by admin | Mar 27, 2022 | Social Sciences : Social Work (MSW)
1. Read and analyze the case study posted on Canvas related to this assignment. Search, review
and select empirical research that present evidence-based practice principles studied in class.
With all people, problems and strengths emerge in life. Assessing client strengths and
limitations is the foundation of effective goal setting. As you assess this family and its
members, take time to note what problems and strengths they are each living with.
4. We know that goals emerge from assessment and collaboration with client values and
expectations. Conduct a search and review of literature related to the problems you have
identified for this family and the particular members. Work to identify 8 works (2 per person
in the case study) in the literature review that may address EBP interventions for these family
members.
This portion of your study will support a strong application paper. While empirical research that
you find may not apply directly to this case, it is the practicing of posing the questions an
by admin | Mar 27, 2022 | Social Sciences : Social Work (MSW)
The final assignment will require you to see the movie, “Precious,”
Written assessment includes your understanding of the main character and family by looking through the lens of a developmental, ecological and cross-cultural mental health perspective.
Please Email your paper on the last day of class.
NOTE: All papers must be typed and must conform to APA style formatting. Assignments will be graded with attention to clarity of exposition, mastery or the material, accuracy of information, correct spelling, grammar, and use of APA style.
Gibbs & Huang (2003), chap: introduction, pp. 1-33 and chap.11, pp. 444-471
will guide you for this outline.
Assessment – 5 Major Domains of Functioning
1. Individual level of psychosocial adjustment
2. Relation with family
3. School adjustment and achievement
4. Relation with peers
5. Adaptation to the community
I. Individual Level of Psychosocial Adjustment
1. Physical appearance
a. Diet may be a factor, malnutrition, hair/weight, color – value
2. Affect
a. Expression influenced by cultural norms. Some animated and some reserved
b. Expression not confused with lack of affect
3. Self Concept/Self Esteem
a. Value of characteristics – different attributes are valued
4. Interpersonal Competence
a. Value certain interpersonal skills does child/adolescent – interchange appropriately
b. Behaviors that is valued in one group. May be considered inappropriately in another
5. Attitude – Autonomy
a. Difference emphasis on early training for independence and later encouragement of adolescent autonomy
b. Does family violate own norms
c. Adaptive to child’s life
6. Achievement – Views of family but also society
7. Management of Aggression/Impulse Control
a. Different cultural views – e.g. use of shame, induce guilt harsher discipline
b. To develop internal controls, delay gratification and sublimatory channels
8. Defense Mechanisms
a. Different coping mechanisms to deal with anxiety
b. What is cultural preference – acting out or acting in
II. Assessment Family Relation
1. Roles and functions of children
a. Family structure, size, tradition, communication and expectation are influenced by ethnicity and social class
b. Sex, birth order – set norms and expectations
c. Physical characteristics: skin color, physical or mental disability
• It’s defined by hierarchies, obedience to parental authority, respect elders community values
• Chores – some begin early – not parentified
• Compensation – free or not
III. School Adjustment/Achievement
– Psychological adjustment to school setting
– Behavior adjustment in school
– Academic achievement
– Relation with peers
1. Psychological Adjustment
a. Sometime minority has different transition and home and school
b. What is parent’s educational background
c. Lack of familiarity of norms
d. No school experience
e. Language problems
f. Lack of fit between school and home culture has been associated with poorer school preference (e.g. school phobia, separation anxiety enuresis, etc.)
g. Adolescent – School phobia/truancy may represent fear of violent school environment or fear of social rejection due to culture, racial or economic differences
2. Behavioral Adjustment
a. Behavioral problems may be underlying psychological and physical problems – e.g. acting out, gangs, sub abuse, fighting
3. Academic Achievement
a. Low-income children/adolescent – not performed as well on standardized achievement test.
b. ESL – Verbal skills, study habits, motivation, level of family support, attitude re: school
4. Peer Relation
a. Have 2 sets of peer relation school vs. community “having best friend”
b. If acting out teen – does behavior conform to peer group culture – ghettos or barrios
5. Adaptation to Community
a. Assess child’s interest, mobility in community, sense of security about non-family activity behavior adjustment and quality of relation with other adults
b. Sometimes taken members of community groups sometimes scapegoated
Implications for Treatment – entry point, establishing a relationship, thoughts about the treatment or what you would do differently
by admin | Mar 27, 2022 | Social Sciences : Social Work (MSW)
Instructions
Throughout this course we will be using RStudio as our environment for working with the R programming language.
