SOCW 6510 week 11

SOCW 6510 week 11

MSW Foundation Field Evaluation

Evaluatee Abioye, Titilope Class group 1 Evaluator OLUSESAN KUFORIJI, Matanmi LCSW-C Team 1

Rotation Hebron House, Inc. MD Course MSW Foundation 2 Academic Year 2019/2020

Period 2 From 2019-11-25 To 2020-02-09

Log Date & Time 1/13/2020 1:05:46 PM

Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you have not had the opportunity to observe a student’s performance on one or more of the items please note that in the survey. Please note however that students must have the opportunity to do all of the items indicated in the evaluation by the end of their 2nd term of Field Experience. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact field.coordinator@waldenu.edu. Thank you again for all that you do.

 

Please summarize the student’s primary responsibilites:

Works with patients in outpatient mental health clinic, participates in intake processing, psychosocial evaluation and assessments of patients, diagnostic interviews, interdisciplinary treatment plans, therapeutic interventions (individual, family and group), participates in discharge processes and policy formulations.

Please rate the student on each of the following competencies using the following scale:

5 Demonstrates a high level of competency
4 Clearly demonstrates competency
3 Demonstrates minimal level of competency
2 Demonstrates inadequate level of competency
1 Fails to demonstrate even minimal competency
NA Have not had an opportunity to observe (Only use this choice if the student has not had the opportunity to demonstrate the skill. Do not use if the student has had an opportunity but did not demonstrate the skill—this would be rated as “1”.)

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 1 – Demonstrate Ethical and Professional Behavior Please rate the student on each of the following
 4   1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context
 5   2. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations
 5   3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication
 5   4. Use technology ethically and appropriately to facilitate practice outcomes
 4   5. Use supervision and consultation to guide professional judgment and behavior

 

Please provide over-all feedback on this competency:

Highly enthusiastic and ready to learn

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 2 – Engage Diversity and Difference in Practice Please rate the student on each of the following
 5   6. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels
 5   7. Present themselves as learners and engage clients and constituencies as experts of their own experiences
 4   8. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies

 

Please provide over-all feedback on this competency:

Engages with patients professionally without difficulties

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 3 – Advance Human Rights and Social, Economic, and Environmental Justice Please rate the student on each of the following
 5   9. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels
 5   10. Engage in practices that advance social, economic, and environmental justice

 

Please provide over-all feedback on this competency:

Excellent

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 4 – Engage In Practice-informed Research and Research-informed Practice Please rate the student on each of the following
 4   11. Use practice experience and theory to inform scientific inquiry and research
 4   12. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings
 4   13. Use and translate research evidence to inform and improve practice, policy, and service delivery

 

Please provide over-all feedback on this competency:

Consults with clinicians and makes use of resources within the clinic to improve knowledge

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 5 – Engage in Policy Practice Please rate the student on each of the following
 4   14. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services
 4   15. Assess how social welfare and economic policies impact the delivery of and access to social services
 4   16. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice

 

Please provide over-all feedback on this competency:

Highly commendable

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 6 – Engage with Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following
 5   17. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies
 5   18. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies

 

Please provide over-all feedback on this competency:

Excellent rapport with patients and families

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 7 – Assess Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following
 4   19. Collect and organize data, and apply critical thinking to interpret information from clients and constituencies
 4   20. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies
 4   21. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies
 4   22. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies

 

Please provide over-all feedback on this competency:

 

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 8 – Intervene with Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following
 4   23. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies
 4   24. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies
 4   25. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes
 4   26. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies
 4   27. Facilitate effective transitions and endings that advance mutually agreed-on goals

 

Please provide over-all feedback on this competency:

 

5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed

Score Criteria
Competency 9 – Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following
 4   28. Select and use appropriate methods for evaluation of outcomes
 4   29. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes
 4   30. Critically analyze, monitor, and evaluate intervention and program processes and outcomes
 4   31. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels

 

Please provide over-all feedback on this competency:

 

Please rate the student’s overall performance. Excellent

Please add any additional comments that you may have about the student and his or her performance.

 

Tuesday, February 4, 2020

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Consumer Behavior Case Study 7

Consumer Behavior Case Study 7

ASSIGNMENT

Week 7 Case

Please Follow the example case and complete the following case study.  Please note that all sections must be complete.  The key issues section is critical.  Look for the terms and concepts that we have learned and apply them to the case.  Do not define the key issues.  What in the case makes them the key issue? 

Grading Rubric:

  1. Case Summary 2 points
  2. Key issues 10 points
  3. Personal Analysis 3 points
  4. Case Questions 9 points
  5. Conclusion 2 points

CASE STUDY

SUCCESS AT THE BOTTOM OF THE PYRAMID? P&G’S GILLETTE GUARD SHOWS IT’S POSSIBLE

Consumer behavior is influenced by internal and external factors. One of the external factors that sets real boundaries for consumers is their level of income. Some marketers refer to strategies directed at different income tiers as targeting certain levels of a pyramid. Marketing to the “bottom of the pyramid,” focusing on consumers with very limited financial means, ­became well-known in 2004 when C. K. Prahalad wrote The Fortune at the Bottom of the Pyramid. He envisioned companies marketing affordable products to the millions of consumers around the world with limited income and unmet needs. He believed that companies could help consumers and be profitable at the same time.

A number of companies have attempted to make this model work. Puriet, an in-home water purification system manufactured by Hindustan Unilever Limited, was developed for low-income consumers and has found success by offering a 6-month installment plan to make the $25 price more manageable. The Nokia 105, introduced by Microsoft, is a $25 basic cell phone with an alarm clock, flashlight, and FM radio. It was priced specifically for low-income consumers and has sold millions of phones since its introduction in 2013.

However bottom of the pyramid strategies are not always as workable as companies would have imagined. The Nokia 5 has struggled to be financially sustainable and has faced challenges as low-income consumers gravitate toward smart phones that are decreasing in cost. Other companies missed the mark because of a lack of research, discovering in the end that consumers could not afford their product or could opt for a cheaper, more local offering. Some companies have been pushed by investors to show profitability in the short-term with their low-income market initiatives, which has been difficult to accomplish. In some instances the only way to make their business model work over the long term is to partner with a nongovernmental organization (NGO) which could help them to gain access to consumers through their established connections within countries.

Let’s consider the possibilities in India, a country with considerable bottom of the pyramid potential. World Bank 2013 data show India’s population at 1.24 billion people and per ­capita income at $125 a month. The McKinsey Global Institute estimates that 78 percent of the that population fall into the bottom of the pyramid category, with the majority living in ­rural India. They predict that this market may be worth $1.5 trillion by 2020. The sheer numbers of consumers and the overall ­potential make this market appealing to marketers, but still the low level of income poses considerable challenges.

For years Procter & Gamble (P&G) has worked to find ways to capture market share of the men’s razor market in India. They felt that there was a significant opportunity to meet the shaving needs of Indian men at the bottom of the pyramid. Unfortunately, early efforts, like their Vector razor, were undermined by a misunderstanding of the shaving process for men in India, many of whom did not have access to running water. More recently, P&G introduced the Gillette Guard. This razor was developed based on 3,000 hours of research over 18 months, some of it conducted in the homes of low-income Indian men. They asked the men about their shaving rituals and observed them in the process of shaving. What P&G found is that they typically shave on the floors of their huts with no electricity, using a bowl of water and no mirror. Their primary objective is to avoid cutting themselves. This research proved to be invaluable in the development of the new razor.

The Gillette Guard was the result of what Alberto Carvalho, vice president, global Gillette, described as a focus on not only producing a razor that would meet the needs of these consumers, but doing it at “ruthless cost.” This meant paying attention to the smallest details, designing a stripped down single blade razor with only four components versus the 25 found in more sophisticated razors. Jim Keighley, associate director for product engineering, says “I can remember talking about changes to this product that were worth a thousandth, or two thousandths of a cent.” In the end they were able to produce a razor that cost one third of the previously introduced Vector. Selling price for the Gillette Guard ended up at 15 rupees (34 cents) and razor blades at 5 rupees (12 cents).

DISCUSSION QUESTIONS

  1. CS 12-1Using the “4A’s” framework in Figure 12.1, analyze the considerations that went into the development of the Gillette Guard razor for the Indian market.
  2. CS 12-2Are companies targeting the bottom of the pyramid taking advantage of vulnerable consumers with limited resources?
  3. CS 12-3More than half of U.S. workers earn less than $30,000 a year, barely above the poverty line for a family of five. What would you recommend to a company looking to target the bottom of the pyramid consumers in the United States?

Please follow this guideline:

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WEEKLY CASE INSTRUCTIONS

This assignment is due by midnight on Sunday, at the end of each week. No late assignments will be accepted without advance permission from the instructor.

On every case assignment you must meet the minimum standards for depth and organization. Any case analysis that is under 500 words (not counting title and references) will receive a zero. Each case also must have a minimum of 3 outside references, not counting the textbook.

Below is a Sample Case Analysis.  This sample gives you a clear example of how the required case analysis format should be delivered. Follow this format in your analysis.

Do not use the Key Marketing Issues used in the sample case. Each case will have its own set of Key Marketing Issues which you will choose based on the details of the case content and the class reading. Follow this format on all 8 case analyzes.

Sample Case Assignment Analysis Format

MRKT 5000 Online Course

(Instructional notes in red)

(Your name here)

Can Pepsi make Pepsi One the One? (This is a case from a previous edition of the Marketing text – not currently in your text book. This is only a sample analysis to demonstrate analysis format only)

CASE SUMMARY:

Pepsi One is an innovative product launched in the market by PepsiCo to keep the image of innovation, fast movement, and competitiveness.  The case includes the steps of a new-product development process.  Emphasizing the launch of the product and the ways that Pepsi One is getting more familiar to the target market.   Pepsi One is becoming a successful product by getting more market share from the main competitor Coca-Cola.

(Each case to be analyzed will be read from the text, with specific questions assigned)

KEY MARKETING ISSUES

  • Line extension – Development of a product that is closely related to existing products in the line but meets different customer needs.  Pepsi One is a product that tries to differentiate itself from the normal diet products, to reach different target markets.

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  • Product modification – Change in one or more characteristics of a product. Pepsi changed the sweetener to acesulfane potassium (ace K) to create the Pepsi One.
  • Aesthetic modification – Changes to the sensory appeal of a product.   Pepsi tried to appeal as a not a new diet drink but a new way of tasting a soda.
  • New-product development process – A seven-phase process for introducing products: Idea generation, Screening, Concept testing, Business analysis, Product development, Test marketing, Commercialization.  The PepsiCo performed all phases of new-product development in order to ensure the product would succeed in the market.
  • Product differentiation – Creating and designing products so that customers perceive them as different from competing products.  Pepsi One tries to differentiate itself being the only low calorie drinks that taste exactly as a regular drink (Pepsi).
  • Product design – How a product is conceived, planned, and produced.
  • Styling – The physical appearance of a product.   Pepsi One omits the word “diet” and even the word Pepsi, is secondary to the thick, black lettering of the word “One”.
  • Product positioning – Creating and maintaining a certain concept of a product in customers’ minds.  Through advertising the company tried to keep the idea of the product in customer’s minds.

(These are the issues in this particular case – each case will have a different set of Key Issues)

Personal Case Analysis

I learned that Pepsi One was a product created by a modification of an existent product “Pepsi Diet”.  The product modification was the sweetener used.   A new taste of cola was added to the appeal for a low calorie soft drink.  By trying to differentiate Pepsi One from a classic Diet product, PepsiCo shows its innovative style and gain market share from Coca-Cola.

CASE QUESTIONS

1-    Is Pepsi One a new product, a modified product, or a line extension?  Explain your answer.

Pepsi One is a new product, line extension and a modified product.  Pepsi changed the sweetener to acesulfane potassium (ace K) to create the Pepsi One and tried to be unique by being a low calorie soft drink, which tastes a regular soft drink.

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2-    In what way is Pepsi One positioned?

Pepsi One was positioned by including characteristics that target market most desires.  Understanding the diet aspect of Pepsi One helped attract an unusual market segment for a diet drink:  cola-loving males in their 20s and 30s. The product is not made to compete head to head with Diet Pepsi.

3-    Over the years, PepsiCo has had a number of product failures.  Evaluate PepsiCo management’s decision to introduce Pepsi One?

PepsiCo was launched just after test indicated consumers liked its taste as much as its creators did.  In extensive home-use tests, almost 70 percent of Pepsi One tasters reported they would purchase the product again.  To differentiate Pepsi One from the horde of diet soft drinks, PepsiCo focused on the product’s taste, which is almost indistinguishable from the taste of sugared soft drinks.

CONCLUSIONS

The company that wants to be competitive needs to be innovative and always introduce new products in the market.  PepsiCo used line extension of its Diet products to create Pepsi One.  Pepsi One is a product modification as well, which was consisted of in changing the sweetener to acesulfane potassium (ace K).  This aesthetic modification provided the product differentiation that appealed to customers as product with low calorie that tastes as a regular soft drink.  The different product design that included change on the styling never seen before, helped to position the product among the cola-loving males in there 20s and 30s.  By being innovative Pepsi One is guaranteeing its position on the soft drinks market, taking some market share from its big rival “Coca-cola.”

Works Cited

(Each analysis must include a minimum of three outside references, not counting the text or references from the case subject directly)

Bramhall, Joe, “Pepsi Inc”, Hoovers, http://www.hoovers.com/xm-holdings/–ID_60656–/free-co-factsheet.xhtml

“Choosing a soft drink”, Soda pop.com Click & Learn:  http://www.pepsicity.com/rpsm/edOid/105548/rpem/ccd/lookLearn.do

Deitz, Corey, “Learn the Difference to Make the Best Choice For Yourself”, Your Guide to softdrinks, December 29, 2005, Pepsi and Coke Comparison Chart

http://pop.about.com/od/satelliteradio/a/blsatcomparecht.htm

Company Profile, “Pepsi, Inc”, February 10, 2006, NAMC Newswire, http://www.newswire.com/companyprofiles/xmsr.html

Insight from Standard & Poor’s, S&P Boosts Pepsi to Strong Buy, BusinessWeek online, February 9, 2006, http://www.businessweek.com/investor/content/feb2006/pi20060209_35961.htm?chan=tc

(Make sure your name is at the top of the paper)

(Remember that any paper with less the 500 words of content – not counting the words from the questions and references – will receive a zero)

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Anthropology reading response

Anthropology reading response

Article

Sterk, Claire “Fieldwork on Prostitution in the Era of Aids” from 2012 Conformity and Conflict, Readings in Cultural Anthropology. Pearson, New York

Stryker, Rachael “Public Interest Ethnography-Women’s Prisons and Health Care in California” from from 2012 Conformity and Conflict, Readings in Cultural Anthropology.  Pearson, New York

Format :

1 – Citation (found below)

2 – The central theme of the reading / article

3 – A few paragraphs of what the reading / article was about

4 – Your critical thoughts and feelings on the reading / article, such as did it change your view of the topic. This is your opportunity to share a personal experience, draw other commonalities from what you read in the article to your life experience, or ask a question you had from the articles.

THIS IS NOT A SUMMARY. Each response should be at least a page to a page and a half long and they must be thorough.

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SOCW-6210-6351-Wk1-Responses

SOCW-6210-6351-Wk1-Responses

Response 1:

Resiliency

Respond to at least two colleagues in one or more of the following ways:

        

·      Add to your colleague’s suggestion for applying resiliency to Talia’s case by suggesting an adaptation of the strategy.

