U6A1-64 – Using SPSS Software, Data Analysis and Application

Unit 6 Study 1 – Readings

Use your IBM SPSS Statistics Step by Step text to complete the following:

• Read Chapter 10, “Bivariate Correlation.” This reading addresses the following topics:

◦ Interpreting correlations.

◦ Linear versus curvilinear relationships.

◦ Causality.

◦ SPSS instructions for calculating correlations.

◦ Generating SPSS output.

Unit 6 Assignment 1 – Correlations

See the Resources area for links to resources that you will use for this assignment:

1. You will complete this assignment using the Data Analysis and Application (DAA) Template.

2. Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assignment.

3. Refer to IBM SPSS Step-By-Step Guide: Correlations for additional information on using SPSS for this assignment.

4. If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous two assignments, your submission should be in narrative format with supporting statistical output (table and graphs) integrated into the narrative in the appropriate

places (not all at the end of the document).

You will analyze the following variables in the grades.sav data set:

• gender

• gpa

• total

• final

Step 1: Write Section 1 of the DAA.

• Provide the context of the grades.sav data set.

• Include a definition of the specified variables and corresponding scales of measurement.

• Indicate the type of correlation for each X, Y pair (Pearson’s r, Spearman’s r, point-biserial r, et cetera).

• Specify the sample size of the data set.

Step 2: Write Section 2 of the DAA.

• Test the assumptions of correlation for gpa and final.

• Paste the SPSS histogram output for each variable and discuss your visual interpretations.

• Paste SPSS descriptives output showing skewness and kurtosis values and interpret them.

• Paste SPSS scatter plot output with “gpa” set to the horizontal axis and “final” set to the vertical axis.

Conduct a visual inspection of the scatter plot to analyze other assumptions of correlation.

• Summarize whether or not the assumptions of correlation are met.

Step 3: Write Section 3 of the DAA.

• Specify a research question related to gpa and final.

• Articulate the null hypothesis and alternative hypothesis.

• Specify your alpha level.

Step 4: Write Section 4 of the DAA.

• Paste the SPSS output of the intercorrelation matrix for all specified variables.

◦ First, report the lowest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. Specify whether or not to reject the null hypothesis for this correlation.

◦ Second, report the highest magnitude correlation in the intercorrelation matrix, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size.

Specify whether or not to reject the null hypothesis for this correlation.

◦ Third, report the correlation between gpa and final, including degrees of freedom, correlation coefficient, p value, and effect size. Interpret the effect size. ◦ Analyze the correlation in terms of the null hypothesis.

Step 5: Write Section 5 of the DAA.

• Discuss the implications of this correlation as it relates to the research question.

• Conclude with an analysis of the strengths and limitations of correlational analysis.

Submit your DAA Template as an attached Word document in the assignment area.

Resources

Correlations Scoring Guide.

• Applies the appropriate SPSS procedures to check assumptions and calculate the correlations in an exemplary manner.

• Provides exemplary context for the data set, including a definition of required variables and scales of measurement.

• Evaluates the assumptions of correlation.

• Articulates a research question, null hypothesis, alternative hypothesis, and alpha level in an exemplary manner.

• Evaluates the correlation output.

• Generates an exemplary conclusion that includes strengths and limitations of correlation.

• Without exception, communicates in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

DAA Template. – see attached

SPSS Data Analysis Report Guidelines. – see below

For the SPSS data analysis report assignment, you will use the Data Analysis and Application (DAA) Template with the five sections described below. As shown in the IBM SPSS step-by-step guides, label all tables and graphs in a manner consistent with University APA Style and Format guidelines. Citations, if needed, should be included in the text and references included in a reference section at the end of the report. The organization of the report should include the following five sections:

Section 1: Data File Description (One Paragraph)

1. Describe the context of the data set. Cite a previous description if the same data set is used from a previous assignment. To increase the formal tone of the DAA, avoid first-person perspective “I.” For example, do not write, “I ran a scatter plot shown in Figure 1.” Instead, write, “Figure 1 shows. . . .”

2. Specify the variables used in this DAA and the scale of measurement of each variable.

3. Specify sample size (N).

Section 2: Testing Assumptions (Multiple Paragraphs)

1. Articulate the assumptions of the statistical test.

2. Paste SPSS output that tests those assumptions and interpret them. Properly embed SPSS output where appropriate. Do not string all output together at the beginning of the section. In other words, interpretations of figures and tables should be near (that is, immediately above or below) where the output appears. Format figures and tables per APA formatting. Refer to the examples in the IBM SPSS step-by-step guides.

