Directions: Step 1: Select and read two to three articles as outlined in course

Directions:
Step 1: Select and read two to three articles as outlined in course readings under Intersectionality & Professional Development section.
I have seleted the 3 below:
Mattsson, T. (2014). Intersectionality as a useful tool: Anti-oppressive social work and critical reflection. Affilia: Journal of Woman and Social Work, 29(1), 8-17.
Suarez, Z.E., Newman, P.A., & Reed, B.G. (2008). Critical consciousness and cross-cultural/Intersectional social work practice: A case analysis. Families in Society: The Journal of Contemporary Social Services, 89:3, 407-417.
Watts-Jones, T. D. (2010). Location of self: Opening the door to dialogue on intersectionality in the therapy process. Family Process, 49(3), 405-420.
Step 2: Create your own intersectionality diagram, using the sample intersectional diagram as an example. How would you fill in this diagram based on your own identity, social location, power, privilege, oppression, etc. You are welcome to be creative and edit the diagram in any way to capture your unique understanding of intersectionality.
Step 3: Write a 2-3 page reflection paper (first person) based on the following:
Create your own intersectionality diagram (use example provided in the above link or google “intersectionality” and view additional images. Or create your own).
Integrate the 2-3 selected articles (or 2 articles and 1 multimedia). Reflect on how these resources may impact or inform your development, personally and professionally. Discuss what you have learned about your unique positioning and awareness of intersecting identities. Also, discuss power structures which influence your identity. Address how intersectionality theory (intersecting identities and power structures) relates to your sense of power, privilege, and oppression. [If you are struggling with whether to focus on the past or present; give thought to how you got to where you are today? The past often informs our present, right? You can have a comparison of Past & Present in your diagram or focus solely on now. Your choice. Choose to share only what makes sense for you].
What surprised you?
How will this guide your social work practice?

