SOCW-6210-6351-Wk3

Discussion 1:

 

Social and Emotional Intelligence

What ideas or phrases come to mind when you hear the term intelligence? Prior to the current emphasis on emotional and social intelligence, individuals tended to associate intelligence with one measurement: intelligence quotient or the IQ. While the IQ focuses on intellectual abilities, emotional intelligence focuses on an individual’s awareness of his or her feelings and the feelings of others, and social intelligence focuses on an individual’s interpersonal skills (Zastrow & Kirst-Ashman, 2016, pp. 506-509).

 

To prepare for this Discussion, read “Working With People With Disabilities: The Case of Andres” on pages 28–31 in Social Work Case Studies: Foundation Year. Consider what you have learned about social and emotional intelligence in this week’s resources as well as what you learn about the person and environment as it relates to young and middle adulthood.

 

Post a Discussion that includes the following:

 

o   An explanation of how social and emotional intelligence are related to cultural factors

o   An explanation about how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres

o   An explanation of how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.)

 

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 (use 2 or more)

 

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 Andres

 

 

Andres is a 68-year-old male originally from Honduras. He is married and the father of two grown children: a daughter who is married with one child and a son who is unmarried. Andres lives with his wife in a brownstone in an upper-class urban neighborhood, and they are financially stable. He relies on Medicare for his health insurance. Andres is a retired child psychiatrist who completed medical school in Honduras and committed his career to working with Latino children and families in a major metropolitan area. Andres’ wife is a clinical psychologist who still maintains an active practice. Andres has a good relationship with his children, seeing them at least once a week for dinner, and his granddaughter is the light of his life.

Approximately 6 years ago, Andres was diagnosed with a rare brain tumor and Parkinson’s disease. Prior to his diagnosis, Andres was still on staff at a hospital, jogged daily, and had plans to travel with his wife. In a short time, Andres’ health deteriorated significantly. He now uses a cane and walker to ambulate. His speech is slow and soft. He requires assistance to get dressed and eat at times due to severe tremors and the loss of dexterity in his hands. Andres has fallen on multiple occasions and therefore cannot go out alone. He suffers from depression and anxiety and is currently on medication for these conditions. Andres spends a majority of time at home reading. He has lost contact with many of his friends and almost all of his professional colleagues.

Andres presented for treatment at an outpatient mental health setting. His daughter suggested it because she was concerned about her father’s worsening depression. Andres came into treatment stating his family thought he needed to talk to someone. He complied, but was unsure if treatment was really necessary. Andres agreed to weekly sessions and was escorted to each session by an aide who helped him at home.

While Andres had difficulty stating specific goals in the beginning, the focus of treatment became obvious to both of us early on, and we were able to agree to a treatment plan. Across multiple spheres of his life, Andres was struggling with accepting his illness and the resulting disabilities. In addition, he was extremely socially isolated despite the fact that he lived with his family and they were supportive of his medical needs. Finally, Andres’ role and identity had changed in his family and the world overall.

In a mere 6 years, Andres had lost his independence. He went from being a man who jogged every day to a man who could not carry a glass of water from one room to the next in his own home. Andres was trying valiantly to hold on to his independence. While his wife and his children were willing to provide any assistance he needed, Andres hated the idea of asking for help. As a result, he did things that compromised his balance, and he had several bad falls. In addition, Andres’ wife had assumed responsibility for all of the family’s affairs (i.e., financial, household, etc.), which had been Andres’ job before he got sick. Andres struggled as he saw his wife overwhelmed by all that she now had to take on. At the same time, he did not feel like he had the ability to reclaim any of what had been “taken” from him. Together, Andres and I identified the things he felt he was capable of doing independently and worked on how he could go about reclaiming some of the independence he had lost. We spoke about how he could communicate his needs, both for help and independence, to his family. We explored his resistance to asking for help. On many occasions Andres would say, “I was the one my children came to for help; now they have to help me. I can’t stand that.”