Before you begin this assignment, make sure that you have reviewed the R videos on this module’s lecture page.
When you are ready to begin, complete the following steps for this module’s R assignment:
1. Use Fred’s dataset download
for this assignment. Evaluate each of his behaviors for both a trend and autocorrelation. Provide your interpretation of this.
2. For each of Fred’s behaviors, decide which measure of effect size is most appropriate. Defend your decision. Now, actually determine the effect size for each variable comparing the baseline to the intervention. How would this impact your practice with Fred?
Requirements
Upload the following by the deadline posted on this page:
A Word document with the following information:
The results of the autocorrelation and trend
The results of the effect size
Defend your decision.
by admin | Mar 27, 2022 | Social Sciences : Social Work (MSW)
Instructions
Now that we have walked through a couple of examples, try this analysis on your own using both Jenny’s yelling behavior and her crying behavior. Do the following for each:
Test for autocorrelation in the baseline and intervention.
Test for a trend in the baseline and intervention.
Interpret these findings and select a test of Type I error based on your analysis.
Use the Jennyab file download
to examine the effect sizes for her crying and yelling behaviors. Be sure to do the following:
Test for a trend in each phase.
Choose an appropriate effect size test.
Do the test and report your findings. What do you think this means about the intervention put into place for Jenny?
by admin | Mar 27, 2022 | Social Sciences : Social Work (MSW)
Instructions
Describe a situation in which you found it necessary to ask someone for help. The request need not have been made of a professional, but it should not have been a trivial matter. For instance, it should not be a superficial experience, such as asking a friend for help finding an apartment. Describe your feelings before, during, and after this experience.
The focus of this assignment is on the thoughts and feelings you experienced in relation to asking for help, rather than on the situation itself. Reflect and respond to the questions below.
Please address the following questions:
Having reflected on your own experience of help-seeking, and who actually provided help, what moves people to turn to professional or formal help?
Given your own experience, are there alternate ways of interpreting the act of seeking help?
Discuss how your experience relates to the conceptualization of social work practice that has been presented in your readings and in class discussions thus far.
What have you learned from this experience of seeking help and the obstacles to help-seeking?
What might be some of the deeper concerns people have with regards to needing the help of a professional?
In what ways has your thinking about those in need of help shifted as a result of this dialogue?
How will the experience you described influence your approach to those who are coming to you for help?
by admin | Mar 27, 2022 | Social Sciences : Social Work (MSW)
Instructions
Each student will complete a Personal Toolbox Journal for every module. The toolbox will be a place where you can add social work skills you are learning about, using, and exploring through each module, the readings, and your experiences in the field.
As you add to your developing skills in each module you will have a set of tools accumulated over the course of this first semester. It will be interesting to watch how your skills develop and be able to reflect back on the way you used them in the beginning of our work, compared to how you use them over the course of your first-year internship. This is a personal record and a way to actually witness your own growth and development as a professional social worker.
Identify three skills from the readings and/or module.
For each skill you identify do the following:
Name the skill.
Define the skill.
Discuss the use of this skill.
What is the purpose of this skill?
How does it enhance your relationship with or the work you are doing with the client(s)?
Give an example of how you used it in your field placement.
If you have not used it, talk about how you could use it in your work.
Reflect on the use of the skill you described in the example.
In what way was it useful? If not useful, discuss your thoughts as to why.
How might you use it differently next time?
Requirements
Submit your assignment by the posted due date.
Responses should be thoughtful and demonstrate serious consideration of the skills you have chosen.
Shulman, L. (2016). The skills of helping individuals, families, groups and communities. (8th ed.). Boston, MA: Cengage Learning.
Chapter 1: An Interactional Approach to Helping
Chapter 2: The Preliminary Phase of Work
Hepworth, D.H., Rooney, R.H., Rooney, D.R., Strom-Gottfried, K., & Larsen, J.A. (2013). Direct social work practice: Theory and skills (9th ed.). Belmont, CA: Cengage Learning/Brooks Cole.
Chapter 1: The Challenges of Social Work
Chapter 2: Direct Practice
Chapter 3: Overview of the Helping Process
Chapter 5: Building Blocks of Communication