·      Critique your colleague’s suggested application of resiliency to social work practice, stating whether you might use the strategy in your own practice, and why

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

Colleague 1: B

Nineteen year old Talia Johnson was the victim of a rape at a fraternity party (Plummer, Makris and Brocksen, 2014).  This week’s video depiction highlights Talia’s struggle with navigating her way back into the life she knew prior to the sexual assault (Laureate Education, 2013).  The social worker has a glimpse into her daily life, particularly as she struggles with her parent’s understandable discomfort with their daughter remaining on campus (Laureate Education, 2013).  Talia views her current situation as stagnant and not easily changeable.  During these situations, the professional charged with helping the client achieve the best positive outcomes when pairing their innate resiliency with a Strengths Based Perspective (Zastrow and Kirst- Ashman, 2016).  Zastrow and Kirst-Ashman recognize the importance of emphasizing one’s resiliency, particularly when faced with undeniable adversity (Zastrow and Kirst-Ashman, 2016).

 

While this may be proven as an effective approach, convincing a client who is experiencing consistent feelings of helplessness and hopelessness, is certainly not an easy feat.  Therefore, the focus of this approach should remain small, manageable tasks seen through to completion (Zastrow and Kirst-Ashman, 2016).  In Talia’s case, perhaps suggesting she schedules agreed upon times to speak with her mother would alleviate the stress she feels by receiving the numerous phone calls (Laureate Education, 2013).  The premise behind this suggestion is that when Talia starts seeing small daily success, she may start “buying in” to the fact that she, too, can come back from the trauma that has placed her where she is.  Thus, her acceptance of her own resiliency, while her innate strengths are continually highlighted by the social worker, will only add to her achievement of positive outcomes (Zastrow and Kirst – Ashman, 2016).

 

By applying this concept of resiliency to Talia’s case, it is clear how this would be an effective approach within my own future social work practice.  Every client with whom a social worker comes in contact, has some innate level of resiliency.  Finding the opportunities to point out resiliency, even in its simplest form, becomes the responsibility of the professional charged with guiding the client toward the desired outcomes.   For example, when a client drives a car for the first time after being involved in a car accident, this can be identified as  form of resiliency and the first step in achieving their goals.  The ultimate goal would be for the client to recognize this resiliency within himself, but until this time the social worker can serve as the client’s “strength identifier.”

 

Laureate Education (Producer). (2013). Johnson family: Episode 5 [Video file]. Retrieved from https://class.waldenu.edu

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). 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.

 

Colleague 2: J

Talia is a 19-year-old college student who was sexually assaulted at a frat party. After seeking help from campus resources and the services of a counselor, she has begun to experience high levels of anxiety and stress (Plummer, Makris, and Brocksen, 2014). While Talia has begun to resent her counselor for the coping mechanisms she has given Talia, Talia has nonetheless continued to do the things suggested for her, such as journaling, going to group meetings, and talking about her feelings (Laureate Education, 2013). As an observer, these behaviors exhibited by Talia all suggest that she is a resilient individual who refuses to let the things that have befallen her ruin her life permanently.

 

As a social worker, it can be a very difficult task to convince a client that they are resilient, especially when they feel like their life is falling apart. As mentioned by Zastrow and Kirst-Ashman (2016,) giving the individual small, manageable tasks to achieve can boost their confidence and encourage them to take on larger, more difficult tasks. The social worker in Talia’s case already has proof that she is resilient by Talia’s compliance and adherence to journaling and going to group meetings (Laureate Education, 2013).

 

In my own practice, using the concept of resiliency will only serve to increase my client’s self-esteem and self-worth. By giving clients small goals that they can achieve, I can build up their confidence and determination. I think it will also be important to still call clients resilient when they fail at a goal- by still coming to sessions and admitting failure, they are only improving themselves. This would also give them the chance to evaluate the goal or their performance and see what went wrong, what can be done to fix it, and when can it be tried again. Resiliency means to be able to keep going through adversity; it also means to be able to adapt and change with the situations at hand. By instilling this in clients, they can begin the healing process.

 

Laureate Education (Producer). (2013). Johnson family: Episode 5 [Video file]. Retrieved from https://class.waldenu.edu.

 

Plummer, S.-B., Makris, S., & Brocksen, S. M. (2013). The Johnson Family. In Sessions: Case Histories. Laureate Education, Inc.

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

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Response 2:

 

Discussion: Micro vs. Macro Practice

 

·      Respond to at least two colleagues by identifying three reasons that macro practice should not be dominated by micro practice if social work policy is to effectively deal with the problems of oppressed and marginalized groups.

·      Support your response with specific references to the resources. Be sure to provide full APA citations for your references.
Colleague 1: D

Micro practice is to work with individuals.  Macro practice is to work at the organizational level.  Micro practice has come to dominate the social work profession because if we were to break down the macro and mezzo levels, we are left with individuals.  “Social workers have long recognized that micro and macro practice are complementary, but they have generally emphasized the micro, individual treatment aspect of the profession” (Popple & Leighninger, 2015, p. 7).  It has been discussed plenty that social workers find themselves working with individuals a majority of the time.  The root of the individual’s issues is based on things that are bigger than the individual (Popple & Leighninger, 2015, p. 7).

 

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.

 

Colleague 2: R

The dichotomy between micro and macro social worker practice varies in the approaches used. Micro social worker practices are based on the ideas on how to better equip the individual to deal with societal needs and expectations. If there is an individual in need of services, the micro approach will link that individual to services to assist their individual underlying needs. The macro social worker approach attempts to have the community meet people at their levels of need. The idea behind the macro level approach to is discuss social worker and the needs of group of individual to larger organizations and agencies such as schools or child welfare agencies. In essence, and as mentioned in this week’s reading, the ideas of micro and macro practices are to compliment from one another. Understanding the needs of one might be just be the needs of the general population of that area, (Popple & Leighninger, 2015). Therefore becoming familiar and effective with using techniques on the micro level, might uncover solutions to bigger societal problems in communities.

 

Popple, P.R., & Leighninger, L. 2015. The police-based profession: Introduction to social welfare policy analysis for social workers. 6th ed. Upper Saddle River, NJ: Pearson Educations

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Eng 2

Eng 2

Reflect upon the literature and share how 1 of the literary pieces, characters, or authors studied in this course can be used as a Christian witness or salvific tool to fulfill the Great Commission. Identify the title, character, or author of the chosen literary piece and begin with a cogent thesis statement; offer detailed support and show control over the topic.

 

Story: Everyman

 

Example:

Everyman can be used for Christian witness in a materialistic society because of the theme of an unavoidable reckoning with God. Firstly, in a materialistic society, people assume their worth in earthly commodities with no thought of the afterlife. Death is not recognized by Everyman because he is consumed with his wealth and even attempts to bribe death to delay. This drama causes an awakening that money cannot buy eternal life.

Secondly, Everyman possesses the Biblical concept that every man dies and has to give an account alone before a righteous God. Everyman tries to find traveling companions with many declining his offer. Death is unavoidable and the outcome is hopeless apart from the grace of God in Jesus.  In conclusion, Everyman is profitable in Christian witness because of the themes of a reckoning before God and mankind’s hopelessness apart from the grace of God in Jesus.

Reference

Anonymous. ( N.D./ 2011). Everyman. In Y. Adu-Gyamfi and M. R. Schmidt. Literature and Spirituality. (p.265-287). New York: Pearson

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SOCW 6121 week 5

SOCW 6121 week 5

Week 5: Understanding Group Dynamics

It is important to understand group dynamics because of their impact on the function and success of the group process. The actual “dynamic” is what influences the behavior of each member of the group and the group as a whole. Every group develops their own dynamic, and it is the social worker’s role to ensure that the interactions within the group are helping the members reach the group’s goals. Sometimes it takes only one member to interrupt or destroy the group’s cohesion and social interaction. It is the role of the social worker to oversee the functioning of the group and to ensure that all members feel empowered to help change the dynamic to a supportive influence. It is also the role of the social worker to make sure that the group process is moving in a direction that is consistent with the group’s purpose.

Learning Objectives

Students will:
  • Analyze group and family dynamics in a case
  • Compare group dynamics to family dynamics
  • Analyze the role of the social worker in empowering groups

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

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 3, “Understanding Group Dynamics” (pp. 67–97)

Drumm, K. (2006). The essential power of group work. Social Work With Groups29(2–3), 17–31.

Required Media

Psychotherapy.net (Producer). (2011a). Group therapy: A live demonstration. [Video file]. Mill Valley, CA: Author.

Watch segment from timestamp 30:00 to 39:48.

McGoldrick, M. (n.d.). The legacy of unresolved loss:  A family systems approach [Video file].

Watch segment from timestamp 0:43 to 09:38.

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Discussion: Group Dynamics and Family Dynamics

When working with families and groups the priority is for the social worker to understand the process that is taking place.  In both situations there is the overt (clearly stated) dynamics and the covert (hidden) dynamics.  The content (what is being said) in both settings is what is open and stated.  The process (how it is being said) is the unspoken information; what is underneath the interaction is what the social worker needs to explore in both groups and family systems.

For this Discussion, watch the video segments of a group and a family session provided in required resources.

By Day 3

Post the following:

  • Describe the group dynamic (communication, cohesion, social integration, influence) of the group shown in the required media.
  • Explain how this group’s dynamics may influence treatment.
  • A description of the family dynamic (communication, cohesion, social integration, influence) of the family shown in the required media.
  • Explain how this family’s dynamics may influence treatment.
  • Explain any similarities or differences when assessing dynamics in a group versus a family and how those dynamics may affect treatment.
By Day 5

Respond to two colleagues. Explain whether you agree or disagree with their comparison of group and family dynamics. Provide a suggestion of how to assess dynamics in a group or family and explain why it may be important to understand the dynamic for treatment.

Response 1

Sherene Campbell RE: Discussion – Week 5COLLAPSE

It is essential to understand the factors that influence group dynamics.  Group dynamics are series of actions that group members go through when they come together and interact (Toseland & Rivas, 2017).  This particular group dynamic presents as having levels of familiarity, directness and connectivity.  Julius facilitates the group with leadership, structure and veracity.  The dynamics of the group slightly deviated from the usual assembly, as Pam was obviously upset about Phillip’s presence in the group.  She expressed that the group was previously known as a place of safety and amenity for her; however, presented as irritated and distressed about the negative history she shared with Phillip (Yalom, 2011a).

Pam explained to the group that Phillip treated her poorly, by “deflowering” her and dropping her, as he allegedly did to her close friend.  Pam expressed that the group was her “haven, where she came to feel safe” (Yalom, 2011a).  The group members shared that they formed relationships with both Pam and Phillip, and although they wanted Pam to stay, they explained that the value of Phillip’s presence to the group was, while she was away.  Julius was calm and reasonable, and acknowledged Pam’s feelings without disrespect towards Phillip’s presence, and was able to bring the entire group together by encouraging both to stay and continue the session (Yalom, 2011a).

The group is clearly quite progressive, having spent a lot of time together, they had the ability to point out value and express their emotions freely (Toseland & Rivas, 2017).  Julius was effective in allowing Pam to express her feelings, but he was able to avoid any over-embellished outbursts or walkouts, and conclusively helped to include the entire group who was able to support both, pronounce positive attributes of both, and encouraged both members to stay and continue in the session (Yalom, 2011a).

Group dynamics and structure will strongly influence the therapeutic outcome.  In the group video Pam presents as an outspoken, dominant figure.  With this type of personality, she presents as having a substantial influence on the group, and could have influenced the group in a different direction.  The group could have demonstrated a blind defense to Pam’s claim, pushing Phillip off, or could have become infuriated at her initial outburst and rejected her from the session.  Julius demonstrated lenient control over the situation, allowing just enough to ensure Pam felt “heard”, acknowledged her feelings, valued her presence and described specific value Phillip had on the group, and also bringing everyone together while processing the feelings (Yalom, 2011a).

In the Roger’s family video, Michelle’s counselor made a referral for Michelle and her family to meet with a family therapist, in hopes of helping them learn how to communicate more effectively.  After completing and analyzing the family genogram, strengths were identified. Michelle’s parents have been displeased with her social contacts and interactions, and they fear that those individuals would have a negative influence on Michelle.  While demonstrating their discontentment, they have used derogatory terms and criticism towards Michelle which has significantly compromised the communication, which shaped a divide in the family.  Michelle’s father portrayed himself as very authoritative and disconnected; the step mother has created an alignment with her husband further, alienating Michelle (Yalom, 2011a).  For treatment to be effective, each family member will require respect, appreciation, and validation of their feelings in order to ensure positive change.

The difference between the family versus the group therapy, would be that the group established an alliance and member support within their therapeutic group session.  The dynamics within the family unit could have demonstrated much more vulnerability and connection with family members.  Despite the “hiccup” between Pam and Phillip, the group was able to express themselves and appeared to genuinely appreciate one another’s support.  The family clearly has some underlining issues, which affects their intercommunication (Yalom, 2011a).

References

Toseland, R.W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Yalom, I., Psychotherapy.net (Producer). (2011a). Group Therapy: A live demonstration. [Video file]. Mill Valley, CA: Author.

Response 2

Sharon Turner RE: Discussion – Week 5COLLAPSE

Group Dynamics

According to Toseland & Rivas (2017, p. 67), one of the fundamental purposes of a group is to create a social system. How is a group a social system?  Groups influence “both individual group members and the group as a whole” (Toseland & Rivas p. 67). Group therapy can help individuals interact with one another to formulate ideas among one another to offer socio-emotional support.

The group that was lead by “Julius,” (the counselor who as recently been diagnosed with cancer), has been an ongoing group that has already developed its cohesion (Psychotherapy.net, 2011).  They appear to have been together as a group for years and thus have developed the roles each of the play, all but one member, Phillip. Phillip is the newest member of the group (Psychotherapy.net), Phillip (who has been with the group for about four months), and another member, Pam (who has been away from four months), has an unsettling history (Psychotherapy.net).  The other group members, Gil, Bonnie, Rebecca, Tony, and Stewart (Psychotherapy.net). Despite the tension between Phillip and Pam, the group was able to get past it and stayed together.

Although the counselor, Julius, was present during the sessions and at times offered guidance and clarification within the group, the group was free-floating.  Free-floating occurs when the members of the group can have meaningful and responsible conversations among one another (Psychotherapy.net). The group members were able to offer support and thought-provoking feedback.  Julius’ presence did, however, provide clarification, which allowed the members to clarify the depth of what they were saying. Additionally, Julius was mindful of both verbal and nonverbal languages spoken while in session. Julius seems to have developed a “third ear,” which, according to Toseland & Rivas, means  to “become aware of the meanings behind messages and their effect on a particular group member and the group as a whole.” (p.70).

Family Dynamics

The therapist, Monica McGoldrick, conducted the family group session.  The family consisted of Michelle (15-year-old) and Julian (21-year-old), children of David and stepchildren of Kathleen (McGoldrick, n.d.) David and Kathleen share a child name Jade (2 years old). The family presented due to concerns regarding Michelle’s behavior (McGoldrick).  However, the issues surrounding the family was much deeper than that. The family had past issues such a the death of David’s first wife and mother of his older children, and David’s and Kathleen’s childhood issues (McGoldrick).

During the family group session, the dynamics were leader-centered.  In other words, Monica McGoldrick as the therapist as the leader, provided direction and assigned tasks we needed.  For example, the therapist offered a suggestion to include Julian is a family session to get his feedback on the dynamics of the family (McGoldrick). Julian’s involvement was able to have a breakthrough with David that the therapist was struggling with.   Furthermore, the family presented to this session with conflict and judgment. David and Kathleen did not take the time to get to know Michelle’s friends; David did not spend time with Michelle, nor did he help Michelle process the loss of her mother or grandmother.  As the sessions went on, the family was able to connect, open up, form strong communication skills, and grow from past hurts.

Similarities and Differences

The differences between the groups were that the family did not present with a solid cohesion; there were strife and distress within the family. This distress shut the family down and created dysfunction.  Whereas the other groups seemed to be able to communicate by providing feedback that was well received and added insight to the group.