In addition to the struggles Andres faced in his everyday life, he also had to cope with the reality of his illness. Andres was well aware that his illness was degenerative, and with each change in his condition, this became a stronger reality. Andres frequently spoke of “a miracle cure.” He constantly researched new and experimental treatments in hopes that something new would be found. While I never attempted to strip Andres of his hope for a cure, we spent a considerable amount of effort getting Andres to accept his condition and work with what was possible now. For example, Andres had always been resistant to physical therapy (PT), but during our treatment, he began PT to work on maintaining his current balance rather than trying to cure his balance problems. Facing his illness meant facing his own mortality, and Andres knew his fate as much as he wanted to deny it. He often spoke of the things he would never experience, like his granddaughter graduating from high school and traveling through Europe with his wife.

Andres’ treatment lasted a little bit more than a year. He demonstrated significant improvement in his ability to communicate with his wife and children. Andres continued to struggle with asking for help, repeatedly putting himself in compromising situations and having several more falls. After the fact, he was able to evaluate his actions and see how he could have asked for limited assistance, but in the moment it was very difficult for him to take the active step of asking for help. Andres was also able to reconnect with an old friend who he had avoided as a result of his physical disabilities and feelings of inadequacy. We were forced to terminate when I left my position to relocate out of state.

 

 

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Discussion 2: The Impact of Social Policy

 

Social policies can have a significant impact on individuals and families, as well as the organizations and agencies that implement the policies. In some cases, the policy, as written, appears comprehensive and effective. Yet, despite appearances, the policy might fail to be effective as a result of improper implementation, interpretation, and/or application of the policy. As a social worker, how might you reduce the potential negative impact faulty social policies might have on organizations and agencies, as well as the populations you serve?

 

For this Discussion, review this week’s resources, including cases “Working with Immigrants and Refugees: The Case of Luisa” and “Social Work Policy: Benefit Administration and Provision.” Then, select either of the cases and consider how the social welfare policies presented in the case influenced the problems facing Luisa or Tessa. Finally, think about how policies affect social agencies and how social workers work with clients such as Tessa or Luisa.

 

·      Post an explanation of the effects of the social welfare policies presented in the case study you selected on Luisa or Tessa.

 

·      Be specific and reference the case study you selected in your post.

 

·      Finally, explain how policies affect social agencies and how social workers work with clients, such as Tessa or Luisa.

 

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

 

 

References (use 2 or more)

 

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

 

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.

 

 

Center on Budget and Policy Priorities. (2011). Policy basics: Introduction to the federal budget process. Retrieved from www.cbpp.org/files/3-7-03bud.pdf

 

 

Working With Immigrants and Refugees: The Case of Luisa

Luisa is a 36-year-old, married, Latino female who immigrated to the United States from Colombia. She speaks only Spanish, so a translator must be used for communication. She came to the United States on a visa, but remained beyond the allotted time. While in the United States, she met and married Hugo, who was in the country with documentation. Once Luisa married Hugo, she became pregnant with a daughter, who is now 3 years old.

Luisa has a 10-year-old son named Juan in Colombia. Luisa has always had the desire to reunite with Juan and bring him to the United States to live with her. After her marriage and status change, she began the process of sponsoring Juan. She has been advised that in order for sponsorship to be achieved, she cannot receive welfare benefits because she needs to prove that she can support herself and her child.

Luisa came to the local welfare agency after she and her daughter entered the domestic violence shelter. She reported that Hugo had a history of violence, which was exacerbated when he drank alcohol. Hugo had been drinking more frequently, and the episodes of violence had increased in severity. The domestic violence program requires all residents to apply for any available benefits in order to remain enrolled in their services.

In one particular episode, Hugo almost fractured her orbital bones. She had extensive facial bruising and blood pooled in one eye. Luisa is quite fearful of Hugo. She is also financially dependent on him. She is reluctant to apply for benefits because she fears that this will compromise her ability to sponsor her son in Colombia. She is tearful and tells me that she cannot sacrifice her son’s opportunity to come to the United States.

Luisa is socially isolated because she has no family in the United States, and Hugo has restricted her ability to socialize and establish friendships. However, she is a practicing Catholic and does belong to a church that offers bilingual services.