1. Please read the Jones Case carefully. As you read, highlight anything you see

1. Please read the Jones Case carefully. As you read, highlight anything you see that you believe might be an ethical dilemma.
2. Review the following documents sources below
 http://socialworkers.org/pubs/code/code.asp
 Kentucky Division of Protection and Permanency SOPS—Ethical Practice
http://manuals.sp.chfs.ky.gov/chapter1/00/Pages/11%20Ethical%20Practice.aspx
 Confidentiality, Informed Consent, and HIV
http://manuals.sp.chfs.ky.gov/chapter1/01/Pages/home.aspx
 Laws and Regulations Pertaining to the Practice of Social Work 201 KAR 23: 080
http://www.lrc.ky.gov/kar/201/023/080.htm
These documents govern professional behavior and are extremely important. It is important to remember that individuals seldom get up in the morning and decide to abuse or neglect their children, circumstances and a series of events might lead them to take that action, but it was not generally a planned event. Likewise, individuals do not generally begin their social profession with the intent of behaving unethically. However, as social workers we struggle with issues of confidentially, dual relationships, documentation, accepting gifts, and personal biases daily. In protective services we work with individuals we may not like, yet as professionals we are called upon to offer them the best services and make decisions without allowing our personal biases to influence our decisions. Behaving ethically is a struggle for social workers in the complex work with families and the constraints on time and resources many workers face. We do face ethical dilemmas on a daily basis. Our codes of ethics offer us guidelines for making ethical decisions. 3. Write a 4-5 page paper on the ethical concerns of the Jones Case. At a minimum, include the following sections. Each section is worth specified points based on how well you answer the questions utilizing the above materials listed and specific examples. a. Identify at least five ethical issues/dilemmas you see in the Jones Case. Cite the Code of Ethics, SOP, and KRS within each of the above documents that apply to each of the ethical issues/dilemmas you have identified. (25pts) b. Discuss how the identified sections of the Codes/Laws/SOP apply specifically to the five identified issues/dilemmas. (20pts) c. Select three of the six core values of the Social Work Code of Ethics (Service, Social Justice, Dignity and Worth of the Person, Importance of Human Relationships, Integrity, and Competence. Discuss how you will use each of these 3 core values to positively impact the family. Give specific examples of how you will conduct yourself in these 3 chosen areas to support your work with the family. (40 pts.) d. Identify three strategies that you will use to practice ethical behavior in the field. (15pts.) Remember to utilize APA style paying particular attention to spelling and grammar. The completed paper will be required to be submitted to safe assign. Jones Case for Writing Assignment 1 Susan had worked for child protective services in a rural county for approximately seven years. Off and on during that time she had worked with the Jones family as an ongoing worker. Ms. Jones suffered with severe substance abuse issues and had lost custody of her two young boys several times over the years for this issue. The children were always placed with the maternal grandmother each time and were never placed in foster care. Susan had developed a close relationship with Ms. Jones and maintained regular contact, even during times of stability when the case was closed, i.e. Ms. Jones would call Susan regularly, stop by and visit when she had meetings with family support and Susan would check on the children at school (talking to the teacher and guidance counselor) whenever she was conducting her other investigations. Even though Susan recognized Ms. Jones had substance abuse issues, she was very compassionate towards the client and believed Ms. Jones needed her regular support and encouragement to remain sober. They were Facebook friends and often spoke on the phone and texted one another. The supervisor recognized Susan’s sincere concern for the family and assigned her the case each time it was reopened. Anytime there was a new investigation involving the Jones family (whether a case was open at the time or not) Susan would talk with the investigative worker on a regular basis regarding the investigation and would always participate in the interviews as she knew the family so well. Susan became very protective of the family and always defended any allegations of physical abuse, as she knew through her relationship with Ms. Jones that she would never harm her children. Susan would also maintain contact with the maternal grandmother during the investigations as well, so the grandmother could stay informed about Ms. Jones’ current condition and the status of the investigation. The grandmother would also contact Susan on a regular basis to update Susan and ensure there were not current investigations or problems with Ms. Jones and the children. This contact continued whether the case was opened or not. Susan would regularly log into TWIST and review the case file for the latest recordings, whether she was assigned to the case or not. The grandmother was very appreciative of Susan’s commitment to the children and made her a beautiful handmade quilt to show her appreciation. Susan’s children attended a local day care and she was able to get the day care provider to accept Ms. Jones’ children as a personal favor (otherwise there was a long waiting list). This also made it easier for Susan to take Ms. Jones’ children to the day care when needed, because Ms. Jones’ car was not reliable. Since Susan’s children were about the same age as Ms. Jones’ children, they really enjoyed riding to daycare together and being in the same class at daycare. Susan transported the children whether the case was open or closed. Susan explained to the day care classroom worker the situation the children were in so she could be more tolerant of their occasional aggressive behavior and then to also make sure she was aware of Ms. Jones’ condition (sobriety) when she brought the children. Susan told the daycare workers to call her, rather than the DCBS hotline, if there were any issues with the children. As the years went on, the grandmother became very ill and passed away. Tragically Ms. Jones was killed in a DUI accident, although the children were not with her at the time. The supervisor felt since Susan had developed such a close relationship with the family that she should notify the family. This was very difficult for Susan and she became emotionally distraught during the process and remained so for the coming weeks (being unable to work a full week at a time, crying when she did attend, and complained of being unable to sleep/eat). The supervisor continued to encourage Susan’s regular contact and involvement with the children, as Susan was the closest contact the children had left at this time. The two children had separate fathers and had not had any contact with them since birth but due to the circumstances, it became necessary to locate the fathers. The home evaluations were assigned to other workers, however, Susan assisted throughout providing information relayed to her from Ms. Jones about the fathers, as well as attended each of the home visits for the evaluation. She was very protective of the children’s placement and in fact testified in court against the fathers obtaining custody as she knew Ms. Jones would not approve. Workers, who actually completed the home evaluations on the fathers, recommended placement with the father. Susan, however, used her connection with the court to have herself subpoenaed to court. She provided testimony that the children should be placed in foster care with a goal of adoption. Susan had confided to several workers that she planned on seeking permanent custody or adoption of the children. She reported that since the children were well acquainted with her and her children, this plan would meet their permanency best. The County Attorney then made contact with the supervisor, regarding concerns Susan had become too involved with the case and explain how the court hearing went. The supervisor was shocked and stated she just didn’t understand how this happened.