Both the groups were lead by experienced therapists who took the time to gather information about each group member.  In doing so, each therapist was able to address the individual’s needs as well as respect the group dynamics.

References:

McGoldrick, M. (n.d.). The legacy of unresolved loss: A family systems approach [Video file]. Retrieved from https://waldenu.kanopy.com/video/legacy-unresolved-loss

Psychotherapy.net (Producer). (2011a). Group therapy: A live demonstration. [Video file]. Mill Valley, CA: Author. Retrieved from https://waldenu.kanopy.com/video/group-therapy-live-demonstration

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Submission and Grading Information
Grading Criteria

To access your rubric:
Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 5 Discussion

Assignment: Assessing Group Process 2

Each member of a group contributes to the group’s dynamic even if the member is silent. As a clinical social worker, it is important to understand the dynamics you bring to a group and the role you tend to assume in a group setting. Every individual has his or her own way of interacting. Knowing your own personal style and the role you tend to choose will help you identify your strengths and weaknesses when working within a group.

For this Assignment, describe the dynamics of your Wiki Group. By this time, your group should have developed the family case study and defined the scope of the problem.

Reflect on your participation in the dynamics. What role have you assumed in the group? Have you used any empowerment strategies in moving the group forward? If not, what strategy could you implement?

Group Process Assignments should integrate course concepts related to group process. Assignments should demonstrate critical thought when applying course material to your group experience. Support ideas in your Assignment with APA citations from this week’s required resources

THIS IS THE GROUP WIKI

 

Family Description

Peter’s family is the one selected for this project. Peter is a 34-year old Caucasian man who originates from San Francisco, California. He is married to Fernando, a 33-year old Latino man, who is a first generation American. Fernando’s parent immigrated from Cuba before he was born. They live on the outskirts of San Francisco and have been married for three years. They met while in college where Peter earned a business degree, and Fernando earned a Bachelor of Science in nursing. The couple adopted a child about nine months ago from Colombia. The child’s name is Jose and he is currently 24 months old. Peter’s job keeps him very busy and requires him to travel a lot. Therefore, the primary issue here is balancing work and home life for Peter.

Roles & Communication

The group that will address the concern comprises five members, Sharon, Sandra, Catlin, Hannah and Titilope. Each member will have a specific duty. Someone will oversee the family assessment to establish the underlying problems (Mullen et al., 2008). A timetable was completed to break down weekly goals for the project and each member of the group have decided to assign goals each week based on the previous development of the project. For example, during week four Sharon will be responsible for engagement techniques, Sandra will be responsible for research on social, cultural, and diverse considerations, Titilope will be responsible for defining the specific problem, and Hannah and Catlin will be responsible for organizing and publishing material into the Wiki.

Members will communicate over the Internet using email, hangouts to video chat, and via texting to communicate weekly and to share research and project materials. Every member has a smartphone; thus, this will necessitate effective communication regarding the progress of the project.

Reference

Mullen, E. J., Bledsoe, S. E., & Bellamy, J. L. (2008). Implementing evidence-based social work practice. Research on Social Work Practice, 18(4), 325–338.

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SoCW 6301-4

SoCW 6301-4

Looking Ahead

In Week 4, you will submit a paper covering Parts 1, 3, 4, and 5 from the outline. This assignment will require you to synthesize what you have learned in the first 3 weeks with what you learn in Week 4. You DO NOT need to write an abstract at this stage. These sections constitute the introduction and literature review in a completed research study. This same material also constitutes a beginning research plan or proposal.

 

Focusing Research Questions and Developing Hypotheses

One of the challenges in writing research questions is that they must be at once general enough to make the study feasible but narrow enough in order to focus the researcher on making choices that will underpin a successful research study. Implementing literature reviews is one way that a researcher can, at once, focus his or her research question and get a sense of what kind of research has already been conducted.

This week you consider the purpose and function of literature reviews. You also consider the consequences of not conducting a literature review and thus being unaware of pre-existing literature on the topic that you are researching.

Learning Objectives

 

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

Yegidis, B. L., Weinbach, R. W., & Myers, L. L.  (2018). Research methods for social workers (8th ed.). New York, NY:  Pearson.
Review Chapter 4, “Conducting the Literature Review and Developing Research Hypothesis” (pp. 71-99)

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].
Social Work Research: Couples Counseling
Social Work Research: Couples Counseling Social Work Research: Using Multiple Assessments

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Logan Family

Required Media

Laureate Education Producer). (2013). Logan family (Episode 1) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu

Social Work Research: Couples Counseling

Kathleen is a 37-year-old, Caucasian female of Irish descent, and her partner, Lisa, is a 38-year-old, Caucasian female with a Hungarian ethnic background. Kathleen reports that she has a long family history of substance use but has never used alcohol or drugs herself. She does not have a criminal history and utilized counseling services 10 years ago for family issues regarding her father’s alcohol use. Kathleen works as a nurse in a local hospital on the cardiac floor where she has been employed for 8 years.

Lisa reports experimenting with substances during college. She currently drinks wine on occasion. Lisa does not have a criminal history. Lisa has had many jobs and stated that she was unable to find her niche until recently when she took out a loan and opened a small Hungarian restaurant serving her grandmother’s recipes. Her restaurant has been open 1 year. Lisa reports that while she enjoys the work and has found her niche, she must work constantly to be successful, and she is worried the business might fail.

Kathleen and Lisa have been together for over 15 years. They have a close group of friends and see their families on major holidays. They came to outpatient counseling at a nonprofit agency to examine the possibility of starting a family together. They were both feeling ambivalent about it, and it had been the source of more than a few arguments, so they decided to come to counseling to address their concerns in a more productive way. They said they chose this agency because it was recognized as lesbian, gay, bisexual, and transgender (LGBT) friendly. They asked about my sexual orientation and my history because they were concerned about my level of experience working with the issues they were presenting.

I thanked Kathleen and Lisa for sharing this concern, and I informed them of various programs I had worked in within the agency, including supportive services for LGBT youth in schools and in the community. I also shared our agency philosophy and mission, which includes outcome measures and engaging clients in feedback to evaluate practice.

I explained the tools we used to measure outcomes. The first form measures how each of them are feeling with regard to their life and current circumstances. There are four different scales to measure aspects of their lives, such as social, family, emotional health, etc. I also provided the chart on which I score the scales and track progress. I explained that the purpose was to see where they began to demonstrate progress with the work we were doing.

The second form measures how well I am providing treatment. I demonstrated the four scales that measure if the client feels heard and understood and if we addressed in session what they wanted to. I explained that this should address their concern about my ability to assist them. Because we would be evaluating both how they felt and how the sessions were going each week, we could make adjustments on treatment and delivery style.

I informed Kathleen and Lisa that both measurement tools were obtained from the National Registry of Evidence-Based Programs and Practices. We use these tools in the agency to assess the experience of the client and whether the goals of treatment are being achieved. Lisa questioned how the information would be used, and I told them that this information would be shared with them weekly and would only be in their chart.

Lisa and Kathleen came every week for 15 weeks. In that time, we charted each week using both tools. The chart demonstrated significant progress and then began to level off. During that time, Kathleen and Lisa worked on effective communication strategies to discuss the presenting issues. The arguments had become less frequent and shorter in duration as both Kathleen and Lisa learned to appreciate the other’s perspective. They expressed that some members of their families of origin were not supportive of their sexual orientation, and this was the main challenge for them as a couple. They were able to identify their strengths and not let family or societal opinions inform how they wanted to live. They were able to see that this was their decision.

During treatment there were times when the measurement tool indicated that they felt we were not connecting on certain issues. As I could pinpoint when that was and the topic we discussed, we were able to address it in the next session to clarify and get back on track.

 

Social Work Research: Using Multiple Assessments

Lucille is a 68-year-old, Caucasian female. Her husband of 43 years passed away 4 years ago after a long and debilitating illness during which Lucille was his primary caregiver. During their marriage, he worked at the sanitation department, and she was a homemaker. She continues to live in the house where she and her husband raised their three children. Lucille receives a limited income of approximately $2,100/month from her husband’s retirement pension and Social Security; she owns her home and has no major outstanding debts. She receives Medicare to cover her major medical expenses and a small supplemental health plan to cover any outstanding medical costs. Her physical health is good, and she has not had any major illnesses or surgeries, although she has not had a complete physical in over two years. Her favorite hobbies are gardening and cooking. Lucille has two sons and one daughter, each living away from home with their own families. Lucille’s daughter and one son reside in the local area; her other son lives in another state.

Lucille’s major concern is about her daughter, Alice (33), who has battled substance abuse and alcoholism since adolescence. At present, Alice is not employed and has had several encounters with law enforcement for drug possession and intent to sell illegal substances. Alice has admitted that she has used cocaine as well as other substances in the past. She has made several attempts to go into drug rehabilitation, but she has never completed a program. Her siblings have essentially disowned her. Alice has three children, Michael (6), Rachael (4), and Randy (18 months), who was recently diagnosed with fetal alcohol effects (FAE). Lucille is not certain who is the father of her grandchildren; it is a subject Alice refuses to discuss. Alice has repeatedly left her children alone for several hours in their tiny apartment, and once she was gone for several days. Child Welfare has interceded, but Alice continues to have custody of her children. Whenever Lucille visits her daughter and grandchildren, the living conditions are filthy, there is little food in the house, and there is talk of constant “visitors” to the house well into the night. Because of Alice’s instability, Lucille has taken physical custody of her grandchildren without any redress from Alice. Lucille’s family members are not aware of the stress Lucille is feeling about possibly having to spend the rest of her life raising her grandchildren, including one with a disability. This causes Lucille to often feel “down in the dumps,” resulting in overeating because, as she stated, “comfort food makes me feel better.” Within 2 months, she gained 15 pounds.

Lucille heard about a counseling program at the local community center for grandparents raising grandchildren. The program provides support, group meetings, parenting classes, individual counseling sessions with a social worker, and referrals for other supporting services. At first, Lucille was skeptical about attending the program. She was embarrassed to tell others about her family circumstances; she was particularly fearful that others would blame her for her daughter’s lifestyle and wonder how she could now care for her grandchildren if she could not raise her daughter properly. She already blamed herself for her daughter’s actions, which made her bouts of depression more frequent and difficult to overcome.

Eventually, Lucille came to the community center after some encouragement from her neighbor. Lucille is quite concerned about the fate of her daughter. Fearing the worst, she is constantly worried she will get a late night phone call that her daughter was found dead somewhere from a drug overdose or something related to her drug life. She once believed caring for her grandchildren was a temporary arrangement but more recently believes this will become permanent. Although Lucille loves her grandchildren, she is afraid that she will have to raise them alone and is angry with her daughter for putting her in this position. She does not know if she can do it at her age. Her youngest grandchild will need many resources over the years, and she does not even know where to begin to access them. She admits feeling overwhelmed and depressed frequently, but she does not have a wide circle of family or friends to talk to about her concerns. She spoke to her church minister once about her family circumstances but did not feel she got much out of it. “He just did not seem to understand what I was talking about,” she stated, “so I never went back.” She stated she was feeling unable to manage her family needs and that “I just want to get control of the ship again.”

After a thorough psychological assessment, the agency psychiatrist determined that medication was not necessary for her bouts of depression. After our initial talk, I administered a series of baseline measures on her emotional and physical functioning, specifically the Center for Epidemiologic Studies—Depressed Mood Scale (CES-D), Family Resource Scale, Family Support Scale, and the Medical Outcome Survey, SF-12v2. Our plan is to administer these measures at 3-month intervals for 1 year to assess her emotional functioning and social progress. Using a strengths-based approach to problem solving, I collaborated with Lucille on a biweekly basis to define personal goals that focused on helping her address feelings of depression and broaden her support network for managing family challenges. She attended monthly support group meetings with other grandparents who discussed their challenges and celebrated their triumphs. Lucille never missed a meeting. I made two home visits per month to observe Lucille in her home environment. Our individual sessions included assessing strengths, defining/redefining needs, targeting problems and goals, identifying resources to address needs, and monitoring goal progress. A nutritionist also conducted two home visits to help her with food options for herself and her grandchildren. Lucille is an excellent cook, and the nutritionist showed her how to reduce calories without sacrificing taste. Within four weeks, Lucille was able to make small changes in her everyday life. She began walking her grandchildren to the local park for playtime, preparing her front yard for spring flowers, and preparing Sunday dinners to reengage her family. She also visited her family physician and learned that she has high blood pressure, which can be controlled with proper diet and exercise, and she has asked her son and daughter-in-law for respite once per month so she can have some “down time.”

After 6 months, I facilitated a family group conference with Lucille and her sons and their wives. The focus of the meeting was to plan how the family would support Lucille as the primary caregiver for her grandchildren and to define the role other family members would play in assisting in raising Alice’s children. There was family agreement that it was in the children’s best interest for Lucille to seek legal counsel so she could establish temporary custody for her grandchildren, as well as learn the options for a more permanent relationship, such as adoption. She also applied for disability benefits for her youngest grandchild. Later, the family would meet to conduct permanency planning for the grandchildren. After 9 months, Lucille’s emotional health improved, and we decided to suspend individual counseling, but she continues to participate in the weekly support group meetings where she can have her blood pressure checked by the program nurse. After 12 months in the program, Lucille has a positive perception of her support network, including her family; familiarity with community resources and how to access them; a positive emotional state; and she has lost 10 pounds and her blood pressure is normal. Lucille has even initiated a grandparent mentoring service for new custodial grandparents who want to partner with a “seasoned” grandparent caregiver. Last week, Lucille found out her daughter Alice, who she has not seen in nearly a year, is 6 months pregnant.

 

The Logan Family

Eboni Logan is a 16-year-old biracial African American/Caucasian female in 11th grade. She is an honors student, has been taking Advanced Placement courses, and runs track. Eboni plans to go to college and major in nursing. She is also active in choir and is a member of the National Honor Society and the student council. For the last 6 months, Eboni has been working 10 hours a week at a fast food restaurant. She recently passed her driver’s test and has received her license.

Eboni states that she believes in God, but she and her mother do not belong to any organized religion. Her father attends a Catholic church regularly and takes Eboni with him on the weekends that she visits him.

Eboni does not smoke and denies any regular alcohol or drug usage. She does admit to occasionally drinking when she is at parties with her friends, but denies ever being drunk. There is no criminal history. She has had no major health problems.

Eboni has been dating Darian for the past 4 months. He is a 17-year-old African American male. According to Eboni, Darian is also on the track team and does well in school. He is a B student and would like to go to college, possibly for something computer related. Darian works at a grocery store 10–15 hours a week. He is healthy and has no criminal issues. Darian also denies smoking or regular alcohol or drug usage. He has been drunk a few times, but Eboni reports that he does not think it is a problem. Eboni and Darian became sexually active soon after they started dating, and they were using withdrawal for birth control.

Eboni’s mother, Darlene, is 34 years old and also biracial African American/Caucasian. She works as an administrative assistant for a local manufacturing company. Eboni has lived with her mother and her maternal grandmother, May, from the time she was born. May is a 55-year-old African American woman who works as a paraprofessional in an elementary school. They still live in the same apartment where May raised Darlene.

Darlene met Eboni’s father, Anthony, when she was 17, the summer before their senior year in high school. Anthony is 34 years old and Caucasian. They casually dated for about a month, and after they broke up, Darlene discovered she was pregnant and opted to keep the baby. Although they never married each other, Anthony has been married twice and divorced once. He has four other children in addition to Eboni. She visits her father and stepmother every other weekend. Anthony works as a mechanic and pays child support to Darlene.