3. Summarize whether or not the assumptions are met. If assumptions are not met, discuss how to ameliorate violations of the assumptions.

Section 3: Research Question, Hypotheses, and Alpha Level (One Paragraph)

1. Articulate a research question relevant to the statistical test.

2. Articulate the null hypothesis and alternative hypothesis for the research question.

3. Specify the alpha level (.05 unless otherwise specified).

Section 4: Interpretation (Multiple Paragraphs)

1. Paste SPSS output for an inferential statistic and report it. Properly embed SPSS output where appropriate.

Do not string all output together at the beginning of the section. In other words, interpretations of figures and tables should be near (that is, immediately above or below) where the output appears. Format figures and tables per APA formatting.

2. Report the test statistics. For guidance, refer to the “Results” examples at the end of the appropriate chapter of your Warner text.

3. Interpret statistical results against the null hypothesis.

Section 5: Conclusion (Two Paragraphs)

1. Provide a brief summary (one paragraph) of the DAA conclusions.

2. Analyze strengths and limitations of the statistical test.

IBM SPSS Step-by-Step Guide: Correlations.

Copy/Export Output Instructions. see below SPSS output can be selectively copied and pasted into Word by using the Copy command:

1. Click on the SPSS output in the Viewer window.

2. Right-click for options.

3. Click the Copy command.

4. Paste the output into a Microsoft Word document.

The Copy command will preserve the formatting of the SPSS tables and charts when pasting into Microsoft Word.

An alternative method is to use the Export command:

1. Click on the SPSS output in the Viewer window.

2. Right-click for options.

3. Click the Export command.

4. Save the file as Word/RTF (.doc) to your computer.

5. Open the .doc file.

APA Style and Format.

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Data Analysis and Application (DAA) Template

Use this file for all assignments that require the DAA Template. Although the statistical tests will change from week to week, the basic organization and structure of the DAA remains the same. Update the title of the template. Remove this text and provide a brief introduction.

Section 1: Data File Description

1. Describe the context of the data set. You may cite your previous description if the same data set is used from a previous assignment.
2. Specify the variables used in this DAA and the scale of measurement of each variable.
3. Specify sample size (N).

Section 2: Testing Assumptions

1. Articulate the assumptions of the statistical test.
2. Paste SPSS output that tests those assumptions and interpret them. Properly integrate SPSS output where appropriate. Do not string all output together at the beginning of the section.
3. Summarize whether or not the assumptions are met. If assumptions are not met, discuss how to ameliorate violations of the assumptions.

Section 3: Research Question, Hypotheses, and Alpha Level

1. Articulate a research question relevant to the statistical test.
2. Articulate the null hypothesis and alternative hypothesis.
3. Specify the alpha level.

Section 4: Interpretation

1. Paste SPSS output for an inferential statistic. Properly integrate SPSS output where appropriate. Do not string all output together at the beginning of the section.
2. Report the test statistics.
3. Interpret statistical results against the null hypothesis.

Section 5: Conclusion

1. State your conclusions.
2. Analyze strengths and limitations of the statistical test.

References

Provide references if necessary.

socw 6500 week 5

Week 5: Policy Context

Important Note: Please use the media player below to hear an audio course introduction that will give you more background information about the course topic. Also provided is a transcript for you to download and print out.

Laureate Education. (Producer). (2013). Policy context [Audio file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 1 minute.

Accessible player –Downloads–Download AudioDownload Transcript

Learning Objectives

Students will:

• Analyze policy context in field education experience

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 9, “The Social Policy Context of Practice” (pp. 97-108)

Libal, K., Mapp, S. C., Ihrig, E., & Ron, A. (2011). The United Nations convention on the rights of the child: Children can wait no longer for their rights. Social Work, 56(4), 367–370.
Note: Retrieved from Walden Library databases.

Required Media

Laureate Education. (Producer). (2013). Policy context [Audio file]. Retrieved from https://class.waldenu.edu

Note:  This audio introduction is located in the “Introduction and Objectives” section. The approximate length of this media piece is 1 minute.

Optional Resources

Click the following link to access the MSW home page, which provides resources for your social work program.

MSW home page

Assignment 1: Week 5 Blog

Refer to the topics covered in this week’s resources and incorporate them into your blog.

By Day 3

Post a blog post that includes:

• An explanation of the policy context in your field education experience

By Day 4

Respond to the blog post of three colleagues in one or more of the following ways:

• Expand on your colleague’s posting.
• Share an insight from having read your colleague’s post.

