Category: Social Work

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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.

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.