Recently, Eboni took a pregnancy test and learned that she is 2 months pregnant. She actually did not know she was pregnant because her periods were not always consistent and she thought she had just skipped a couple of months. Eboni immediately told her best friend, Brandy, and then Darian about her pregnancy. He was shocked at first and suggested that it might be best to terminate. Darian has not told her explicitly to get an abortion, but he feels he cannot provide for her and the baby as he would like and thinks they should wait to have children. He eventually told her he would support her in any way he could, whatever she decides. Brandy encouraged Eboni to meet with the school social worker.

During our first meeting, Eboni told me that she had taken a pregnancy test the previous week and it was positive. At that moment, the only people who knew she was pregnant were her best friend and boyfriend. She had not told her parents and was not sure how to tell them. She was very scared about what they would say to her. We talked about how she could tell them and discussed various responses she might receive. Eboni agreed she would tell her parents over the weekend and see me the following Monday. During our meeting I asked her if she used contraception, and she told me that she used the withdrawal method.

Eboni met with me that following Monday, as planned, and she was very tearful. She had told her parents and grandmother over the weekend. Eboni shared that her mother and grandmother had become visibly upset when they learned of the pregnancy, and Darlene had yelled and called her a slut. Darlene told Eboni she wanted her to have a different life than she had had and told her she should have an abortion. May cried and held Eboni in her arms for a long time. When Eboni told her father, he was shocked and just kept shaking his head back and forth, not saying a word. Then he told her that she had to have this child because abortion was a sin. He offered to help her and suggested that she move in with him and her stepmother.

Darlene did not speak to Eboni for the rest of the weekend. Her grandmother said she was scheduling an appointment with the doctor to make sure she really was pregnant. Eboni was apprehensive about going to the doctor, so we discussed what the first appointment usually entails. I approached the topic of choices and decisions if it was confirmed that she was pregnant, and she said she had no idea what she would do.

Two days later, Eboni came to see me with the results of her doctor’s appointment. The doctor confirmed the pregnancy, said her hormone levels were good, and placed her on prenatal vitamins. Eboni had had little morning sickness and no overt issues due to the pregnancy. Her grandmother went with her to the appointment, but her mother was still not speaking to her. Eboni was very upset about the situation with her mother. At one point she commented that parents are supposed to support their kids when they are in trouble and that she would never treat her daughter the way her mother was treating her. I offered to meet with Eboni and her mother to discuss the situation. Although apprehensive, Eboni gave me permission to call her mother and set up an appointment.

The Logan Family

May Logan: mother of Darlene, 55

Darlene Logan: mother, 34

Anthony Jennings: father, 34

Eboni Logan: daughter, 16

Darian: Eboni’s boyfriend, 17

I left a message for Darlene to contact me about scheduling a meeting. She called back and agreed to meet with Eboni and me. When I informed Eboni of the scheduled meeting, she thanked me. She told me that she was going to spend the upcoming weekend with her father, and that she was apprehensive about how it would go. When I approached the topic of a decision about the pregnancy, she stated that she was not certain but was leaning in one direction, which she did not share with me. I suggested we get together before the meeting with her mother to discuss the weekend with her father.

At our next session, Eboni said she thought she knew what to do but after spending the weekend with her father was still confused. Eboni said her father went on at length about how God gives life, and that if she had an abortion, she would go to hell. Eboni was very scared. Anthony had taken her to church and told the priest that Eboni was pregnant and asked him to pray for her. Eboni said this made her feel uncomfortable.

When I met with Eboni and her mother, Darlene shared her thoughts about Eboni’s pregnancy and her belief that she should have an abortion. She said she knows how hard it is to be a single mother and does not want this for Eboni. She believes that because Eboni is so young, she should do as she says. Eboni was very quiet during the session, and when asked what she thought, said she did not know. At the end of the session, nothing was resolved between Eboni and her mother.

When I met with Eboni the next day to process the session, she said that when they got home, she and her mother talked without any yelling. Her mother told Eboni she loved her and wanted what was best for her. May said she would support Eboni no matter what she decided and would help her if she kept the baby.

Eboni was concerned because she thought she was beginning to look pregnant and her morning sickness had gotten worse. I addressed her overall health, and she said that she wanted to sleep all the time, and that when she was not nauseated, all she did was eat. Eboni is taking her prenatal vitamins in case she decides to have the baby. Only a couple of her friends know about the pregnancy, and they had different thoughts on what they thought she should do. One friend even bought her a onesie. In addition, Eboni was concerned that her grades were being affected by the situation, possibly affecting her ability to attend college. She was also worried about how a pregnancy or baby would affect her chances of getting a track scholarship. In response to her many concerns, I educated her on stress-reduction methods.

Eboni asked me what I thought she should do, and I told her it was her decision to make for herself and that she should not let others tell her what to do. However, I also stated that it was important for her to know all the options. We discussed at length what it would mean for her to keep the baby versus terminating the pregnancy. I mentioned adoption and the possibility of an open adoption, but Eboni said she was not sure she could have a baby and then give it away. We discussed the pros and cons of adoption, and she stated she was even more confused. I reminded her that she did not have much time to make her decision if she was going to terminate. She said she wanted a few days to really consider all her options.

Eboni scheduled a time to meet with me. When she entered my office, she told me she had had a long talk with her mother and grandmother the night before about what she was going to do. She had also called her father and Darian and told them what she had decided. Eboni told me she knows she has made the right decision.

 

Discussion: Research Questions and Literature Reviews

In this week’s video, you meet Eboni Logan, a teenager who reveals that she is pregnant. Eboni explains to her social worker that no one at her school talks about methods of birth control, as their only focus is on abstinence. Imagine that you are a social worker in Eboni’s school and you begin to notice an increase in teen pregnancy. This causes you to wonder about the effectiveness of abstinence-only education. This curiosity propels you to investigate further, but you are not sure what you should do first—develop a research question or conduct a literature review.

For this Discussion, review the literature on abstinence education. View the Sessions episode on the Eboni Logan case.

By Day 3

Post your explanation about what should come first—the development of a research question or a thorough literature review. Justify your answer by adding your thoughts about which process you believe to be more realistic and/or appropriate, and why. Finally, describe potential consequences of deciding on a research question without conducting a review of the literature. Please use the resources to support your answer.

By Day 5

Respond to a colleague’s post by suggesting two ways of avoiding the consequences he or she described. Please use the resources to support your post.

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Assignment: Introduction to Research Proposals

Just because you thought of an interesting research question and have a desire to conduct research does not mean that your research will automatically be supported by faculty or funded by an organization. In order to gain stakeholder approval, you must submit a research proposal. Much like an outline of a paper or a treatment of a movie script, the research proposal contains several parts that begin with a research question and end with a literature review. For this Assignment, you compile a research proposal that includes a research problem, research question, and a literature review.

For this Assignment, choose between the case studies entitled “Social Work Research: Couple Counseling” and “Social Work Research: Using Multiple Assessments.” Consider how you might select among the issues presented to formulate a research proposal.

Be sure to consult the outline in Chapter 14 the Yegidis et al. text for content suggestions for the sections of a research proposal. As you review existing research studies, notice how the authors identify a problem, focus the research question, and summarize relevant literature. These can provide you with a model for your research proposal.

By Day 7

Submit a 5- to 6-page research proposal stating both a research problem and a broad research question (may be either qualitative or quantitative). Use 6–10 of the most relevant literature resources to support the need for the study, define concepts, and define variables relevant to the question. Include a literature review explaining what previous research has found in relation to your problem and question. The literature review should also include a description of methods used by previous researchers. Finally, be sure to explain how your proposed study addresses a gap in existing knowledge.

 

Discussion: Research Questions and Literature Reviews

Diane Sharkey

Explanation about what should come first—the development of a research question or a thorough literature review.

I feel like I’m answering the age-old “chicken or egg” question. However, I believe a thorough literature review should come before the development of a research question. Granted, a researcher or practitioner must have a problem or some broad questions in mind before conducting a literature review. However, that question can be modified and adjusted as the researcher reviews the literature and finds that certain areas of a problem have been studied enough or discovers gaps in the information. Yegidis, Weinbach, and Myers (2018) support this by stating “for every research problem and its related research questions, there is an existing body of knowledge that can guide a researcher” (p. 73).

Justify your answer by adding your thoughts about which process you believe to be more realistic and/or appropriate, and why.

Completing a literature review first is more appropriate than creating a specific research question because “researchers do not know to what degree answers to the question already existed, what methods had been used to study it, or what other researchers had learned in the process of conducting their research” (Yegidis et al., 2018, p. 84). Once a researcher begins to research a broad topic, he/she can use the information found to help narrow the focus of the question and future research. Additionally, a literature review helps determine the variables, further narrowing the proposed question(s)  (Yegidis et al., 2018).

Finally, describe potential consequences of deciding on a research question without conducting a review of the literature.

Without conducting a review of the literature, researchers don’t know what they don’t know (or what they do know, for that matter). Plus, deciding on a research question without conducting a review of the literature can be a waste of time if it is something that has been studied in depth and has a multitude of data (Yegidis et al., 2018). Moreover, Yegidis et al. (2018) discuss the importance of using data from the literature review to help formulate hypotheses with supportive data about the specific research questions.

Reference

Yegidis, B. L., Weinbach, R. W., & Myers, L. L.  (2018). Research methods for social workers (8th ed.). New York, NY:  Pearson.

Laquita Renwrick

This writer believes that a thorough literature review should always be conducted before the development of a research question. Literature reviews provide the researcher with information about the topic of interest. Literature review informs the social worker of previous research conducted and allows for the worker to identify knowledge gaps, which would serve as the purpose for formulating a new study and conducting research. Information retrieved from the literature review will then allow the researcher to build their knowledge base and identify ways that previous research may have failed or can be further explored, hence, tailoring the new research to current and relevant social problems or phenomena. Literature reviews produce focused research questions, precise and specific, that will allow the researcher to formulate hypotheses to later be tested (Yegidis,Weinbach,& Myers, 2018).  Essentially, literature reviews should be the preliminary step to conducting research to showcase originality of the study and relevance to the current profession/study discipline. Literature reviews allow for the comparing and contrasting of prior research and to determine the effectiveness of policies, programs, and interventions in social work.

Formulating a research question without literature review may misinform the study and cause the researcher to conduct research with no credibility, content validity , and cause duplication of previous studies. Development of a research question can hinder the study because if the researcher has not conducted a literature review they may discover the topic has been effectively study and utilized for evidenced based practices. One way this hinderance can cause concern, is when completing a statistical analysis over a historical context for a study.

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SOCW 6311 & 6070 Wk 4 Responses

SOCW 6311 & 6070 Wk 4 Responses

RESPONSE 1:

Respond to at least two colleagues by explaining how that colleague might rule out one of the confounding variables that they identified.

Colleague 1: Debby

Being able to look at the different designs and choosing the right design for the information necessary to give an accurate accounting is imperative.  Looking at the variables and outcomes wanting to be measured is also an important part of choosing a statistical design.  The outcome of the design should be able to tell whether the goals of the client have been met (Dudley, 2014).  In the study Social Work Research: Chi Square (Plummer, Makris, & Brocksen, 2014b), the outcome of the client was the outcome data measured.

 

The intervention provided by the organization was to rehabilitate recently paroled prison inmates and get these clients ready for full-time employment (Plummer, et. al., 2014b).  The design was to use a quasi-experimental research design and the program started with thirty recently paroled clients, the intervention group (Plummer, et. al., 2014b).  There was also another thirty recently paroled individuals that were waiting to enter the rehabilitation program, the comparison group (Plummer, et. al., 2014b).  The parole officers of each individual within both the intervention group as well as the comparison group were provided surveys regarding the employment and demographics of the individual (Plummer, et. al., 2014b).  The independent variable (rehabilitation program group) and the dependent variable (employment outcome), were measured using the Pearson chi-square and compared to the comparison group.

 

This study found the difference in the two groups were highly significant with a p value of .003 which is beyond the usual alpha-level of .05 which is used by researchers to determine the significance of the design used (Plummer, et. al., 2014b).  This type of findings would give the organization reason to believe that the rehabilitation program could be effective when working with these clients in being able to obtain full-time employment (Plummer, et. al, 2014b).

 

Internal Validity

 

The validity of the rehabilitation program may be compromised by the two groups selected for the study.  For example, there was no random selection when choosing the groups.  Also, gaining employment may or may not prove that these individuals can maintain employment and for how long.  This type of study would need a random selection of the groups as well as follow-up for a specific amount of time in order to follow how these groups were able to maintain the full-time employment.  The individuals that did not find employment and the individuals that found part-time employment would also need to be followed to measure whether full-time employment was achieved after a period of time.  This type of study gives a basic measurement but in order to truly get a valid conclusion regarding the rehabilitation program and the ability to gain and maintain full-time employment, there would need to be further evaluation.

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References

 

Dudley, J. R.  (2014).  Social work evaluation: Enhancing what we do.  (2nd ed.).  Chicago, IL:

 

Lyceum Books.

 

Plummer, S.-B., Makris, S., & Brocksen, S.  (Eds.).  (2014b).  Social work case studies:

 

    Concentration year.  Baltimore, MD: Laureate International Universities Publishing. (Vital

 

Source e-reader).

Colleague 2: Tammy

In the case study “Social Work Research: Chi Square”, Molly, an administrator with a regional organization asked a team of researchers to conduct an outcome evaluation of a new vocational rehabilitation program for recently paroled prison inmates (Plummer, Makris, & Brocksen, 2014). The findings of the chi square showed that the vocational rehabilitation intervention program is effective in increasing the employment status of participants. These conclusions come from two groups, which are the first 30 participants (intervention group) and the waiting list 30 participants (comparison group). The vocational rehabilitation intervention program is effective due to 18 or 60.0% that are a part of the intervention group, have full-time employment.  The Chi Square also shows that out of the comparison group, 6 or 20.7% have full-time employment, but 16 or 55.2% do not have employment, and are not participating in the program. However, if the non-employment levels from the comparison group were affected (in the program), then the study shows that there is a greater chance for full-time employment for participants.

The factors limiting the internal validity of this study is that the researcher of this study observed the comparison group and the 30 (wait list) participants were not affected by this study. Internal validity is only relevant in studies that try to establish a causal relationship and is not relevant in most observational or descriptive studies (Trochim, 2006). The intervention group was affected due to, they are already participating in the program and benefiting from the program. This group was also observed. Factors that limits the ability to draw conclusions regarding cause and effect relationships are that the test only describes the relationship between two variables, which are employment levels and treatment condition.  The study does not discuss anything prior to when the paroles where prison inmates. Employment level outcome effectiveness for recently paroled prison inmates are being studied. It doesn’t tell what was done for the program for the participants to gain full-time employment, which shows construct validity (Trochim, 2006).

References

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing.

Trochim, W. M. K. (2006). Internal Validity. Retrieved from http://www.socialresearchmethods.net/kb/intval.php

RESPONSE 2:

Respond to at least two colleagues in the following ways:

· Address a colleague’s post that differs from yours with regard to at least one cultural lens and expand upon the colleague’s interpretation of Paula’s needs.

· Explain whether you might use your colleague’s strategy for addressing multiple perspectives when treating clients, and explain why.

Colleague 1: Sandra

As a social worker, might interpret the needs of Paula Cortez, the client, through the two cultural lenses you selected. 

Paula has many different needs and so as a social worker, I need to take a holistic approach in treating her. Paula is HIV positive, hepatitis C, she has multiple foot ulcers that need attention from medical providers, she is pregnant, she uses drugs, and she is also suicidal. Taking all of this into consideration from cultural lenses like socioeconomic and mental health  Paula has a quite a disadvantage. First, Paula is lacking in financial support she is not working and therefore she is unable to provide all her needs. She is unable to relocate even though she is living in fear of her baby’s father. She has easy access to the drugs and is constantly putting herself and her unborn child in danger. She also is estranged from her parents who could be her natural support as well as financial support.