Be sure to support your blog posts with specific references to this week’s resources and provide full APA citations for your references. For more information about posting your blog assignment, click on the Field Education Blogs link on the course navigation menu.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 5 Assignment 1 Rubric

Post by Day 3 and Respond by Day 4

To participate in this Assignment:
Week 5 Assignment 1

Assignment 2: Policy Identification

According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:

• Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
• Assess how social welfare and economic policies impact the delivery of and access to social services;
• Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.

To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.

The Assignment (1-2 pages):

• Describe the policies and their impact on the field agency.
• Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.

Note: You are expected to present and discuss this assignment with your agency Field Instructor. Your field instructor will be evaluating your ability to demonstrate this competency in their field evaluation. In addition, you will submit this assignment for classroom credit. The Field Liaison will grade the assignment “PASS/FAIL,” see rubric for passing criteria.

Responses

Allison Stewart  at Monday, September 23, 2019 9:04:21 PM

•                                                             An explanation of the policy context in your field education experience.

It is the policy of the Salvation Army to suit its programs to varying needs of people throughout the world. The Salvation Army Employee Manual that is listed as 1.5 quotes” It is the policy of the Salvation Army that it will provide equal opportunity for employment on the basis enumerated in federal, state, and local laws applicable to it, except where a prohibition on discrimination is inconsistent with the religious principles of the Salvation Army. Such equal opportunity for employment will apply to recruitment and hiring, training, promotion, salaries and other compensation, transfer and layoff or termination.”

In our studies, Garth wait, C. L. (2017). Chapter 9 (P.102)” Depending on your practicum setting, you will need to become familiar with a range of social policies that most directly influence the operations of your agency, its own agency policies, your role and its clients or consumers”.

As an intern at the Salvation Army, a set of policies of reporting, responding, and procedures has been furnished for me to read over as to   what the Boys & Girls Club customary of order to accommodating the Youth while at the Boys & Girls Club.  I am still getting familiarizes with the policy each day.

Reference

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson. Chapter 9, “The Social Policy Context of Practice” (pp. 97-108).

Response 2

Noelia Antonio  at Tuesday, September 24, 2019 1:44:46 PM

Social policy designates laws and regulations focused on the social wellbeing of individuals, families, groups and communities (Garthwait, 2017). However, although policies are made to promote wellbeing, not all policies provide the intended results. This could be due to a lack of information or incorrect information (Garthwait, 2017). It is also important to know that policies ultimately have a ripple effect on areas in which the policy was not intended to influence, such as social policies affecting healthcare (Osypuk, Joshi, Geronimo & Acevedo-Garcia, 2014).

Within my field education experience, the types of social policies that affect it are social and financial support policies and protection policies. Garthwait (2017) states that “Policies of social and financial support are those intended to help or encourage people to carry out their roles and responsibilities and meet their basic needs for food, shelter, and so on” (p. 102). My agency assists individuals in rental assistance, utility assistance, locating and referring for housing and providing resources to food banks.

“Policies of protection are those that seek to protect people from harm and exploitation, especially those who are most vulnerable.” (Garthwait, 2017, p. 102). My field education agency focuses on cases of child abuse and/or neglect. It focuses on ensuring the protection of children whether in their homes or in placement. These children are the vulnerable populations in which policies at the agency are enacted for. The financial support policies help maintain children in their homes or maintains their placement.

References:

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.

Surnita Warner  at Monday, September 23, 2019 11:08:06 PM

As Garthwait(2017) references, social policy is defined as a decision made by public or governmental authorities regarding the assignment and allocation of resources, rights, and responsibilities and expressed in laws and governmental regulations(p.98).” In the state of Maryland, the Maryland Department of Health is a governmental authority that has decided to prevent suicide by creating the Maryland Suicide Prevention Program. The Suicide Prevention Program aims to prevent suicide by “collaborating with the Governor’s Commission on Suicide Prevention as well as various state departments, community agencies, providers, and members to increase awareness of suicide and improve preparedness to identify individuals at-risk, intervene, and provide support to promote healing and improved quality of life.” (Maryland Department of Health, n.d., p.1) In which, the field placement I work acts as a community agency and initiates the goal of this policy.

In regard to the field education experience I’ve chosen, the policy context is based on social policy. Garthwait (2017) references that “social policies are directly related to social problems and are intended to address them in a way that will hopefully prevent or reduce the extent of these problems (p. 98).”  Within the field, the social problems I work with the most is suicide, while communicating with callers on the crisis hotline. In comparison to the Maryland Suicide Prevention Program, the field experience focus on addresses the well-being of individuals. However, the field experience implements the policy within the community through providing individuals with a trained specialist to listen 24 hours a day and 7 days a week. It also provides resources for indivduals with thoughts of suicide, such as a hotline specialist to provide coping strategies.

