Category: Social Work

DESIRED TOPIC: Young adults who have aged out of foster care FOLLOW THE ATTACHED OUTLINE FOR THE PAPER. USE SCHOLARLY ARTICLES BASED IN THE U.S.. Attached is the information needed for the paper in files. Disparities refer to differences in access, health care quality, or health care outcomes along lines of race or ethnicity, gender, sexual identity, age, socioeconomic status, and disability status. This paper will explore the causes, treatment or interventions, and outcomes of particular health/mental health problems or social/ environmental conditions that affect wellbeing at the micro, mezzo, and macro levels.

As was discussed in the lectures and in the readings, there were several federal policies passed during the 1980s and 1990s that relate to interpersonal violence. In your discussion, please address the following:

• If you could travel back in time and help revise one of the policies discussed in either the lecture or readings in the 1980s or 1990s, which one would you want to help revise? Why did you pick this one? Describe which policy you chose and why.
• In what way would you revise it? Describe what changes you would make to it and why.

Responses: (once the writing part is done, I will send the 2 peer posts so you can respond to each)

Comment on these two peers responses to the same questions, separately.

In your replies, please address the following:

What does your peer’s discussion show you about how people learn about bills? What is the importance for learning about how bills are made into laws for non-social workers?

Please remember:

• Writing should be thoughtful, reflective, and should make connections with the assigned topic. You are expected to think critically and cite information from the readings including those found in the module and those assigned for the discussion.
• Writing must be supported by your readings and properly cited (authors last name and year of article). Do not use any direct quotes.

policy that will be used is uploaded. if you have any questions message me please. Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justic e (8th ed.). Cengage Learning. Chapter 7, Analyzing Problems in the First Step of Policy Analysis (pp. 204243) Policy Advocacy Challenge 1.2 (p. 9) Policy Advocacy Challenge 2.6 (p. 43) Policy Advocacy Challenge 3.4 (p. 92) Policy Advocacy Challenge 5.1 (p. 144) Policy Advocacy Challenge 7.1 (p. 210) Policy Advocacy Challenge 11.5 (p. 387) Georgia General Assembly. (2021). SB 202: Election Integrity Act of 2021 . Note: Once you enter the website, select the “Current Version” option on your screen to access and review a PDF of the full policy. Document: Policy Selection Process (PDF)

Required Readings Franklin, C., & Jordan, C. (Ed.). (2024). Turner’s social work treatment: Interlocking theoretical approaches (7th ed.). Oxford University Press Chapter 4, Attachment Theory (pp. H29H38) Chapter 2, Psychoanalytic Theory (pp. H15H19) Mulvale, J. P. (2021). Six aspects of justice as a grounding for analysis and practice in social work. Journal of Social Work Values and Ethics, 18 (1), 3448. Yakushko, O. (2021). On the dangers of transnational influences of Western psychology: Decolonizing international perspectives on women and therapy. Women and Therapy, 44 (12), 193211. Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21 (12), 3947. National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers . Document: Analysis of a Theory Worksheet (Word document) Document: Theory Into Practice: Four Social Work Case Studies (PDF) Required Media Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014f). Psychoanalytic approaches. In Irish Luck Productions (Producer), J. Sommers-Flanagan (Director), & R. Sommers-Flanagan, (Director), Counseling and psychotherapy theories in context and practice [Video]. Psychotherapy.net. Optional Resources Blakely, T. J., & Dziadosz, G. M. (2015). Application of attachment theory in clinical social work. Health & Social Work, 40 (4), 283289. Fleischer, L., & Lee, E. (2016). The analytic principle and attitude: Mobilizing psychoanalytic knowledge to maximize social work students’ practice competence. Psychoanalytic Social Work, 23 (2), 99118. doi:10.1080/15228878.2016.1149776

Introduction

Unlike other forms of research that maintain scientific distance from the subject being studied, action researchers are part and parcel of the process. They become a member of the group being studied and thus, when the data is gathered and analyzed and recommended action is formulated, they become spokespeople for the group. Many times, co-researchers participate in the final writing of the outcomes of the research. The reflective nature of action research is also a part of writing up and communicating the outcomes. It is not uncommon to see the reflections of the researcher included in an epilogue or section of the research report.

The results of the research may also be communicated in nontraditional ways. Often, narratives or stories become an important component of the results of the research and are reported in unedited fashion. Participants may choose to communicate results through the use of photos, theater productions, or films. Those writing action research dissertations are, unfortunately, limited to the use of the written word. However, inclusion of the narratives, films, photos, and theater productions are important archives that can be used as data in the study and reported on in the final report for the study. The ability to use or report on these pieces hinges on the willingness of the participants to give the researcher permission to use them. If the researcher has done a good job of integrating him- or herself into the group or community, the group will assume that the researcher is a trustworthy messenger and will allow him or her to use any artifacts created by them. Greenwood and Levin (2007) assert that the use of such artifacts, the cogeneration of research reports, and the reflective nature of such reports does not diminish the level of rigor of action research studies. They note that action research often begins with a fairly limited problem statement but through the emergent action research process, evolves into a more robust and refined view of the problem and the action it will take to resolve it. In this way, action research is every bit as rigorous as other forms of research. The communication of results through conventional means helps the more scientific community to appreciate its usefulness in creating change.