I believe the Hispanic communities also have less access to healthcare and therefore she could be limited in choosing the best health care needs for, example, she will need an impatient. facility to treat her the comorbid problem she is facing once she is released from the psychiatric facility.  However, some facilities will not take her without insurance and if she is receiving Medicaid she will need prior approval and meeting other criteria. With health insurance, she could have more choices and access to faster services.

In working with the Latinos communities I understand there is a stigma associated with mental health and so she might be living in isolation afraid of what others might think. Paula is not being in compliance with her medication which is putting her more at risk for potentially harming herself and her unborn child. There are many barriers in mental health which include the usual public-health precedence agenda and its effect on funding. The difficulty of and struggle to the devolution of mental health services; challenges to implementation of mental health care in primary-care settings; the low numbers and few types of workers who are trained and supervised in mental health care; and the frequent shortage of public-health standpoints in mental health leadership.

Then, explain how, in general, you would incorporate multiple perspectives of a variety of stakeholders and/or human services professionals as you treat clients.

Paula’s team involves HIV doctor, psychiatrist, social worker, and OB nurse engaging all of these stakeholders with different perspectives we can enhance communication and promote the inclusion of underserved and under-deserved individuals. Each of these individuals has different perspectives but all are working for common goals to enhance the well-being of Paula. The Physician explained to Paula the importance of taking her medication and educating her about the treatment for the ulcers. The OB nurse is dealing with the pregnancies, the psychiatric speaks about her mental health and the importance of taking her medications.  The social worker can incorporate all these perspectives into Paula’s treatment and give her a better quality of life.

http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/6060/CH/mm/case_study/index.html

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

Northouse, P., G., (2013). Leadership. Theory and Practice (6th ED.). Los Angeles. Sage Publications.

 

Saraceno, B., van Ommeren, M., Batniji, R., Cohen, A., Gureje, O., Mahoney, J., & Underhill, C. (2007). Barriers to the improvement of mental health services in low-income and middle-income countries. The Lancet370(9593), 1164-1174.

Colleague 2: Randi

Each professional working with Paula was able to express their own concerns in regard to services that Paula required. Cultural awareness plays a major role in Paula’s case based on her current needs. “Beginning in the 1970s, concerted attention was given to helping agency staff members become more culturally aware” (Chun-Chung & Austin, 2008, p.40).  According to the information provided, the two cultural lenses that can be used to interpret Paula’s needs are through socioeconomic and mental health factors. At this time, Paula is pregnant and the professionals working with her are unsure if she will have a successful delivery due to many of her complications. It is important to address the multiple perspectives of a variety of stakeholders while assisting Paula. One source states that “prior responses to addressing issues of social inequalities and injustices have been inadequate due to the preoccupation with individual change, lack of power analysis, and stereotypical practice” Chun-Chung & Austin, 2008, p.42).

One of the concerns is Paula’s socioeconomic factors. Paula is long divorced, and according to the psychiatrist, “she has absolutely no support at all, outside of the treatment team, and would have no familial assistance to take care of this child” (Laureate Education, 2014a).The psychiatrist’s concerns are validated since Paula also has physical restraints that may cause her to need additional assistance during and after her pregnancy. For advice, the psychiatrist has suggested terminating the pregnancy. Also, the social worker feels that carrying through with the pregnancy may not be the best idea, but she believes that Paula should make that decision on her own. However, the OB/GYN seems very empowering in her approach. The nurse states that “While Paula clearly started to decompensate and exhibited some very risky behaviors recently, I think we should try and understand the stress she has been under. While it is not my place to tell the patient what she should do about a pregnancy, I don’t see that we would have to recommend termination” (Laureate Education, 2014a). The nurse seems to understand what being part of a multicultural human service organization (MHSO) entails. According to Leadership: Theory and Practice “a MHSO is committed to an empowerment perspective that appreciates, celebrates, and values client strengths, resources, needs, and cultural backgrounds” (Chun-Chung & Austin, 2008, p.43).

As the social worker, I would work on ways to provide economical support to Paula. The social worker in the case study mentions that “Our goal now is to help Paula make it safely through this pregnancy and work on a plan to help her care for this baby once it is born” (Laureate Education, 2014a). Although it is not mentioned in the references, being familiar with Paula’s case, I know that Paula is an artist and she loves to paint. To provide her with socioeconomic support, I would research local art groups that Paula can attend in her community. This way Paula can do something that she loves while possibly forming healthy relationships. As well, I would try and connect Paula to a local religious organization (preferably Spanish-speaking). Religious organizations have been known to help provide resources and emotional support to people in their communities. There, Paula may be able to receive free assistance when her baby is born.

Stakeholders may also have multiple perspectives concerning Paula’s mental health. Paula takes multiple medications for her depression and bipolar disease but has recently reported that she has stopped taking them. Paula has also recently been admitted for suicidal ideations. Paula’s psychiatrist recommends that for the safety of the baby, Paula be involuntarily hospitalized because she “cannot be trusted to take her medications”. The OB/GYN is concerned for the safety of the baby, yet, she continues to display a positive outlook by encouraging Paula to make her own decisions. As well, the social worker has taken the strength perspective concerning the recommendation of the psychiatrist. The social worker states “I don’t agree that she should be kept on the psychiatric unit for the next seven or eight months. Allowing Paula to play an active role in preparing for the baby is an important task, and she will need to be out in the community and in her home taking care of things. We have to show that we believe in her and her willingness to manage this situation to the best of her ability. We need to affirm her strengths and support her weaknesses” ” (Laureate Education, 2014a.

As a social worker, it would be important to work on Paul’s compliance with taking her medication. By allowing Paula to play an active role in preparing for the baby, Paula may be more cooperative during the process. For stakeholders, one source states that “they need to develop communication competencies that will enable them to articulate and implement their vision in a diverse workplace (Northouse, 2013, p.384). Taking this approach with Paula’s history of mental health mean allowing her to make her own decisions throughout this journey.

References

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications (pp. 383–421). Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_27/MS_SOCW/SOCW_6070_WC/readings/USW1_SOCW_6070_WK04_Ch_15_Northouse2013.pdf

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64. Retrieved from

Laureate Education (Producer). (2014a). Cortez case study [Multimedia]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/6060/CH/mm/case_study/index.html

RESPONSE 3:

Respond by to at least two colleagues who identified strategies and/or challenges that differ from the ones you posted, and respond in at least one of the following ways:

  • State      whether you think the strategies your colleague identified would be      effective in advocating for social change through cultural competence, and      explain why.
  • Identify      a strategy social work administrators might use to address one of the      challenges your colleague identified, and explain why this strategy might      be effective.

Colleague 1: Mashunda

Social Work Strategies used to Advocate for Social Change

Social workers need to develop communication competencies that will enable them to articulate and implement their vision in a diverse workplace (Northouse, ) and community to ensure that needed changes are understood by others that may be of different cultures. One of the strategies that could be used when advocating for social change is charismatic/value based behaviors. The social worker using this strategy would be a “visionary, inspirational, self-sacrificing, trustworthy, decisive, and performance oriented” (Northouse,). Another strategy that could be used to assist with advocacy in social work is Humane Oriented which demonstrates behaviors of “modesty and sensitivity to other people” (Northouse, ). Using these two strategies the social worker will be articulate, open-minded, capable of changing how others think or view change, be person-centered, and understanding of social change.

Challenges Administrators my Face in Developing Cultural Competency

Change within an agency/organization will most likely bring about challenges. One challenge could be making sure that the organization/agency is culturally competent (Chun-Chung Chow, 2008) to address the needs of the different groups/individuals that they will encounter. Another challenge that the administration will have to focus on is how the change will impact the organization/agency (Chun-Chung Chow, 2008) and the phases of change.

Reference

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

Northhouse, P. G. (2013). Introduction To Leadership Concepts and Practice. Sixth Edition. Los Angeles: Sage Publication

 Colleague 2: Daneilia

Strategies Social Workers May Use to Advocate for Social Change

Social workers becoming advocates for social change through cultural competence have many options to do so.  Advocating for something usually takes knowledge in what one is advocating.  Thus, gaining an education is an essential component in the process of advocating.  Adler and Bartholomew (as cited in Northouse, 2013) discuss the competencies in cross-cultural awareness, and one of those competencies is comprehending cultural environments as well as the business and political parts.  The need for understanding these areas is a portion of understanding how everything acts and interacts with one another.  Therefore, making advocacy for social change less challenging as the knowledge supports the social change.

Nevertheless, another strategy for social workers to use to become advocates for social change through cultural competency is to engross oneself into diversity.  The strategy may consist of surrounding oneself with culturally diverse people.  Whether working alongside diverse individuals or immersing into the community or various agencies/organizations, contributes to the knowledge and experience of diversity and numerous cultures.  Chun-Chung Chow and Austin (2008) elaborates on leaders to revolve themselves around diversity and therefore to have the ability to project that diversity through work.  The action of being involved with diversity and many cultures is the foundation of incorporating those experiences into advocacy for those different facets.

Two Challenges Administrators Face with Cultural Competency

Administrators may face challenges in developing cultural competency within their organizations.  One of the challenges administrators face in the integration of cultural competency within the organization is the potential damage to the agency’s core culture (Chun-Chung Chow & Austin, 2008).  The culture of the agency forced to change to reflect diversity and culture of those the agency serves can create resistance and a bit of havoc because of disruption to the norm of the agency, with new and upcoming changes.

Another challenge may consist of hindering the organization’s staff from acting less efficiently than before (Chun-Chung Chow & Austin, 2008).  The staff may lose motivation or feel less incorporated in the organization because of current development to foster a new culture and gain the necessary competency.  Frustration may ensue because of a misunderstanding of the direction the organization is trying to go.  However, taking precautionary actions to avoid these circumstances, it is best to include the staff on potential changes.  Therefore, taking better preparation before things are finalized.

References

Chun-Chung Chow, J., & Austin, M. J. (2008). The culturally responsive social service agency: The application of an evolving definition to a case study. Administration in Social Work, 32(4), 39–64.

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications

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philosophy

philosophy

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 16
  • Lesson

Introduction
Remember – these journal questions require more thinking than writing. Think about exactly what you are asked to do, and then write as economically as possible.

Instructions

  • Critical Thinking
    • Go back to your very first journal entry – review your definition of critical thinking. After studying critical thinking for the past eight weeks, would you change your definition in any way? If yes, how and why? If no – if it was perfect – what parts of the text were best reflected in your definition?
  • Heart of the Matter
    • Recall in your first journal entry that you discussed the authors’ statement that the concepts in Chapters 12, 13 and 14 were “the heart of the matter.” After having studied those chapters, answer again, with renewed understanding, the question posed there: Why do you think the authors find these concepts important to critical thinking?
  • Ethical Decision-Making
    • The lecture claims that an argument is no good unless it has a “strong and reasoned ethical base.” Do you agree that ethics is an essential element of a good argument? If yes, why? If no, why not?
  • Looking Forward
    • Do you believe that you now know everything you need to know about critical thinking – or is learning to think critically a life-long task? Explain your answer.

Writing Requirements (APA format)

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page

 

Journal Assignment

Critical Thinking

Critical thinking is the ability of a person to think properly and logically in order to guide his or her actions, thoughts, beliefs and behavior. In critical thinking, a person engages in independent thinking and evaluates different ideas and their relationships in order to come up with the best decision. In the process, an individual is able to use his or her knowledge, experience and blend with this with research-based evidence in order to stand for something. Therefore, critical thinking enables a person to identify, construct and evaluate different arguments and solve them systematically while making use of ethics, one’s values and beliefs (Facione, & Gittens, 2016).

Heart of the Matter

The book starts by introducing to us the power of critical thinking which is very crucial in all parts of our life. With critical thinking, people can be able to solve challenging problems in different areas of life such as finance, marketing, law and business among other areas. As a result, an individual is able to arrive at a rational and unbiased decision. According to the textbook, critical thinking should be encouraged since it assists to solve complex political, personal, social and economic problems that pose serious threats to a person, company or society. Any attempt to discourage, derail, divert or distract critical thinking results in unbiased, irrational and poor decisions that bring or escalates problems. In order to think critically, the book states that one must have the ability to interpret, analyze, infer, evaluate, explain and do self-regulation as to arrive at the best decision.

Critical thinking ability prepares students to be successful in school and life by equipping them with problem-solving and decision-making skills. Chapters 12, 13 and 14 are considered the heart of the matter by the authors since they illustrate three most important patterns involved in human reasoning. The three chapters teach students how to recognize and evaluate comparative, ideological and empirical reasoning. The named three patterns are used during critical thinking to ensure individuals make rational and unbiased decisions. The phrase heart of the matter can be viewed to mean the main themes of the book (three of them) which guides human reasoning or critical thinking. Therefore, the three chapters are out to summarize the major patterns involved when people think critically and hence the name of the book.

According to the authors, these chapters teach individuals two concepts including how to recognize and evaluate their reasoning. In so doing, they are able to understand the benefits, risks and uses of each type of reasoning (Facione, & Gittens, 2016). The first concept, recognition is the ability to identify the existence of a problem which needs to be solved critically. On the other hand, evaluation involves assessing different issues or ideas at hand before arriving at the best. Recognition and evaluation are fundamental concepts in critical thinking since they enable people to think autonomously and be able to develop rigorous frameworks for testing their arguments. This helps them in advancing their different points of view.

Challenges & Insights

My greatest challenge in this class is the management of classwork, family and work. These might be seen as simple things but it requires critical thinking skills in order to devise an effective timetable which will help me balance between the three areas. At work, I am the head of the marketing department and this adds me an extra task apart from the normal duties. Therefore, I will use critical thinking skills in devising a plan and a timetable in order to help me balance between work, family and school. Therefore, the first three chapters will help me a lot in solving this challenge. In normal life, I will also have different responsibilities which all must be attended to and thus I will use critical thinking skills to help me manage my time properly by coming up with a comprehensive plan to assist me effectively handle all my responsibilities in the family, community, work and personal life.

References page

 

Facione, P., & Gittens, C. A. (2016). Think critically. Pearson.

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Powerpoint Presentation for Chapter 7 Forecasting

Powerpoint Presentation for Chapter 7 Forecasting

Statistics, Data Analysis, and Decision Modeling

 

FOURTH EDITION

James R. Evans

 

9780558689766

Chapter 7 Forecasting

Introduction

 

QUALITATIVE AND JUDGMENTAL METHODS

Historical Analogy

The Delphi Method

Indicators and Indexes for Forecasting

 

STATISTICAL FORECASTING MODELS

 

FORECASTING MODELS FOR STATIONARY TIME SERIES

Moving Average Models

Error Metrics and Forecast Accuracy

Exponential Smoothing Models

 

FORECASTING MODELS FOR TIME SERIES WITH TREND AND SEASONALITY

Models for Linear Trends

Models for Seasonality

Models for Trend and Seasonality

 

CHOOSING AND OPTIMIZING FORECASTING MODELS USING CB PREDICTOR

 

REGRESSION MODELS FOR FORECASTING

Autoregressive Forecasting Models

Incorporating Seasonality in Regression Models

Regression Forecasting with Causal Variables

 

THE PRACTICE OF FORECASTING

 

BASIC CONCEPTS REVIEW QUESTIONS

 

SKILL-BUILDING EXERCISES

SKILL-BUILDING EXERCISES

 

PROBLEMS AND APPLICATIONS

 

CASE: ENERGY FORECASTING

 

APPENDIX: ADVANCED FORECASTING MODELS—THEORY AND COMPUTATION

Double Moving Average

Double Exponential Smoothing

Additive Seasonality

Multiplicative Seasonality

Holt–Winters Additive Model

Holt– –Winters Multiplicative Model

INTRODUCTION

 

One of the major problems that managers face is forecasting future events in order to make good decisions. For example, forecasts of interest rates, energy prices, and other economic indicators are needed for financial planning; sales forecasts are needed to plan production and workforce capacity; and forecasts of trends in demographics, consumer behavior, and technological innovation are needed for long-term strategic planning. The government also invests significant resources on predicting short-run U.S. business performance using the Index of Leading Indicators. This index focuses on the performance of individual businesses, which often is highly correlated with the performance of the overall economy, and is used to forecast economic trends for the nation as a whole. In this chapter, we introduce some common methods and approaches to forecasting, including both qualitative and quantitative techniques.