References

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.)pp. 41-50. Upper Saddle River, NJ: Pearson.

Maryland Department of Health. (n.d.). Maryland Suicide Prevention Program.

Retrieved from https://health.maryland.gov/suicideprevention/Pages/home.aspx

Response one

•    An explanation of the policy context in your field education experience.

It is the policy of the Salvation Army to suit its programs to varying needs of people throughout the world. The Salvation Army Employee Manual that is listed as 1.5 quotes” It is the policy of the Salvation Army that it will provide equal opportunity for employment on the basis enumerated in federal, state, and local laws applicable to it, except where a prohibition on discrimination is inconsistent with the religious principles of the Salvation Army. Such equal opportunity for employment will apply to recruitment and hiring, training, promotion, salaries and other compensation, transfer and layoff or termination.”

In our studies, Garth wait, C. L. (2017). Chapter 9 (P.102)” Depending on your practicum setting, you will need to become familiar with a range of social policies that most directly influence the operations of your agency, its own agency policies, your role and its clients or consumers”.

As an intern at the Salvation Army, a set of policies of reporting, responding, and procedures has been furnished for me to read over as to   what the Boys & Girls Club customary of order to accommodating the Youth while at the Boys & Girls Club.  I am still getting familiarizes with the policy each day.

Reference

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson. Chapter 9, “The Social Policy Context of Practice” (pp. 97-108).

Response two

Alysia Barkster  at Thursday, September 26, 2019 10:14:01 PM

Policy plays in an important role as it is set to protect the consumer and provider. According to (Garthwait, 2017), protection policies are to protect the people from any harm and exploitation, particularly people who most susceptible. Policy provides laws and regulations geared to the individuals, families, and groups and their well-being. Policy should not cause a burden for the consumer or client but be as an assistance to ensure they are treated in the highest regard and reduce the likelihood of being taken advantage of or exposed involuntarily. As these policies are intended to be for the people, policies have been able to do just the opposite.

Within my field placement, I intern at a mental health agency. As I am handling personal and sensitive information, policies within the agency hold me accountable to ensure the client’s information is received and sent accordingly to policies such as HIPPA. HIPPA, Health Insurance Portability and Accountability Act entails four main purposes including privacy of health information, security of electronic records, administrative simplification, and insurance portability to ensure there are proper strategies for handling and protecting the client’s person health information. This agency provides the means including caseworkers to assist and implementing social policy to ensure the client is able to utilize skills and obtain responsibility to improve their well being and enhance basic living skills. This agency has the ability to assist clientele with identifying and utilizing resources focused on the individual, family, or group as mentioned.

Reference:

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson

Response three.

Chastidy Boutin  at Monday, September 30, 2019 9:06:39 AM

The agency In am placed with for intern has many different procedures they follow to effectively run. Because my agency is primarily ministry and community based, along with being a new agency, the policies they have adopted have been limited more than some other larger run agencies that I have seen. This is where I come into play as an intern for the agency along with a senior social worker. We are developing policies for the agency every day. According to Garthwait, C.L. (2017), there are many different categories of social policies that include social or financial support. protection, rehabilitation, and remediation, prevention and punishment and correction (Garthwait, C.L, 2017). One of the effective policies that the agency has established is the protocol for dealing with confidentiality with client records. This policy is self- adapted with the agency but is also a requirement on higher levels. Maintaining client records by taking client intake sheets and putting them in a locking file cabinet helps to eliminate a breach of information and protection.

One of the programs our agency runs is a community clothing assistance program. Clients are able to come into the building and get assistance with clothing 3 times a year. They are allowed 6 pieces of clothing per family member and 6 household items per member as well. We keep track of the number of visits and follow policy that requires every client to be treated the same and not allowed more visits than the three. Also if the client is getting clothing for a family member not present, they must bring a voucher from a  source showing they do live in the household. According to Libel, et al., (2011), social workers hold a high responsibility of bringing forth information about education and advocacy (Libel et. al, 2011). As mentioned before, as a social worker, I hope to bring for new policy procedures to assist with the foundation of my agency and the bettering of client experiences.

References

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.

• Chapter 9, “The Social Policy Context of Practice” (pp. 97-108)

  Libal, K., Mapp, S. C., Ihrig, E., & Ron, A. (2011). The United Nations convention on the rights of the child: Children can wait no longer for their rights. Social Work, 56(4), 367–370.

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SOCW-6210-6351-W11-Discussion

Discussion 1: Policy Analysis and Application

According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals,  guarantee equal access to services, and promote social and economic justice.