Luisa began to discuss returning to Hugo because she felt that this was her only viable option. I advised her that under the new federal changes in immigration laws she might be allowed to apply for benefits and still sponsor her son because she is experiencing domestic violence. I explained that we would need to speak to an immigration lawyer to verify this, but it could possibly be an alternative to returning to Hugo.

Luisa reported that she had given money to lawyers in the past who had been unhelpful. She was suspicious of the law’s ability to protect her. Hugo had also threatened to report her to the authorities, stating that he would tell them she only married him to remain in the country. Although this is not true, she feared that he would do this, and she would never see her daughter again.

I offered to speak with someone at the domestic violence program and advocate that they allow her some time to research her options. I told Luisa that these were difficult decisions to make and that she would be supported in her decision. I told her that she knew what was best for her family. I offered to research the options that she might have under this new federal program. I also asked for permission to contact the priest at her church so that she might be able to review her situation with a religious leader in the community. Luisa agreed.

Two weeks later, Luisa applied for services on behalf of her daughter and herself. She has decided not to return to Hugo.

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human growth and development discussion

you have to write the discussion and reply to the student post.

Adolescence Discussion (Discussion 4)

Discuss adolescent idealism, criticism, personal fable and imaginary audience. Give examples of each from your own adolescence. In addition, please discuss the emerging adulthood transition. What is/was your transition like? Can adolescent idealism, criticism, personal fable and imaginary audience cognitive distortions continue to affect people’s judgments and decision-making during the emerging adults period? Do the above cognitive distortions and immature behavior continue during early adulthood (20- 29 years)? Support your discussion with research from your readings in the book or other research from reputable sources. Remember the criteria for the discussions: 100-200 word original post 50-100 word reply post Covers every detail in the discussion description Submitted on time Grading Criteria  Yes No 1. Good post; covered all the required information? 2. Post was the required length? 3. Replied to one or more students? 4. Work was college-level writing, spell-checked, grammatically correct, and student used proper punctuation and capitalization?     Reply to this student post Adolescence is a critical life stage for every human being, it is when we start to find our self, what we really like and who we are; also the stage when we are most concern of what people think of us. If you grow old with that set of mind that people are always watching and judging you then you are never going to truly become your own self. You need to grow of that fear and realized that everyone, even the popular kids that seems to have everything handled, are going through the same.   When I was a teenager my mom would spoil me and give me everything I asked for. At that moment I would think she was the best but now that I’m older it has become time to realize that life is not as easy as it seems and you have to work hard for the things that you really want. Needless to say, I’m thankful for my mom and everything she has done for me, but I’ve learned that the day I got my own kids I will make them work for what they want since day one; this way they will learn to appreciate things more.   (Feldman, R. S. (2015).   Discovering the life span   (3rd ed.). Boston: Pearson.) PLACE YOUR ORDER NOW

SOCW-6210-6351-W10-Discussion

DISCUSSION 1: Theories of Life-Span Development

 

Zastrow and Kirst-Ashman (2016) stated, “We need theories to guide our thinking and our work so that we may undertake research-informed practice” (p. 127-128). At the same time, the authors asserted, “No theory will be perfectly applicable. Perhaps you will decide that only one or two concepts make any sense to you in terms of working with clients” (p. 128). Though you may be able to apply only a few concepts in a particular theory to your work with clients, as a social worker, you should be applying evidence-based research to your work. Empirically-based developmental theories may guide you as you assess clients and their presenting problems. You may also apply developmental theories to your treatment decisions.

 

For this Assignment, you discuss theories of life-span development by evaluating a theory that seems especially relevant to you and your role as a social worker. Select a theory of life-span development to address in this Discussion. This may be a theory described in the resources of this course, or you may select a theory based on personal research. Locate at least one scholarly resource (not included in the course resources) that addresses the theory you selected.

·      Post a Discussion in which you analyze the theory of life-span development that you selected.
 
·      Summarize the theory; then, identify the strengths and weaknesses of this theory, especially as it relates to social work practice.

 ·      Explain one way you might apply the theory to your 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

 

Dybicz, P. (2012). The hero(ine) on a journey: A postmodern conceptual framework for social work practice. Journal of Social Work Education, 48(2), 267–283.