Managers may choose from a wide range of forecasting techniques. Selecting the appropriate method depends on the characteristics of the forecasting problem, such as the time horizon of the variable being forecast, as well as available information on which the forecast will be based. Three major categories of forecasting approaches are qualitative and judgmental techniques, statistical time-series models, and explanatory/causal methods.

 

Qualitative and judgmental techniques rely on experience and intuition; they are necessary when historical data are not available or when the decision maker needs to forecast far into the future. For example, a forecast of when the next generation of a microprocessor will be available and what capabilities it might have will depend greatly on the opinions and expertise of individuals who understand the technology.

 

Statistical time-series models find greater applicability for short-range forecasting problems. A time series is a stream of historical data, such as weekly sales. Time-series models assume that whatever forces have influenced sales in the recent past will continue into the near future; thus, forecasts are developed by extrapolating these data into the future.

Explanatory/causal models seek to identify factors that explain statistically the patterns observed in the variable being forecast, usually with regression analysis. While time-series models use only time as the independent variable, explanatory/causal models generally include other factors. For example, forecasting the price of oil might incorporate independent variables such as the demand for oil (measured in barrels), the proportion of oil stock generated by OPEC countries, and tax rates. Although we can never prove that changes in these variables actually cause changes in the price of oil, we often have evidence that a strong influence exists.

Surveys of forecasting practices have shown that both judgmental and quantitative methods are used for forecasting sales of product lines or product families, as well as for broad company and industry forecasts. Simple time-series models are used for short- and medium-range forecasts, whereas regression analysis is the most popular method for long-range forecasting. However, many companies rely on judgmental methods far more than quantitative methods, and almost half judgmentally adjust quantitative forecasts.

In this chapter, we focus on these three approaches to forecasting. Specifically, we will discuss the following:

Historical analogy and the Delphi method as approaches to judgmental forecasting

Moving average and exponential smoothing models for time-series forecasting, with a discussion of evaluating the quality of forecasts

A brief discussion of advanced time-series models and the use of Crystal Ball (CB) Predictor for optimizing forecasts

The use of regression models for explanatory/causal forecasting

Some insights into practical issues associated with forecasting

Qualitative and Judgmental Methods

Qualitative, or judgmental, forecasting methods are valuable in situations for which no historical data are available or for those that specifically require human expertise and knowledge. One example might be identifying future opportunities and threats as part of a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis within a strategic planning exercise. Another use of judgmental methods is to incorporate nonquantitative information, such as the impact of government regulations or competitor behavior, in a quantitative forecast. Judgmental techniques range from such simple methods as a manager’s opinion or a group-based jury of executive opinion to more structured approaches such as historical analogy and the Delphi method.

Historical Analogy

One judgmental approach is historical analogy, in which a forecast is obtained through a comparative analysis with a previous situation. For example, if a new product is being introduced, the response of similar previous products to marketing campaigns can be used as a basis to predict how the new marketing campaign might fare. Of course, temporal changes or other unique factors might not be fully considered in such an approach. However, a great deal of insight can often be gained through an analysis of past experiences. For example, in early 1998, the price of oil was about $22 a barrel. However, in mid-1998, the price of a barrel of oil dropped to around $11. The reasons for this price drop included an oversupply of oil from new production in the Caspian Sea region, high production in non-OPEC regions, and lower-than-normal demand. In similar circumstances in the past, OPEC would meet and take action to raise the price of oil. Thus, from historical analogy, we might forecast a rise in the price of oil. OPEC members did in fact meet in mid-1998 and agreed to cut their production, but nobody believed that they would actually cooperate effectively, and the price continued to drop for a time. Subsequently, in 2000, the price of oil rose dramatically, falling again in late 2001. Analogies often provide good forecasts, but you need to be careful to recognize new or different circumstances. Another analogy is international conflict relative to the price of oil. Should war break out, the price would be expected to rise, analogous to what it has done in the past.

 

The Delphi Method

A popular judgmental forecasting approach, called the Delphi method, uses a panel of experts, whose identities are typically kept confidential from one another, to respond to a sequence of questionnaires. After each round of responses, individual opinions, edited to ensure anonymity, are shared, allowing each to see what the other experts think. Seeing other experts’ opinions helps to reinforce those in agreement and to influence those who did not agree to possibly consider other factors. In the next round, the experts revise their estimates, and the process is repeated, usually for no more than two or three rounds. The Delphi method promotes unbiased exchanges of ideas and discussion and usually results in some convergence of opinion. It is one of the better approaches to forecasting long-range trends and impacts.

Indicators and Indexes for Forecasting

Bottom of Form

Indicators and indexes generally play an important role in developing judgmental forecasts. Indicators are measures that are believed to influence the behavior of a variable we wish to forecast. By monitoring changes in indicators, we expect to gain insight about the future behavior of the variable to help forecast the future. For example, one variable that is important to the nation’s economy is the Gross Domestic Product (GDP), which is a measure of the value of all goods and services produced in the United States. Despite its shortcomings (for instance, unpaid work such as housekeeping and child care is not measured; production of poor-quality output inflates the measure, as does work expended on corrective action), it is a practical and useful measure of economic performance. Like most time series, the GDP rises and falls in a cyclical fashion. Predicting future trends in the GDP is often done by analyzing leading indicators—series that tend to rise and fall some predictable length of time prior to the peaks and valleys of the GDP. One example of a leading indicator is the formation of business enterprises; as the rate of new businesses grows, one would expect the GDP to increase in the future. Other examples of leading indicators are the percent change in the money supply (M1) and net change in business loans. Other indicators, called lagging indicators, tend to have peaks and valleys that follow those of the GDP. Some lagging indicators are the Consumer Price Index, prime rate, business investment expenditures, or inventories on hand. The GDP can be used to predict future trends in these indicators.

 

Indicators are often combined quantitatively into an index. The direction of movement of all the selected indicators are weighted and combined, providing an index of overall expectation. For example, financial analysts use the Dow Jones Industrial Average as an index of general stock market performance. Indexes do not provide a complete forecast, but rather a better picture of direction of change, and thus play an important role in judgmental forecasting.

 

The Department of Commerce began an Index of Leading Indicators to help predict future economic performance. Components of the index include the following:

 

  • average weekly hours, manufacturing
  • average weekly initial claims, unemployment insurance
  • new orders, consumer goods and materials
  • vendor performance—slower deliveries
  • new orders, nondefense capital goods
  • building permits, private housing
  • stock prices, 500 common stocks (Standard & Poor)
  • money supply
  • interest rate spread
  • index of consumer
  • average weekly hours, manufacturing
  • average weekly initial claims, unemployment insurance
  • new orders, consumer goods and materials
  • vendor performance—slower deliveries
  • new orders, nondefense capital goods
  • building permits, private housing
  • stock prices, 500 common stocks (Standard & Poor)
  • money supply
  • interest rate spread
  • index of consumer expectations (University of Michigan)

 

Business Conditions Digest included more than 100 time series in seven economic areas. This publication was discontinued in March 1990, but information related to the Index of Leading Indicators was continued in Survey of Current Business. In December 1995, the U.S. Department of Commerce sold this data source to The Conference Board, which now markets the information under the title Business Cycle Indicators; information can be obtained at its Web site (www.conference-board.org). The site includes excellent current information about the calculation of the index, as well as its current components.

 

 

Statistical Forecasting Models

 

Many forecasts are based on analysis of historical time-series data and are predicated on the assumption that the future is an extrapolation of the past. We will assume that a time series consists of T periods of data, At, = 1, 2, …, T. A naive approach is to eyeball a trend—a gradual shift in the value of the time series—by visually examining a plot of the data. For instance, Figure 7.1 shows a chart of total energy production from the data in the Excel file Energy Production & Consumption. We see that energy production was rising quite rapidly during the 1960s; however, the slope appears to have decreased after 1970. It appears that production is increasing by about 500,000 each year and that this can provide a reasonable forecast provided that the trend continues.

 

 

Figure 7.1 Total Energy Production Time Series

 

Figure 7.2 Federal Funds Rate Time Series

 

Time series may also exhibit short-term seasonal effects (over a year, month, week, or even a day) as well as longer-term cyclical effects or nonlinear trends. At a neighborhood grocery store, for instance, short-term seasonal patterns may occur over a week, with the heaviest volume of customers on weekends, and even during the course of a day. Cycles relate to much longer-term behavior, such as periods of inflation and recession or bull and bear stock market behavior. Figure 7.2 shows a chart of the data in the Excel file Federal Funds Rate. We see some evidence of long-term cycles in the time series.

 

Of course, unscientific approaches such as the “eyeball method” may be a bit unsettling to a manager making important decisions. Subtle effects and interactions of seasonal and cyclical factors may not be evident from simple visual extrapolation of data. Statistical methods, which involve more formal analyses of time series, are invaluable in developing good forecasts. A variety of statistically based forecasting methods for time series are commonly used. Among the most popular are moving average methods, exponential smoothing, and regression analysis. These can be implemented very easily on a spreadsheet using basic functions available in Microsoft Excel and its Data Analysis tools; these are summarized in Table 7.1. Moving average and exponential smoothing models work best for stationary time series. For time series that involve trends and/or seasonal factors, other techniques have been developed. These include double moving average and exponential smoothing models, seasonal additive and multiplicative models, and Holt–Winters additive and multiplicative models . We will review each of these types of models. This book provides an Excel add-in, CB Predictor, that applies these methods and incorporates some intelligent technology. We will describe CB Predictor later in this chapter.

 

 

Table 7.1 Excel Support for Forecasting

 

 

 

 

Excel Functions                                                          Description

 

TREND (known_y’s, known_x’s, new_x’s, constant) Returns values along a linear trend line
LINEST(known_y’s, known_x’s, new_x’s, constant, stats) Returns an array that describes a straight line that best fits the data
FORECAST(x, known_y’s, known_x’s) Calculates a future value along a linear trend
Analysis Toolpak Description
 

Moving average              Projects forecast values based on the

average value of the variable over a specific number of preceding periods

Exponential smoothing           Predicts a value based on the forecast for the

prior period, adjusted for the error in that prior forecast

Regression                Used to develop a model relating time-series data to a set of

variables assumed to influence the data

 

Forecasting Models for Stationary Time Series

Two simple approaches that are useful over short time periods when trend, seasonal, or cyclical effects are not significant are moving average and exponential smoothing models.

Moving Average Models

The simple moving average method is based on the idea of averaging random fluctuations in the time series to identify the underlying direction in which the time series is changing. Because the moving average method assumes that future observations will be similar to the recent past, it is most useful as a short-range forecasting method. Although this method is very simple, it has proven to be quite useful in stable environments, such as inventory management, in which it is necessary to develop forecasts for a large number of items.

Specifically, the simple moving average forecast for the next period is computed as the average of the most recent k observations. The value of k is somewhat arbitrary, although its choice affects the accuracy of the forecast. The larger the value of k, the more the current forecast is dependent on older data; the smaller the value of k, the quicker the forecast responds to changes in the time series. (In the next section, we discuss how to select k by examining errors associated with different values.)

 

For instance, suppose that we want to forecast monthly burglaries from the Excel file Burglaries since the citizen-police program began. Figure 7.3 shows a chart of these data. The time series appears to be relatively stable, without trend, seasonal, or cyclical effects; thus, a moving average model would be appropriate. Setting k = 3, the three-period moving average forecast for month 59 is:

Moving average forecasts can be generated easily on a spreadsheet. Figure 7.4 shows the computations for a three-period moving average forecast of burglaries. Figure 7.5 shows a chart that contrasts the data with the forecasted values. Moving average forecasts can also be obtained from Excel’s Data Analysis options (see Excel Note: Forecasting with Moving Averages).

 

 

Figure 7.3 Monthly Burglaries Chart

In the simple moving average approach, the data are weighted equally. This may not be desirable because we might wish to put more weight on recent observations than on older observations, particularly if the time series is changing rapidly. Such models are called weighted moving averages. For example, you might assign a 60% weight to the most recent observation, 30% to the second most recent observation, and the remaining 10% of the weight to the third most recent observation. In this case, the three-period weighted moving average forecast for month 59 would be:

EXCEL NOTE Forecasting with Moving Averages

From the Analysis group, select Data Analysis then Moving Average. Excel displays the dialog box shown in Figure 7.6. You need to enter the Input Range of the data, the Interval (the value of k), and the first cell of the Output Range. To align the actual data with the forecasted values in the worksheet, select the first cell of the Output Range to be one row below the first value. You may also obtain a chart of the data and the moving averages, as well as a column of standard errors, by checking the appropriate boxes. However, we do not recommend using the chart or error options because the forecasts generated by this tool are not properly aligned with the data (the forecast value aligned with a particular data point represents the forecast for the next month) and, thus, can be misleading. Rather, we recommend that you generate your own chart as we did in Figure 7.5. Figure 7.7 shows the results produced by the Moving Average tool (with some customization of the forecast chart to show the months on the x-axis). Note that the forecast for month 59 is aligned with the actual value for month 58 on the chart. Compare this to Figure 7.5 and you can see the difference.

 

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Figure 7.6 Excel Moving Average Tool Dialog

 

Figure 7.7 Results of Excel Moving Average Tool (note misalignment of forecasts with actual in the chart)

Different weights can easily be incorporated into Excel formulas. This leads us to the questions of how to measure forecast accuracy and also how to select the best parameters for a forecasting model.

 

Error Metrics and Forecast Accuracy

 

The quality of a forecast depends on how accurate it is in predicting future values of a time series. The error in a forecast is the difference between the forecast and the actual value of the time series (once it is known!). In Figure 7.5, the forecast error is simply the vertical distance between the forecast and the data for the same time period. In the simple moving average model, different values for k will produce different forecasts. How do we know, for example, if a two- or three-period moving average forecast or a three-period weighted moving average model (orothers) would be the best predictor for burglaries? We might first generate different forecasts using each of these models, as shown in Figure 7.8, and compute the errors associated with each model.

 

 

Figure 7.8 Alternative Moving Average Forecasting Models

 

To analyze the accuracy of these models, we can define error metrics, which compare quantitatively the forecast with the actual observations. Three metrics that are commonly used are the mean absolute deviation, mean square error, and mean absolute percentage error. The mean absolute deviation (MAD) is the absolute difference between the actual value and the forecast, averaged over a range of forecasted values:

 

where At is the actual value of the time series at time t, Ft is the forecast value for time t, and n is the number of forecast values (not the number of data points since we do not have a forecast value associated with the first k data points). MAD provides a robust measure of error and is less affected by extreme observations.

 

Mean square error (MSE) is probably the most commonly used error metric. It penalizes larger errors because squaring larger numbers has a greater impact than squaring smaller numbers. The formula for MSE is:

 

Again, n represents the number of forecast values used in computing the average. Sometimes the square root of MSE, called the root mean square error (RMSE), is used.

 

 

Table 7.2 Error Metrics for Moving Average Models of Burglary Data

 

 

k = 2         k = 3         3-Period Weighted

 

 

MAD       13.63         14.86         13.70

 

 

MSE      254.38         299.84         256.31

 

MAPE      23.63%      26.53%      24.46%

 

A third commonly used metric is mean absolute percentage error (MAPE). MAPE is the average of absolute errors divided by actual observation values.