For this Discussion, review this week’s resources, including Working with Survivors of Sexual Abuse and Trauma: The Case of Rita. Consider what change you might make to the policies that affect the client in your case. Finally, think about how you might evaluate the success of the policy changes.

·      Post  an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post.
 

·      Finally, explain how you might evaluate the success of the policy changes.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References:

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

“Working With Survivors of Sexual Abuse and Trauma: The Case of Rita” (pp. 81–83)

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

Working With Survivors of Sexual Abuse and Trauma: The Case of Rita

Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.

A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.

My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to disclose to others when the time felt right. In addition, Rita would receive important information regarding state policy and procedure for victims of sexual assault that would assist her in deciding when and how to report the crime if she chose to do so.

My treatment involved crisis intervention and stabilization along with emotional support and validation surrounding her experience. Managing her trauma and acute stress symptoms were key to her recovery. Those symptoms included guilt, shame, emotional shock, powerlessness, anxiety, fear, anger, and doubting her judgment. We processed Rita’s emotional dysregulation and sense of outrage over what happened. Over the weeks that followed, we also explored Rita’s relationship to her immediate and extended family and how they had high expectations for her and her future. Rita’s shame over the assault prevented her from telling her family for fear they would also be shamed and judge her for accepting a ride from someone she did not know well. We discussed the policy for reporting a sexual assault to the police in our state and how Rita only had a 90-day window to report the crime after her forensic evidence was obtained. After 90 days, the forensic kit would be destroyed.

The problem with the current 90-day hold policy in our state for victims like Rita is that a person in crisis experiences strong and conflicting emotions and is faced with an acute sense of disequilibrium and disorientation. This, in turn, affects her or his ability to retain information and make decisions. The person, therefore, has barely enough time to make sense of what happened to her or him, let alone decide what to do about it. The 90-day hold policy may not afford a traumatized victim of sexual assault enough time to make a decision to report to law enforcement.

I utilized a strengths-based model in my treatment with Rita to help her address the decision to report the crime. A strengths-based framework is client-led with a focus on future outcomes and strengths that the client brings to a problem or crisis. It is an effective helping strategy that builds on a person’s resiliency and ego strength. An integrative strengths-based intervention can contribute to the development of a positive outcome for clients in crisis.

I counseled Rita for 6 months. After 5 months, Rita felt strong enough to disclose to her family and file a report with the police. However, because the 90-day window had closed by the time she was stabilized and emotionally ready to file, her forensic evidence was unavailable.

Discussion 2: Evaluating Policy Implications

When developing, implementing, or revising organizational policies, it is important that all potential consequences be considered. Social workers must be particularly sensitive to any negative consequences or unintentional harm the policies might cause for any individual or group.

For this Discussion, review this week’s resources, including the Johnson Family video. Consider the campus’ policies on how sexual assault accusations are addressed. How might the current procedures and policies negatively affect survivors of sexual assault? What changes might you suggest to the campus policies to better protect survivors? Finally, describe how you might evaluate the success of these policy changes.

·      Post an identification of how the current campus policies on sexual assault might negatively affect survivors and an explanation of the changes you might make to these policies that would protect sexual assault survivors.
 
·      Be sure to reference the Talia Johnson case in your post.
 

·      Finally, explain how you might evaluate the success of these policy changes.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References

Laureate Education (Producer). (2013). Sessions: Johnson family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Johnson Family Episode 4

Program Transcript

[MUSIC PLAYING]

MALE SPEAKER: There are two things I want you to think about as we go forward, process and possible outcomes.

As I explained on the phone to each of you, the university’s policy in cases like this is for me to give each of you the opportunity to tell your side of the story. This is a university procedure. It does not involve the police. Once I’ve heard both

sides it will be up to me to decide what action to take. Do you understand?

BOTH: Yes.

MALE SPEAKER: Now, possible outcomes. Talia’s claims could be dismissed. However, if her claims are accepted as true Eric could be suspended for a semester, or an entire year, or he could be expelled. This all depends on how the university rules. Am I clear? Are there any questions before we get started?

ERIC: What if you decide she’s lying? What happens to her then?

MALE SPEAKER: I’ve already described the potential outcomes. That’s it.

TALIA: You’re the one who’s lying. You told people we had sex when you raped me.

ERIC: Slut.

BOTH: Liar! Rapist!

MALE SPEAKER: End of conversation. I’ll schedule a meeting next week. Use that time to prepare. Do I make myself clear?

