogen commonly (or uncommonly) found? Developmental Risks: Identify the specific risks to prenatal development. Identify the most critical trimester in prenatal development that the toxin affects (such as heart and lungs). Summarize research that explains how a specific teratogen affects a trimester of prenatal development. Illustrate (explain) how a specific teratogen harms fetal development in a critical trimester. Explain why it is dangerous (for example, drugs cross the blood barrier). For example, if the toxin affects lung development, what are the consequences? Consider the role of health disparities as they relate to developmental risk. Implications of Exposure: Evaluate the potential impact or outcomes to family and society as a result of prenatal teratogen exposure while considering the role of health disparities. What are the short-term and long-term outcomes from the exposure? Other related costs or consequences as the result of exposure? Special education costs? Increased health care costs? Minimize Exposure Analyze recommendations from reputable sources for minimizing prenatal or postnatal exposure to a specific teratogen. Analyze the quality of the research and the conclusions to prevent a specific teratogen exposure. Identify prevention and intervention options. Consider medical, social, and economic prevention strategies. Additional Requirements Length: 23 pages. Written communication: Provide key health information using language and format that is comprehensible to a layperson. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics. Number of references: A minimum of five scholarly references is required (such as, academic journals); additional references from medically reviewed or professional, reputable websites, such as government sources, the Mayo Clinic, or WebMD, may be included. APA formatting: References and citations should be formatted according to current APA style and format. See Evidence and APA.

You take some time to begin with the S family. You want to ensure that they understand the nature and limitations of the policies and ethics that might impact your work together. At this point, however, Mr. and Mrs. S seem quite ready to share their concerns about the tension and conflict within the family. You too are eager to make the transition from the beginning to the exploring skills.

Directing your first question to the family as a whole rather than to any particular person, you ask, What do you see as the major issues within the family? Each member shares their thoughts. Although the specific nature of the responses varied somewhat, there appeared to be considerable agreement that the strained relationship between the two teenage boys (biological children of the father) and their fathers wife (the boys stepmother) is a major issue. Their relationship appears to involve a great deal of tension, anger, and conflict.

As the social worker, you now want to explore the origin and development of the difficulties in this relationship and further the familys exploration of these issues.

1. Develop three questions and note if it is an open-ended or closed-ended question.
2. Note who you would direct each question to (e.g. Mr. S, Mrs. S, the boys, the other children, or the whole family).
3. Outline your rationale for choosing each question and selecting the person or persons you decided to address.
4. How do you think the various family members would react to each question?

Open ended questions and statements invite expanded expression and leave the client free to express what seems most relevant and important. For example, “Tell me about your relationship with your spouse”, “How do you see your future?”, “Tell me about your visit with your mother.”

Closed ended questions define a topic and restrict the client’s response to a few words or a simple “yes” or “no” answer. For example, “When did you obtain your divorce?”, “What year were you born?”, “Is your health insurance Medicare?”

Instructions

In this assignment, you will design a research study that incorporates anti-oppressive principles and methods. You will demonstrate understanding of how research can be conducted in a way that challenges inherent biases, promotes anti-racist and anti-oppressive strategies, and advances social work purposes. The assignment should include the sections listed below.

Research Proposal

Using the issue from the previous assignment:

• Identify a specific research question related to the marginalized community or population that experiences oppression or social, economic, cultural, or environmental injustice. (C4.GP.A)
• Support your ideas with relevant academic and professional research.
• Discuss how the proposed research project aims to actively involve the selected community or population in the research process and how their voices and perspectives will be prioritized. (C4.GP.B)
• Identify specific participants, stakeholders, community partners, et cetera, that will be involved.

Methodological Approach

• Select and justify the use of a research methodology (quantitative, qualitative, mixed methods, or other research design) that aligns with anti-oppressive principles. (C4.GP.A)
• Be sure to support your ideas with relevant academic or professional research.
• Discuss how the selected approach will enable exploration of the research question while challenging biases and promoting anti-oppressive strategies. (C4.GP.B)
• Support your ideas with relevant academic or professional research.

Data Collection

• Analyze a proposed data collection strategy using an anti-oppressive research lens, including how it will address intersectionality. (C4.GP.A)
• Support your strategy with relevant academic or professional knowledge.

Ethical Considerations

• Outline the ethical considerations to be addressed in the research, including informed consent, confidentiality, protection of participants from harm, and data protection and storage. (C4.GP.A)
• Support your ideas with relevant academic or professional knowledge.
• Discuss considerations for power dynamics and researcher positionality and bias. (C4.GP.B)
• Support your ideas with relevant academic or professional knowledge.

Data Analysis and Dissemination

• Discuss how to interpret and disseminate the findings in a way that contributes to anti-oppressive social work practice, policy, or programs, including considerations for technology and how to ensure that the research findings are accessible and actionable. (C4.GP.A)
• Support your ideas with relevant academic and professional literature.

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 Evidence and APA standards. Include a cover page and references page. See .
• Font and font size: Use APA approved font and size.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Apply research findings to inform and improve practice, policy, and programs. (C4.GP.A)
• Identify a specific research question related to the marginalized community or population that experiences oppression or social, economic, cultural, or environmental injustice. (C4.GP.A)
• Select and justify the use of a research methodology (quantitative, qualitative, mixed methods, or other research design) that aligns with anti-oppressive principles. (C4.GP.A)
• Analyze a proposed data collection strategy using an anti-oppressive research lens, including how it will address intersectionality. (C4.GP.A)
• Outline the ethical considerations to be addressed in the research, including informed consent, confidentiality, protection of participants from harm, and data protection and storage. (C4.GP.A)
• Discuss how to interpret and disseminate the findings in a way that contributes to anti-oppressive social work practice, policy, or programs, including considerations for technology and how to ensure that the research findings are accessible and actionable. (C4.GP.A)
• Competency 2: 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. (C4.GP.B)
• Discuss how the proposed research project aims to actively involve the selected community or population in the research process and how their voices and perspectives will be prioritized. (C4.GP.B)
• Discuss how the selected approach will enable exploration of the research question while challenging biases and promoting anti-oppressive strategies. (C4.GP.B)
• Discuss considerations for power dynamics and researcher positionality and bias. (C4.GP.B)
• Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.