The values of MAD and MSE depend on the measurement scale of the time-series data. For example, forecasting profit in the range of millions of dollars would result in very large MAD and MSE values, even for very accurate forecasting models. On the other hand, market share is measured in proporti The values of MAD and MSE depend on the measurement scale of the time-series data. For example, forecasting profit in the range of millions of dollars would result in very large MAD and MSE values, even for very accurate forecasting models. On the other hand, market share is measured in proportions; therefore, even bad forecasting models will have small values of MAD and MSE. Thus, these measures have no meaning except in comparison with other models used to forecast the same data. Generally, MAD is less affected by extreme observations and is preferable to MSE if such extreme observations are considered rare events with no special meaning. MAPE is different in that the measurement scale is eliminated by dividing the absolute error by the time-series data value. This allows a better relative comparison ons; therefore, even bad forecasting models will have small values of MAD and MSE. Thus, these  . Although these comments provide some guidelines, there is no universal agreement on which measure is best.

These measures can be used to compare the moving average forecasts in Figure 7.8. The results, shown in Table 7.2, verify that the two-period moving average model provides the best forecast among these alternatives.

 

 

Exponential Smoothing Models

 

A versatile, yet highly effective approach for short-range forecasting is simple exponential smoothing. The basic simple exponential smoothing model is: where Ft + 1 is the forecast for time period t + 1, Ft is the forecast for period t, At is the observed value in period t, and α is a constant between 0 and 1, called the smoothing constant. To begin, the forecast for period 2 is set equal to the actual observation for period 1.

Using the two forms of the forecast equation just given, we can interpret the simple exponential smoothing model in two ways. In the first model, the forecast for the next period, Ft + 1, is a weighted average of the forecast made for period t, Ft, and the actual observation in period t, At. The second form of the model, obtained by simply rearranging terms, states that the forecast for the next period, Ft + 1, equals the forecast for the last period, plus a fraction α of the forecast error made in period t, AtFt. Thus, to make a forecast once we have selected the smoothing constant, we need only know the previous forecast and the actual value. By repeated substitution for Ft in the equation, it is easy to demonstrate that Ft + 1 is a decreasingly weighted average of all past time-series data. Thus, the forecast actually reflects all the data, provided that is strictly between 0 and 1.

For the burglary data, the forecast for month 43 is 88, the actual observation for month 42. Suppose we choose α = 0.7; then the forecast for month 44 would be:

 

The actual observation for month 44 is 60; thus, the forecast for month 45 would be:

 

Since the simple exponential smoothing model requires only the previous forecast and the current time-series value, it is very easy to calculate; thus, it is highly suitable for environments such as inventory systems where many forecasts must be made. The smoothing constant is usually chosen by experimentation in the same manner as choosing the number of periods to use in the moving average model. Different values of α affect how quickly the model responds to changes in the time series. For instance, a value of α = 1 would simply repeat last period’s forecast, while α = 1 would forecast last period’s actual demand. The closer α is to 1, the quicker the model responds to changes in the time series because it puts more weight on the actual current observation than on the forecast. Likewise, the closer is to 0, the more weight is put on the prior forecast, so the model would respond to changes more slowly.

 

An Excel spreadsheet for evaluating exponential smoothing models for the burglary data using values of between 0.1 and 0.9 is shown in Figure 7.9. A smoothing constant of α = 0.6 provides the lowest error for all three metrics. Excel has a Data Analysis tool for exponential smoothing (see Excel Note: Forecasting with Exponential Smoothing).

EXCEL NOTE Forecasting with Exponential Smoothing

 

From the Analysis group, select Data Analysis then Exponential Smoothing. In the dialog (Figure 7.10), as in the Moving Average dialog, you must enter the Input Range of the time-series data, the Damping Factor (1 − α)—not the smoothing constant as we have defined it (!)—and the first cell of the Output Range, which should be adjacent to the first data point. You also have options for labels, to chart output, and to obtain standard errors. As opposed to the Moving Average tool, the chart generated by this tool does correctly align the forecasts with the actual data, as shown in Figure 7.11. You can see that the exponential smoothing model follows the pattern of the data quite closely, although it tends to lag with an increasing trend in the data.

 

Figure 7.10 Exponential Smoothing Tool Dialog

Figure 7.11 Exponential Smoothing Forecasts for α = 0.6

 

Forecasting Models for Time Series with Trend and Seasonality

 

When time series exhibit trend and/or seasonality, different techniques provide better forecasts than the basic moving average and exponential smoothing models we have described. The computational theory behind these models are presented in the appendix to this chapter as they are quite a bit more complicated than the simple moving average and exponential smoothing models. However, a basic understanding of these techniques is useful in order to apply CB Predictor software for forecasting, which we introduce in the next section.

 

Models for Linear Trends

For time series with a linear trend but no significant seasonal components, double moving average and double exponential smoothing models are more appropriate. Both methods are based on the linear trend equation:

 

This may look familiar from simple linear regression. That is, the forecast for k periods into the future from period t is a function of a base value at also known as the level, and a trend, or slope, bt. Double moving average and double exponential smoothing differ in how the data are used to arrive at appropriate values for at and bt

 

Models for Seasonality

 

Seasonal factors (with no trend) can be incorporated into a forecast by adjusting the level, at, in one of two ways. The seasonal additive model is:

and the seasonal multiplicative model is:

In both models, st − s + k is the seasonal factor for period t − s + k and s is the number of periods in a season. A “season” can be a year, quarter, month, or even a week, depending on the application. In any case, the forecast for period t + k is adjusted up or down from a level (at) by the seasonal factor. The multiplicative model is more appropriate when the seasonal factors are increasing or decreasing over time. This is evident when the amplitude of the time series changes over time.

Models for Trend and Seasonality

Many time series exhibit both trend and seasonality. Such might be the case for growing sales of a seasonal product. The methods we describe are based on the work of two researchers, C.C. Holt, who developed the basic approach, and P.R. Winters, who extended Holt’s work. Hence, these approaches are commonly referred to as Holt–Winters models. These models combine elements of both the trend and seasonal models described above. The Holt-Winters additive model is based on the equation:

 

Table 7.3 Forecasting Model Choice

 

No Seasonality                                                                        Seasonality

 

No                   Single moving average or single                     Seasonal additive or seasonal

Trend               exponential smoothing                                    multiplicative model

Trend               Double moving average or                             Holt–Winters additive or Holt–

double exponential smoothing                        Winters multiplicative model

and the Holt-Winters multiplicative model is:

F t+1= ( a t + b t) S t- s + 1

The additive model applies to time series with relatively stable seasonality, while the multiplicative model applies to time series whose amplitude increases or decreases over time.

 

Table 7.3 summarizes the choice of models based on characteristics of the time series.

 

Choosing and Optimizing Forecasting Models Using CB Predictor

 

CB Predictor is  an Excel add-in for forecasting that is part of the Crystal Ball suite of applications. We introduced Crystal Ball for distribution fitting in Chapter 3. CB Predictor can be used as a stand-alone program for forecasting, and can also be integrated with Monte Carlo simulation, which we discuss in Chapter 10. CB Predictor includes all the time-series forecasting approaches we have discussed. See Excel Note: Using CB Predictor for basic information on using the add-in.

 

We will illustrate the use of CB Predictor first for the data in the worksheet Burglaries after the citizen-police program commenced. Only the single moving average and single exponential methods were chosen in the Method Gallery for this example. CB Predictor creates a worksheet for each of the results checked in the Results dialog. Figure 7.16 shows the Methods Table, which summarizes the forecasting methods used and ranks them according to the lowest RMSE error criterion. In this example, CB Predictor found the best fit to be a 2-period moving average. This method was also the best for the MAD and MAPE error metrics. The Durbin–Watson statistic checks for autocorrelation (see the discussion of autocorrelation in regression in Chapter 6), with values of 2 indicating no autocorrelation. Theil’s U statistic is a relative error measure that compares the results with a naive forecast. A value less than 1 means that the forecasting technique is better than guessing, a value equal to 1 means that the technique is about as good as guessing, and a value greater than 1 means that the forecasting technique is worse than guessing. Note that CB Predictor identifies the best number of periods for the moving average or the best smoothing constants as appropriate. For instance, in Figure 7.16, we see that the best-fitting single exponential smoothing model has alpha = 0.631.

 

EXCEL NOTE Using CB Predictor

 

After Crystal Ball has been installed, CB Predictor may be accessed in Excel from the Crystal Ball tab. Click on the Tools menu and then CB Predictor. CB Predictor guides you through four dialog boxes, the first of which is shown in Figure 7.12. These can be selected by clicking the Next button or by clicking on the tabs. Input Data allows you to specify the data range on which to base your forecast; Data Attributes allows you to specify the type of data and whether or not seasonality is present (see Figure 7.13); Method Gallery allows you to select one or more of eight time-series methods—single moving average, double moving average, single exponential smoothing, double exponential smoothing, seasonal additive, seasonal multiplicative, Holt–Winters additive, or Holt–Winters multiplicative (see Figure 7.14). The charts shown in the Method Gallery suggest the method that is best suited for the data similar to Table 7.3. However, CB Predictor can run each method you select and will recommend the one that best forecasts your data. Not only does it select the best type of model, it also optimizes the forecasting parameters to minimize forecasting errors. The Advanced button allows you to change the error metric on which the models are ranked. The final dialog, Results, allows you to specify a variety of reporting options (see Figure 7.15). The Preferences button allows you to customize these results.

Figure 7.12 CB Predictor Input Data Dialog

Figure 7.13 CB Predictor Data Attributes Dialog

Figure 7.14 CB Predictor Method Gallery Dialog

Figure 7.15 CB Predictor Results Dialog

Figure 7.16 CB Predictor Output—Methods Table

Figure 7.17 CB Predictor Output—Results Table

The Results Table (Figure 7.17) provides the historical data, fitted forecasts, and residuals. For future forecasts, it also provides a confidence interval based on Step 8 in the Results dialog. Thus, the forecast for month 59 is 60.5, with a 95% confidence interval between 34.26 and 86.74. CB Predictor also creates a chart showing the data and fitted forecasts, and a summary report of all results.

 

As a second example, the data in the Excel file Gas & Electric provides two years of data for natural gas and electric usage for a residential property (see Figure 7.18). In the Data Attributes tab of CB Predictor, we select a seasonality of 12 months. Although the data are clearly seasonal, we will select all the time-series methods in the Method Gallery tab. Figure 7.19 shows the results. In this example the Seasonal Multiplicative method was ranked first, although you will notice that the top four methods provide essentially the same quality of results. Figure 7.20 shows the forecasts generated for the next 12 months.

 

Figure 7.18 Gas & Electric Data will notice that the top four methods provide essentially the same quality of results. Figure 7.20 shows the forecasts generated for the next 12 months.

Figure 7.18 Gas & Electric Data

 

Figure 7.19 Methods Table for Gas Use

 

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Figure 7.20 Gas Use Forecasts

Egression Models for Forecasting

We introduced regression in the previous chapter as a means of developing relationships between dependent and independent variables. Simple linear regression can be applied to forecasting using time as the independent variable. For example, Figure 7.21 shows a portion of the Excel file Coal Production, which provides data on total tons produced from 1960 through 2007. A linear trendline shows an R2 value of 0.969 (the fitted model assumes that the years are numbered 1 through 48, not as actual dates). The actual values of the coefficients in the model:

Tons = 416,896,322.7 + 16,685,398.57 × Year

Thus, a forecast for 2008 would be:

 

CB Predictor can also use linear regression for forecasting, and provides additional information. To apply it, first add a column to the spreadsheet to number the years beginning with 1 (corresponding to 1960). In Step 1 of the Input Data tab, select the ranges of both this new Year column and Total Tons. In the Data Attributes tab, check the box for multiple linear regression in Step 5, and click the Select Variables button; this will allow you to specify which are the independent and dependent variables. Figure 7.22 shows a portion of the output showing forecasts for the next 5 years and 95% confidence intervals. However, note that the Durbin–Watson statistic (see Chapter 6) suggests that the data are autocorrelated, indicating that other approaches, called autoregressive models, are more appropriate.

 

Figure 7.21 Portion of Coal Production

Autoregressive Forecasting Models

An autoregressive forecasting model incorporates correlations between consecutive values in a time series. A first-order autocorrelation refers to the correlation among data values one period apart, a second-order autocorrelation refers to the correlation among data values two periods apart, and so on. Autoregressive models improve forecasting when autocorrelation is present in data. A first-order autoregressive model is:

Y I = a o + a 1 Y i – 1 + d i

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where Yi is the value of the time series in period i and δi is a nonautocorrelated random error term having 0 mean and constant variance. A second-order autoregressive model is:

 

Additional terms may be added for higher-order models.

 

To build an autoregressive model using multiple linear regression, we simply add additional columns to the data matrix for the dependent variable that lag the original data by some number of periods. Thus, for a second-order autoregressive model, we add columns that lag the dependent variable by one and two periods. For the coal production data, a portion of this data matrix is shown in Figure 7.23. Using these additional columns as independent variables, we run the multiple regression tool, obtaining the results shown in Figure 7.24.

Figure 7.22 Portion of CB Predictor Output for Regression Forecasting

Note that the p-value for the second-order term exceeds 0.05 (although not by much), indicating that this variable is not significant. Dropping it and rerunning the regression using only the first-order term results in the model shown in Figure 7.25. However, the adjusted R2 is less than that of the second-order model, indicating a poorer fit. Thus, we use the second-order model:

Tons = 136,892,640 + 0.608 x (Year – 1) + 0.259 x (Year -2)

 

A forecast for year 49 (2008) would be:

Tons = 136,892,640 + 0.608 x 1,162,749,659 + 0.259 x 1,131,498,099 = 1,136,902,440

 

A forecast for year 50 (2009) would be:

Tons = 136,892,640 + 0.608 x 1,136,902,440 +  0.259 x 1,162,749,659 =  1,129,281,485

Figure 7.23 Portion of Data Matrix for Autoregressive Forecasting of Coal Production Data

Incorporating Seasonality in Regression Models

Quite often time-series data exhibit seasonality, especially on an annual basis, as we saw in the Gas & Electric data. Multiple linear regression models with categorical variables can be used for time series with seasonality. To do this, we use dummy categorical variables for the seasonal components. With monthly data, as we have for natural gas usage, we have a seasonal categorical variable with k = 12 levels. As discussed in Chapter 6, we construct the regression model using dummy variables. We will use January as the reference month; therefore, this variable does not appear in the model:

 

Figure 7.25 First-Order Autoregressive Forecasting Model

This coding scheme results in the data matrix shown in Figure 7.26. This model picks up trends from the regression coefficient for time, and seasonality from the dummy variables for each month. The forecast for the next January will be β0 + β1(25). The variable coefficients (betas) for each of the other 11 months will show the adjustment relative to January. For example, forecast for next February would be β0 + β1(25) + β2(1), and so on.

 

Figure 7.27 shows the results of using the Regression tool in Excel after eliminating insignificant variables (Time and Feb). Because the data shows no clear linear trend, the variable Time could not explain any significant variation in the data. The dummy variable for February was probably insignificant because the historical gas usage for both January and February were very close to each other. The R2 for this model is 0.971, which is very good. The final regression model is:

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Figure 7.26 Data Matrix for Seasonal Regression Model

 

Regression Forecasting with Causal Variables

 

In many forecasting applications, other independent variables such as economic indexes or demographic factors may influence the time series, and can be incorporated into a regression model. For example, a manufacturer of hospital equipment might include such variables as hospital capital spending and changes in the proportion of people over the age of 65 in building models to forecast future sales.

 

To illustrate the use of multiple linear regression for forecasting with causal variables, suppose that we wish to forecast gasoline sales. Figure 7.28 shows the sales over 10 weeks during June through August along with the average price per gallon and a chart of the gasoline sales time series with a fitted trendline (Excel file Gasoline Sales). During the summer months, it is not unusual to see an increase in sales as more people go on vacations. The chart shows a linear trend , although R2 is not very high.