Discussion 3: The Social Work Advocate in Politics

Social workers often have commitments to specific policies, laws, or funding of programs that are vital to the population they serve or an issue that they strongly support. Such commitments often lead social workers to become involved in political issues and the campaigns of specific candidates. Being a social worker, such campaign experiences, the outcomes of your efforts, and how effective you felt you were may affect your view of the political process and the likelihood of becoming involved in similar campaigns in the future.

For this Discussion, reflect on your experiences if you have ever participated in a political campaign. What was the outcome of your participation? If you have not participated in a campaign, choose a campaign topic you support or oppose and consider the ways you might like to participate in that campaign. Likewise, think about your experiences if you have ever lobbied on a topic. If you have not, choose a topic for which you might like to lobby in favor or against. Finally, consider how you think social workers might have a powerful and positive effect as elected officials.

·      Post an explanation of the role of lobbying and campaigning in social work practice.
 
·      Then, explain how you think social workers might have a powerful and positive effect as elected officials.
 
·      Finally, explain of the impact, if any, the experiences and opinions of your colleagues have had on your own experiences and opinions.
 

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

References

Rome, S., Harris, S., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107–129.

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education

DISCUSSION 4: Systems Perspective and Social Change

Zastrow and Kirst-Ashman (2016) stated, “Clients are affected by and in constant dynamic interactions with other systems, including families, groups, organizations, and communities” (p. 35-36). As a social worker, when you address the needs of an individual client, you also take into account the systems with which the client interacts. Obtaining information about these systems helps you better assess your client’s situation. These systems may provide support to the client, or they may contribute to the client’s presenting problem.

For this Discussion, review “Working With People With Disabilities: The Case of Lester.”Consider the systems with which Lester Johnson, the client, interacts. Think about ways you might apply a systems perspective to his case. Also, consider the significance of the systems perspective for social work in general.

·      Post a Discussion in which you explain how multiple systems interact to impact individuals.
 
·      Explain how you, as a social worker, might apply a systems perspective to your work with Lester Johnson.
 

·      Finally, explain how you might apply a systems perspective to social work practice.

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

References

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Working With Clients With Disabilities: The Case of Lester

Lester is a 59-year-old, African American widower with two adult children. He lives in a medium-sized Midwestern city. Four months ago, he was a driver in a multiple vehicle crash while visiting his daughter in another city and was injured in the accident, although he was not at fault. Prior to the accident he was an electrician and lived on his own in a single-family home. He was an active member in his church and a worship leader. He has a supportive brother and sister-in-law who also live nearby. Both of his children have left the family home, and his son is married and lives in a nearby large metropolitan area.

When he was admitted to the hospital, Lester’s CT showed some intracerebral hemorrhaging, and the follow-up scans showed a decrease in bleeding but some midline shift. He seemed to have only limited cognition of his hospitalization. When his children came to visit, he smiled and verbalized in short words but could not communicate in sentences; he winced and moaned to indicate when he was in pain. He had problems with balance and could not stand independently nor walk without assistance. Past medical history includes type 2 diabetes; elevated blood pressure; a long history of smoking, with some emphysema; and a 30-day in-house treatment for binge alcoholism 6 years ago following his wife’s long illness with breast cancer and her subsequent death.

One month ago he was discharged from the hospital to a rehabilitation facility, and at his last medical review it was estimated he will need an additional 2 months’ minimum treatment and follow-up therapies in the facility.

As the social worker at the rehab center, I conducted a psychosocial assessment after his admission to rehabilitation.

At the time of the assessment, Lester was impulsive and was screened for self-harm, which was deemed low risk. He did not have insight into the extent of his injury or changes resulting from the accident but was frustrated and cried when he could not manipulate his hands. Lester’s children jointly hold power of attorney (POA), but had not expressed any interest to date in his status or care. His brother is his shared decision making (SDM) proxy, but his sister-in-law seemed to be the most actively involved in planning for his follow-up care. His son and daughter called but had not visited, but his sister-in-law had visited him almost daily; praying with him at the bedside; and managing his household financials, mail, and house security during this period. His brother kept asking when Lester would be back to “normal” and able to manage on his own and was eager to take him out of the rehabilitation center.

Lester seemed depressed, showed some flat affect, did not exhibit competency or show interest in decision making, and needed ongoing help from his POA and SDM. His medical prognosis for full recovery remains limited, with his Glasgow Coma Scale at less than 9, which means his injury is categorized as catastrophic.

Lester currently has limited mobility and is continent, but he is not yet able to self-feed and cannot self-care for cleanliness; he currently needs assistance washing, shaving, cleaning his teeth, and dressing. He continues with daily occupational therapy (OT) and physical therapy (PT) sessions.

He will also need legal assistance to apply for his professional association pension and benefits and possible long-term disability. He will also need help identifying services for OT and PT after discharge.