 

Villadsen, K. (2008). ‘Polyphonic’ welfare: Luhmann’s systems theory applied to modern social work. International Journal of Social Welfare,17(1), 65–73.

 

 

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

 

 

 

 

 

Discussion 2: Discussion: Drug Policies and Ethics

 

The NASW Code of Ethics provides social workers with guidelines and standards for interacting with clients, colleagues, communities, and society, as a whole. These standards govern interactions and professional behavior of social work practitioners. The NASW has also developed specific standards, which are published in the NASW Standards for Social Work Practice With Clients With Substance Use Disorders. These standards emphasize the importance of the competence of social workers. The standards indicate that social workers should be knowledgeable of evidence-based interventions for substance disorders. The confidentiality standard becomes essential as social workers must be informed and comply with federal, state, and local laws about substance use, as well as third-party payee regulations.

 

For this Discussion, review this week’s resources, including the case Working with Clients with Dual Diagnosis: The Case of Joe,and consider how social policies affect Joe’s circumstances as described in the case study. Then, think about any gaps in service you found in Joe’s case. Finally, reflect on how you might address these gaps or make changes to the policies that affect Joe.

 

·      Post an explanation of how drug policies affect Joe’s circumstances, as described in the case study.
 
·      Then, explain any gaps in service you found in Joe’s case as a result of the drug policies described in the case study.

 ·      Finally, describe a strategy you might use to address these gaps or make changes to the policies that affect Joe.

 

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 Clients with Dual Diagnosis: The Case of Joe” (pp. 77–78)

 

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.

 

Humphreys, K., & McLellan, A. T. (2011). A policy-oriented review of strategies for improving the outcomes of services for substance use disorder patients. Addiction, 106(12), 2058–2066.

 

 

 

Working With Clients With Dual Diagnosis: The Case of Joe

Joe is a 34-year-old, Caucasian male who came to the County Division of Social Services to apply for General Assistance (GA) benefits. The GA program provides cash assistance, Medicaid coverage, and housing for homeless single adults. Joe is in need of Medicaid benefits in order to remain active in his treatment program. Joe is receiving treatment at the Mentally Ill Chemical Abuser (MICA) partial hospitalization program at the local community mental health center for clients who are dually diagnosed. Joe has a dependence on marijuana, although he has stopped using it for approximately six months, and has been diagnosed with major depressive disorder. He is being prescribed medication.

Joe reports that he is unable to work due to mental illness, and without an income or health insurance, he is unable to obtain his medication. Joe reports that while he was enrolled as a student at the state university, he would sell marijuana to other college students. Eventually, he was arrested and convicted of possession with intent to distribute a controlled dangerous substance (CDS) and served 3 years in prison. Joe has had no further arrests; however, he has not been able to secure permanent housing or employment since his release.

Joe reports that this event has ruined his life. His lack of employment results from an inability to pass most background checks. If he discloses that he was arrested, Joe reports that he is never called for interviews. But when he once failed to disclose the information to the prospective employer, Joe was terminated for lying on his application. Joe believes that he has little hope for future employment.

Joe has few natural supports in his life. He reports that following the incarceration, his family distanced itself from him and his girlfriend at the time broke up with him. He reports that his only supports are his local Narcotics Anonymous (NA) sponsor and his mental health counselor. Joe reports that his housing situation has been unstable and sporadic for the past 10 years.

Joe’s mental health counselor from the MICA program has contacted me to advocate for Joe’s approval for benefits. I explained that under the current state regulations, Joe is ineligible for benefits due to his CDS distribution conviction. The only program options that I can offer him are food stamps and access to a homeless shelter outside of the county. The counselor explained that relocation would cause a disruption to Joe’s mental health treatment and would cause him to lose contact with his local NA sponsor.

In response to the counselor’s concerns, I suggested that Joe contact the local faith-based organization for assistance. Although they do not house single males, they have an extensive network of volunteers, mentors, and donors who may financially support people in need. I referred Joe to a program that offers bonding to people seeking employment who have been previously incarcerated. Finally, I suggested that the counselor research Joe’s ability to remain in treatment at the hospital despite his lack of Medicaid coverage. The counselor agreed to assist Joe with these suggestions.

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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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