References

Greenwood, D. J., & Levin, M. (2007). Introduction to action research (2nd ed.). Sage.

ASSIGMNENT

Consider the following questions:

• How are the results of action research studies generally communicated to the stakeholders and the community?
• How might you plan to communicate your results?
• Will you use technology? If so, in what form?
• How might sensitive political or ethical concerns be communicated effectively?

RESEARCH TOPIC: What strategies do social workers use to support African American men living in urban areas with access to mental health services?

OCCUPATION: Social Work Mental Health Therapist

THEORETICAL PRACTICE: Critical Race Theory

METHODOLOGY: Qualitative

1. Find 7-8 transactions between me and the client ( I WILL PROVIDE THAT INFORMATION) and set the scene for the essay. How old is the client, which session number is this?, background info on the client in two paragraphs.
2. After step one is complete label the transactions, starting the transaction with the client. Out of the 8 transactions pick four and answer the following questions on a new paper

a) describe what you think is going on with the client in the first transaction

b) what was I ( the social worker) trying to do in my response to the client

c) how connected to the client was I ? ( hint: look at the client response to what I said)

d) if i wasn’t intuned with the client fully explain why. (If i was skip the next step)

e)if you wasn’t in tune tell me what your response should’ve been

Complete this steps 4 times for part A of the paper

part B :

a) what did you learn from this assignment

b) use the textbooks and relate it to the paper

Kirst Ashman, K., & Hull, G. (2018). Understanding Generalist Practice (8th ed.). Belmont,

California: Brooks-Cole, a division of Thompson Learning

Shulman, L. (2020). The Skills of Helping Individuals, Families, Groups, and Communities,

Enhanced (8th ed.). Belmont California: Cengage Learning.

Please use in text apa citations

Segal, E.A. (2018). Empowerment

No instructions provided

Submit a clinical writing sample that highlights your skills and application of knowledge. You may choose to write about any following: a clinical assessment, a case study (including treatment plans) or any relevant documentation displaying your clinical thinking. Please use de-identified patient information (three pages maximum).

INSTRUCTIONS

The Program Evaluation Outcomes Project Assignment is a 610-page paper, not including

the title page and references, written in current APA format. See the below instructions on how

to format the paper.

Select a program from the list of resources provided in the Program Evaluation

https://www.a21.org/

Outcomes Project Resources section on the assignment page.

Go through each step of the outline shown below for the selected program.

Note: There is an outline to help format and develop this assignment. Do not put this

assignment in an outline layout in your final submission. This must be in full essay

format.

Report must be 610 pages in current APA format, essay style with Times New Roman,

size 12 font.

There should be a minimum of 2 peer-reviewed article sources, 2 additional program

website URLs, and 1 biblical citation/reference.

A Doi/URL is required to earn credit for peer-reviewed sources.

Use Level 1 APA headings to organize the paper and clearly identify each required

content area. The headings in the outline may be used

The paper should be formatted in the following layout:

I. Program (Remember, this is the main program that you are evaluating.):

a. Description

b. Goals

c. Objectives

d. Target Population

e. Intervention

f. Service Delivery

g. Other Evaluations (just for this specific program) and Results (if there

are any)

II. Rationale: Explain and Set Up the Evaluation

A. Context for the Evaluation (setting)

SOWK 680

Page 2 of 2

1. Agency/Organization- Where the program is housed and operated

underit will be that agency or organization. Sometime the

program is developed first, and then an agency or organization is

created to house that program. Normally, when that happens, the

mission, goals, and objectives of the organization is very similar to

the programs mission, goals, and objectives. However, at times,

we have an agency or organization that has been operating for a

while with many programs and there is a decision to create and

implement a new program to meet changing needs of clients, new

social issues/problems, etc. This section and number 2 below,

should focus on the agency or organizations mission, goals, and

objectives, not the programs.

2. Overview

a. Agency/Organization Mission

b. Agency/Organization Goals

c. Agency/Organization Objectives

d. Agency/Organization Characteristics (Target

population, etc.)

B. Literature (At least 2 recent Peer-reviewed journal articles)

1. Discuss all the constructs involved in the program (i.e., what is the

behavior, attitudes, and knowledge trying to be changed or

altered)

2. Other Evidence-Based Programs out there that are doing the

same intervention; provide program website URLs

III. Evaluation Type (Outcomes Evaluation)

1. Conceptualizing Program Objectives

2. Operationalizing variables and stating the Outcomes

3. Designing a Monitoring System

4. Developing a Feedback System

5. Disseminating and Communicating Results

IV. Biblical Principles- How does the program align with biblical principles?

Support assertions with scripture, properly cited and referenced.

V. Conclusion

VI. References page

Jones, S. E., Ellery, V. A., Rhodes, J. A., & Hull, B. J. (2024). Adequately equipping our children: The need for child-centered, play-based approaches to human trafficking prevention. Journal of Human Trafficking, 10(1), 220230. https://doi.org/10.1080/23322705.2021.2007462

Scott, L. M., Crenshaw, C., & Venegas, E. M. (2019). Bodies are not commodities: Examining A21 curriculums impact on students knowledge, attitudes, and advocacy about anti-human trafficking rights and issues. Journal of Human Trafficking, 5(1), 2542. https://doi.org/10.1080/23322705.2017.1393742