He will need assistance from family members as the determination is made whether he can return to his residence with support or seek housing in a long-term care facility. He will need long-term community care on discharge to help with basic chores of dressing and feeding and self-care if he is not in a residential care setting.

A family conference is indicated to review Lester’s current status and short-term goals and to make plans for discharge.

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SOCW WEEK 6

Week 6: Legal Considerations

Important Note: Please use the media player below to hear an audio course introduction that will give you more background information about the course topic. Also provided is a transcript for you to download and print out.

Laureate Education. (Producer). (2013). Legal considerations [Audio file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 1 minute.

Accessible player –Downloads–Download AudioDownload Transcript

Learning Objectives

Students will:

• Apply legal considerations in field education experience
• Analyze challenges in adhering to legal considerations during field education experience
• Analyze diversity in relation to social work practice
• Analyze cultural competence in relation to social work practice
• Apply social work practice skills

Learning Resources

Required Readings

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 13, “Legal Issues” (pp. 148-158)

Required Media

Laureate Education. (Producer). (2013). Legal considerations [Audio file]. Retrieved from https://class.waldenu.edu

Note:  This audio introduction is located in the “Introduction and Objectives” section. The approximate length of this media piece is 1 minute.

Optional Resources

Click the following link to access the MSW home page, which provides resources for your social work program.

MSW home page

Assignment 1: Week 6 Blog

Refer to the topics covered in this week’s resources and incorporate them into your blog.

By Day 3

Post a blog post that includes:

• Any legal considerations during your field education experience that you may have had to address or that you might address
• An explanation of potential challenges in adhering to legal considerations during your field education experience

By Day 4

Respond to the blog post of three colleagues in one or more of the following ways:

• Validate an idea in your colleague’s post with your own experience.
• Share an insight from having read your colleague’s posting.

Be sure to support your blog posts with specific references to this week’s resources and provide full APA citations for your references. For more information about posting your blog assignment, click on the Field Education Blogs link on the course navigation menu.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 6 Assignment 1 Rubric

Post by Day 3 and Respond by Day 4

To participate in this Assignment:
Week 6 Assignment 1

Assignment 2: Process Recordings

A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

For this Assignment, you will submit a process recording of your field education experiences specific to diversity and cultural competence.

The Assignment (2–4 pages):

• Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
• Explain your interpretation of what occurred in the dialogue, including social work practice theories, and explain how it might relate to diversity or cultural competence covered this week.
• Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
• Explain how you applied social work practice skills when performing the activities during your process recording.

Response 1

Alysia Barkster  at Wednesday, October 2, 2019 9:14:51 PM

Interning at a mental health agency, liability often comes into play due to the client’s not always being able to advocate for themselves and having to place many of their life decisions in the hands of the agencies staff. Within the last two weeks of field placement, myself and my supervisor remained in contact with a  potential client as she was awaiting approval to enter services. During this time, the client struggled to manage her mental health. It was apparent during conversations she required psychiatric and crisis stabilization services. Due to being mandated reporters, we believed it was our duty to follow up with the client and ensure she received the attention that she needed at that time. If the client whom we were in contact with daily did not seek crisis services independently, a phone call to the crisis stabilization services and her emergency contact would have been made, as we also have a signed authorization from the client to do so. This client we believe was on the verge of suicide or self harm. As mentioned (Garthwait, 2017), expresses the duty of the professional to prevent a client’s suicide, placing the professional at risk for liability and legal consideration. As mentioned of being mandated reports, my field placement has direct contact with adults that live within assisted living facilities. It is the duty of the professional to report misconduct and mistreatment of clients by other residents, staff, and including our agencies staff.

Social workers among other staff must follow laws and policies to maintain the functionality of the agency. The client within my field placement as the right to make informal and formal grievances regarding any treatment or lack thereof to be questioned by the agency management. The client also has the right to receive an advocate to properly make such grievances in which is then brought forth to the LHRC-Local Human Rights Committee to assist and provide feedback regarding the final decision, action plan to address the matter if still wanting to proceed with services.

Challenges within the agency and currently with my field placement have not arose due to careful consideration of the client in all matters. A potential challenge that does often worry me is confidentiality between the client, agency staff, and other parties such as friends, family members, and community resources. According to (NASW, 2019) when social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual’s right to confidentiality and obligation to preserve the confidentiality of information shared by others. It is my duty and the agency staff to ensure there is consent to share information amongst various parties. If an incident was to occur, I believe I would have the support and assistance of the agency, specifically my supervisor to rectify and address the situation in the best fitting manner.