 

The trend line is:   Sales = 4790.1 + 812.99 Week

 

Figure 7.27 Final Regression Model for Forecasting Gas Use

 

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Figure 7.28 Gasoline Sales Data and Trendline

Using this model, we would predict sales for week 11 as:

 

Sales = 4790.1 + 812.99 (11) = 13,733 gallons

However, we also see that the average price per gallon changes each week, and this may influence consumer sales. Therefore, the sales trend might not simply be a factor of steadily increasing demand, but might also be influenced by the average price per gallon. The average price per gallon can be considered as a causal variable. Multiple linear regression provides a technique for building forecasting models that incorporate not only time, but other potential causal variables also. Thus, to forecast gasoline sales, we propose a model using two independent variables (Week and Price/Gallon).

 

Figure 7.29 Regression Results for Gas Sales

Sales = β0 + β1 Week + β2 Price/Gallon

 

The results are shown in Figure 7.29 and the regression model is:

 

Sales = 72333.08 + 508.67 Week − 16463.2 Price/Gallons

 

This makes sense because as price changes, sales typically reflect the change. Notice that the R2 value is higher when both variables are included, explaining more than 86% of the variation in the data. If the company estimates that the average price for

 

 

 

Figure 7.28 Gasoline Sales Data and Trendline

 

Using this model, we would predict sales for week 11 as:

 

 

 

However, we also see that the average price per gallon changes each week, and this may influence consumer sales. Therefore, the sales trend might not simply be a factor of steadily increasing demand, but might also be influenced by the average price per gallon. The average price per gallon can be considered as a causal variable. Multiple linear regression provides a technique for building forecasting models that incorporate not only time, but other potential causal variables also. Thus, to forecast gasoline sales, we propose a model using two independent variables (Week and Price/Gallon).

 

 

Figure 7.29 Regression Results for Gas Sales

 

Sales = β0 + β1 Week + β2 Price/Gallon

 

The results are shown in Figure 7.29 and the regression model is:

 

Sales = 72333.08 + 508.67 Week − 16463.2 Price/Gallons

This makes sense because as price changes, sales typically reflect the change. Notice that the R2 value is higher when both variables are included, explaining more than 86% of the variation in the data. If the company estimates that the average price for the next week will drop to $3.80, the model would forecast the sales for week 11 as:

Sales = 72333.08 + 508.67 (11) – 16463.2 (3.80) = 15, 368 gal

Notice that this is higher than the pure time-series forecast because of the sensitivity to the price per gallon.

The Practice of Forecasting

 

In practice, managers use a variety of judgmental and quantitative forecasting techniques. Statistical methods alone cannot account for such factors as sales promotions, unusual environmental disturbances, new product introductions, large one-time orders, and so on. Many managers begin with a statistical forecast and adjust it to account for intangible factors. Others may develop independent judgmental and statistical forecasts then combine them, either objectively by averaging or in a subjective manner. It is impossible to provide universal guidance as to which approaches are best, for they depend on a variety of factors, including the presence or absence of trends and seasonality, the number of data points available, length of the forecast time horizon, and the experience and knowledge of the forecaster. Often, quantitative approaches will miss significant changes in the data, such as reversal of trends, while qualitative forecasts may catch them, particularly when using indicators as discussed earlier in this chapter.

 

Here we briefly highlight three practical examples of forecasting and encourage you to read the full articles cited for better insight into the practice of forecasting.

  • Allied-Signal’s Albuquerque Microelectronics Operation (AMO) produced radiation-hardened microchips for the U.S. Department of Energy (DOE). In 1989 a decision was made to close a plant, but operations at AMO had to be phased out over several years because of long-term contractual obligations. AMO experienced fairly erratic yields in the production of some of its complex microchips, and accurate forecasts of yields were critical. Overestimating yields could lead to an inability to meet contractual obligations in a timely manner, requiring the plant to remain open longer. Underestimates would cause AMO to produce more chips than actually needed . AMO’s yield forecasts had previously been made by simply averaging all historical data. More sophisticated forecasting techniques were implemented, resulting in improved forecasts of wafer fabrication. Using more accurate yield forecasts and optimization models, AMO was able to close the plant sooner, resulting in significant cost savings.1
  • More than 70% of the total sales volume at L.L. Bean is generated through orders to its call center. Calls to the L.L. Bean call center are classified into two types: telemarketing (TM), which involves placing an order, and telephone inquiry (TI), which involves customer inquiries such as order status or order problems. Accurately forecasting TM and TI calls helps the company better plan the number of agents to have on hand at any point in time. Analytical forecasting models for both types of calls take into account historical trends, seasonal factors, and external explanatory variables such as holidays and catalog mailings. The estimated benefit from better precision from the two forecasting models is approximately $300,000 per year.2
  • DIRECTV was founded in 1991 to provide subscription satellite television. Prior to launching this product, it was vital to forecast how many homes in the United States would subscribe to satellite forecasting TM and TI calls helps the company better plan the number of agents to have on hand at any point in time. Analytical forecasting models for both types of calls take into account historical trends, seasonal factors, and external explanatory variables such as holidays and catalog mailings. The estimated benefit from better precision from the two forecasting models is approximately $300,000 per year.2

1 D.W. Clements and R.A. Reid, “Analytical MS/OR Tools Applied to a Plant Closure,” Interfaces 24, no. 2 (March–April, 1994): 1–12.

2 B.H. Andrews and S.M. Cunningham, “L.L. Bean Improves Call-Center Forecasting,” Interfaces 25, no. 6 (November–December, 1995): 1–13.

3 Frank M. Bass, Kent Gordon, and Teresa L. Ferguson, “DIRECTV: Forecasting Diffusion of a New Technology Prior to Product  Launch,” Interfaces 31, no. 3 (May–June 2001): Part 2 of 2, S82–S93.

Basic Concepts Review Questions

1.

Explain the differences between qualitative and judgmental, statistical time-series, and explanatory/causal forecasting models.

2.

Describe some common forecasting approaches for judgmental forecasting.

3.

How are indicators and indexes used in judgmental forecasting?

4.

What are the primary components of time series?

5.

Summarize statistical methods used in forecasting and the types of time series to which they are most appropriate.

6.

Explain how a simple moving average is calculated.

7.

List and define the three principal ways of measuring forecast accuracy. What are the key differences among them?

8.

Explain the differences between moving average and exponential smoothing models.

9.

What types of forecasting models are best for time series with trends and/or seasonality?

10.

What are the advantages of using CB Predictor for forecasting?

11.

What are autoregressive models, and when should they be used?

12.

How are dummy variables used in regression forecasting models with seasonality?

13.

What is a causal variable in forecasting? Provide an example from your experience of some applications where causal variables might be used in a forecast.

14.

Summarize some of the practical issues in using forecasting tools and approaches.

Skill-Building Exercises

1.

Find a 4-period moving average forecast for the monthly burglaries data, compute MAD, MSE, and MAPE error metrics, and determine if this model is better than the 2-period moving average discussed in the chapter (Table 7.2).

2.

Try to identify the best set of weights for a 3-period moving average model for the burglary data that minimizes the MAD error metric.

3.

Find the best value of the smoothing constant between 0.5 and 0.7 (in increments of 0.05) for exponential smoothing for the burglary data.

  1. Use CB Predictor to find the best forecasting model for Electric Use in the Gas & Electric Excel file.
  2. Set up and fit a third-order autoregressive model for the coal production example. Compare the results to the example in the chapter. What do you find?
  3. Find the best multiple regression model for Electric Use in the Gas & Electric Excel file using the approach for incorporating seasonality.

Problems and Applications

1.

The Excel file Closing Stock Prices provides data for four stocks over a six-month period.

  • a.Develop spreadsheet models for forecasting each of the stock prices using single moving average and single exponential smoothing.
  • b.Using MAD, MSE, and MAPE as guidance, find the best number of moving average periods and best smoothing constant for exponential smoothing. (You might consider using data tables to facilitate your search.)
  • c.Compare your results to the best moving average and exponential smoothing models found by CB Predictor.

2.

For the data in the Excel file Baseball Attendance do the following:

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a.Develop spreadsheet models for forecasting attendance using single moving average and single exponential smoothing.

b.Using MAD, MSE, and MAPE as guidance, find the best number of moving average periods and best smoothing constant for exponential smoothing.

c.Compare your results to the best moving average and exponential smoothing models found by CB Predictor.

 

3.

For the data in the Excel file Ohio Prison Population do the following:

a.Develop spreadsheet models for forecasting both male and female populations using single moving average and single exponential smoothing.

b.Using MAD, MSE, and MAPE as guidance, find the best number of moving average periods and best smoothing constant for exponential smoothing.

c.Compare your results to the best moving average and exponential smoothing models found by CB Predictor.

 

4.

For the data in the Excel file Gasoline Prices do the following:

  1. Develop spreadsheet models for forecasting attendance using single moving average and single exponential smoothing.
  2. Using MAD, MSE, and MAPE as guidance, find the best number of moving average periods and best smoothing constant for exponential smoothing.
  3. Compare your results to the best moving average and exponential smoothing models found by CB Predictor.
  4. For the data in the Excel file Ohio Prison Population do the following:
  5. Develop spreadsheet models for forecasting both male and female populations using single moving average and single exponential smoothing.
  6. Using MAD, MSE, and MAPE as guidance, find the best number of moving average periods and best smoothing constant for exponential smoothing.
  7. Compare your results to the best moving average and exponential smoothing models found by CB Predictor.
  8. For the data in the Excel file Gasoline Prices do the following:
  9. Develop spreadsheet models for forecasting prices using single moving average and single exponential smoothing.
  10. Using MAD, MSE, and MAPE as guidance, find the best number of moving average periods and best smoothing constant for exponential smoothing.
  11. Compare your results to the best moving average and exponential smoothing models found by CB Predictor.

Construct a line chart for the data in the Excel file Arizona Population.

a.Suggest the best-fitting functional form for forecasting these data.

b.Use CB Predictor to find the best forecasting model.

 

6.

Construct a line chart for each of the variables in the data file Death Cause Statistics, and suggest the best forecasting technique. Then apply CB Predictor to find the best forecasting models for these variables.

 

7.

The Excel file Olympic Track and Field Data provides the gold medal–winning distances for the high jump, discus, and long jump for the modern Olympic Games. Develop forecasting models for each of the events. What does the model predict for the next Olympics and what are the confidence intervals?

8.

Use CB Predictor to find the best forecasting model for the data in the following Excel files:

a.New Car Sales

b.Housing Starts

c.Coal Consumption

d.DJIA December Close

e.Federal Funds Rates

f.Mortgage Rates

g.Prime Rate

h.Treasury Yield Rates

9.

Consider the data in the Excel file Consumer Price Index.

  • a.Use simple linear regression in CB Predictor to forecast the data. What would be the forecasts for the next six months?
  • b.Are the data autocorrelated? Construct first- and second-order autoregressive models and compare the results to part (a).

10.

Consider the data in the Excel file Nuclear Power.

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CASE Energy Forecasting

 

The Excel file Energy Production & Consumption provides data on energy production, consumption, imports, and exports. You have been hired as an analyst for a government agency and have been asked to forecast these variables over the next 10 years. Apply forecasting tools and appropriate visual aids, and write a formal report to the agency director that explains these data and the future forecasts.

 

 

Appendix Advanced Forecasting Models—Theory and Computation

 

In this appendix, we present computational formulas for advanced models for time-series forecasting. The calculations are somewhat complex, but can be implemented on spreadsheets with a bit of effort.

 

 

Double Moving Average

 

Double moving average involves taking averages of averages. Let Mt be the simple moving average for the last k periods (including period t):

The double moving average, Dt for the last k periods (including period t) is the average of the simple moving averages:

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Using these values, the double moving average method estimates the values of at and bt in the linear trend model Ft + k = at + btk as:

 

 

These equations are derived essentially by minimizing the sum of squared errors using the last k periods of data. Once these parameters are determined, forecasts beyond the end of the observed data (time period T) are calculated using the linear trend model with values of aT and bT. That is, for k periods beyond period T, the forecast is FT + k = aT + bTK. For instance, the forecast for the next period would be FT + 1 = aT + bT(1).

 

 

Double Exponential Smoothing

 

Like double moving average, double exponential smoothing is also based on the linear trend equation, Ft + k = at + btk, but the estimates of at and bt are obtained from the following equations:

The level and seasonal factors are estimated in the additive model using the following equations:

where α and γ are smoothing constants. The first equation estimates the level for period t as a weighted average of the deseasonalized data for period t, (At − St − s), and the previous period’s level. The seasonal factors are updated as well using the second equation. The seasonal factor is a weighted average of the estimated seasonal component for period t, (At − at) and the seasonal factor for the last period of that season type. Then the forecast for the next period is Ft + 1 = at + Sts + 1. For k periods out from the final observed period T, the forecast is:

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To initialize the model, we need to estimate the level and seasonal factors for the first s periods (e.g., for an annual season with quarterly data this would be the first 4 periods; for monthly data, it would be the first 12 periods, etc.). We will use the following approach:

 

 

 

 

 

And That is, we initialize the level for the first s periods to the average of the observed values over these periods and the seasonal factors to the difference between the observed data and the estimated levels. Once these have been initialized, the smoothing equations can be implemented for updating.

 

 

Multiplicative Seasonality

 

The seasonal multiplicative model is:

 

where α and γ are again the smoothing constants. Here, Aa/St − s is the deseasonalized estimate for period t. Large values of β put more emphasis on this term in estimating the level for period t. The term At/at is an estimate of the seasonal factor for period t. Large values of γ put more emphasis on this in the estimate of the seasonal factor.

 

The forecast for the period t + 1 is Ft + 1 = atSt − s + 1. For k periods out from the final observed period T, the forecast is:

 

 

 

 

 

 

 

 

 

 

 

As in the additive model, we need initial values for the level and seasonal factors. We do this as follows:

 

and

 

 

 

 

Once these have been initialized, the smoothing equations can be implemented for updating.

 

 

Holt–Winters Additive Model

 

The Holt–Winters additive model is based on the equation:

 

This model is similar to the additive model incorporating seasonality that we described in the previous section, but it also includes a trend component. The smoothing equations are:

 

 

 

 

Here, α, β and γ are the smoothing parameters for level, trend, and seasonal components, respectively. The forecast for period t + 1 is:

 

The forecast for k periods beyond the last period of observed data (period T) is:

 

 

 

 

 

 

 

 

 

 

 

The initial values of level and trend are estimated in the same fashion as in the additive model for seasonality. The initial values for the trend are bt = bs, for t = 1, 2, … s, where:

 

 

 

This model has the same basic smoothing structure as the additive seasonal model but is more appropriate for seasonal time series that increase in amplitude over time. The smoothing equations are:

 

The forecast for k periods beyond the last period of observed data (period T) is:

 

 

The initial values of level and trend are estimated in the same fashion as in the additive model for seasonality. The initial values for the trend are bt = bs, for t = 1, 2, … s, where:

 

Note that each term inside the brackets is an estimate of the trend over one season. We average these over the first 2s periods.

 

 

Holt–Winters Multiplicative Model

 

The Holt-Winters multiplicative model is:

 

 

 

This model parallels the additive model:

 

The forecast for period t + 1 is:

 

 

The forecast for k periods beyond the last period of observed data (period T) is:

 

The forecast for period t + 1 is:

 

The forecast for k periods beyond the last period of observed data (period T) is:

 

Reference

 

Evans, J. R. (2010). Statistics, data analysis, and decision modeling. (4 ed.). New Jersey: Pearson College Div. Retrieved from http://digitalbookshelf.argosy.edu/pages 235-268

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