References

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.) pp. 41-50. Upper Saddle River, NJ: Pearson.

NASW. (2017) Read the Code of Ethics: Ethical Principles. www.socialworkers.org, 2019, www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English.

Response 2

Brianna Bothof  at Wednesday, October 2, 2019 9:06:31 PM

During my field work experience, I have encountered two main legal considerations. First, we work with many children and adolescents who are part of open legal cases for child abuse. While we are primarily helping these clients in a therapeutic way, such as processing trauma and providing family therapy, we do need to have basic understanding of the local court system and processes. Occasionally, we will be called to give testimony during these cases.

Another legal consideration I have encountered is providing guidance to clients who are dealing with past offenses and clearing criminal records. Some of our clients are in recovery for addiction and have serious records; part of our job is to support these clients in their attempts to clear up charges and reenter society. For example, I saw a client today who needs to pay a hefty fine from 5 years ago in order to clear up an open warrant in another state. In serving this client, our therapist has helped provide communication with the parole officer, the judge, and the client to understand the process and formulate a plan. Today, I created a debt payoff chart for the client to track his debt and increase motivation towards clearing this legal burden.

The major challenge I see to adhering to legal considerations is staying within the scope of my expertise. I am not a lawyer and do not have legal training; by providing counsel outside of my scope, I open myself up to legal risk (Garthwait, 2017).  Some clients want to ask serious legal questions that really require a lawyer’s advice, but they cannot afford one. I think that by understanding my own role, having clear guideline with clients, and forming helpful relationships with local attorneys, I can best serve my clients (Garthwait, 2017).

References:

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.

Response 3

LeKisha Lee  at Wednesday, October 2, 2019 8:58:49 AM

Week 6 Day 3

Post a blog post that includes:

• Any legal considerations during your field education experience that you may have had to address or that you might address
  • Just recently we had a college intern and his parent threaten to sue the agency due to the intern allegations of not being compensated. The policy is that we must submit our weekly task every Sunday; specifying what has been done, what needs to be done, and a self-evaluation. In addition to the submission of the weekly task we have “Empowerment calls” every Wednesday night at 9pm to come together as a team to discuss upcoming events, progress with duties/activities that each individual has, and a chance to voice if we need assistance with the tasks given.
  • There was an urgent email sent out to each individual in the agency administration team regarding the importance of completing all task to get paid weeks before this alleged incident and in order to have access to the next weeks task we must adhere to the policy to get compensated (paid interns) or get hours (unpaid interns). This gentleman failed to provide the weekly task sheet, speak up during the calls, and stated every call that his work was completed. After myself and the CEO did check-ups on the task we found out that some agencies he was supposed to reach out to hadn’t even heard of ABC2 before making the check-up call; and that was one of his main task to spread awareness and invite other agencies to our community field day coming up this month. The parent then calls to voice her concerns, opinions, and matters- in the process of that we get another email regarding a parent call in reference to compensation (no name was released, no specific details about what was said between the parties besides compensation), but the intern decides to let us know it was his parent and he carried it on from there.
• An explanation of potential challenges in adhering to legal considerations during your field education experience
  • Reporting unethical conduct of colleagues can be a challenging situation. For example, the situation above when the email was sent out originally from the CEO it was only to the interns regarding the parent call and a reminder of policy for completing task. After seeing the email with the language and dispute about what needs to be done; I do not think it should have been resolved that way. In my opinion after the call from the parent, the email regarding the call- I think there should have been a meeting with the entire team in the email, the parent, and the other administrators listed above.
  • In a situation such as trying to resolve a situation with a CEO and it may not happen; where must one turn to? I think that we as young adults need more training on handling emotions and expressing how we feel in a positive professional way. According to the NASW Code of Ethics, social workers have a legal and ethical responsibility to treat colleagues with respect, collaborate with other professionals to resolve ethical disputes, consult other colleagues for advice and guidance when this is in the best interest of the client, and report unethical conduct of colleagues.

References

National Association of Social Workers, (2017). Code of ethics of the National Association of Social Workers.  Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English.aspx

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01/11(Me dis5)

Text book: Brander & Perloff. (2017). Managerial Economics and Strategy, 2nd Edition Pearson ISBN: 9780134472768

1. Study Chapters 9 and 10 of the recommended textbook.

2. Based on the materials in chapters 9 and 10 (Monopoly and Market Power), prepare a lecture in power point:

B. Your PPT should be 20 slides

C. Include at least one solved problem in your PPT. Your solved problem should be one of the problems listed in either chapter 9 or chapter 10. Provide explanations of the problem you solve and discuss how you would apply the concepts in managerial decision-making.

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