INSTRUCTIONS STEP 1: Complete the Week 8 Assignment Template – Development Plan

INSTRUCTIONS
STEP 1: Complete the Week 8 Assignment Template – Development Plan for Two Skills.
STEP 2: Save the template with your completed responses as a Word file titled Your Name_WRK100_Week_8_Assignment Skill Development Plan and submit in Blackboard in Week 8.
Note: This is personal writing, so you shouldn’t need to cite anything, but if you choose to use information from a source, be sure to cite it. To help make sure you are properly citing any sources you might use, please review Strayer Writing Standards.
Resources:
Review the Skill Development Plan Sample, which includes an example of a skill development plan for one skill.
• Skill Development Plan Sample [DOCX].
Review the career exploration guides available at Strayer University Career Center to prepare for the assignment
For this assignment, you’ll identify two skills that you’d like to focus on and develop a plan for. This could be two of the skills you wrote about for the Week 2 Assignment – Employability Skills and the Future of Work, or two new skills. As you think of which skills you’d like to improve upon, consider choosing skills at varying levels. You might, for example, choose a skill that you are already strong in, but would be excited to continue exploring and building upon, as well as a skill in which you might have more room for growth. At the end of the assignment, you’ll leave with the beginning of a tangible plan for personal and professional development that you can review with the Career Center team.

Unit Reports ask you to articulate what you have learned from each unit. Pract

Unit Reports ask you to articulate what you have learned from each unit.
Practice 3-part or 5-part essay structure: Intro, Body, Conclusion.
Using concrete examples from a variety of sources in Unit 3, synthesize important takeaways from the different readings and films in Unit 3: Aging and End of Life to demonstrate what you have learned about social issues pertaining to aging and ageism, the death positive movement, end of life traditions, policies, ethical issues, etc.
https://www.decadeofhealthyageing.org/
https://www.who.int/news-room/photo-story/photo-story-detail/ageing-and-life-course

https://www.thelancet.com/action/showPdf?pii=S0140-6736%2821%2900524-9

Racial Disparities in Aging


This week, your task is to craft your main argument and find at least three sour

This week, your task is to craft your main argument and find at least three sources of information to support it. Your goal is to cultivate and articulate an opinion about the question informed by evidence. Making a compelling argument is largely about demonstrating that there is a lot of evidence, from multiple and diverse sources.
What counts as evidence?
Evidence from statistics, peer-reviewed studies, grey literature, and other sources
Unlike a typical paper, APA style will not be used. Instead, as is standard for articles published in newspapers, you will link to the citation when you mention them. You will still need to acknowledge any ideas, arguments, or facts that you get from elsewhere to avoid plagiarism. When in doubt, explain where you got the idea from – explaining who said it will strengthen your argument by demonstrating an understanding of those who have similar views to yours.
Evaluation of various published opinions that have already been voiced or published in reputable newspapers, online news sources, or magazines (these too should be linked as sources)
Your own experiences are also evidence! However, it needs to be specific for it to be compelling. If you can tell a story or stories of your clients and can demonstrate how this person and many others like them can be helped by changing a policy, investing xx dollars into a program, etc., this is powerful evidence.
Topic:” Elderly with Autism: The forgotten Population”

READ BEFORE ASKING TO HIRE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! In order to bes

READ BEFORE ASKING TO HIRE!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
In order to best understand the discussion forum, please be sure to read through chapters 12 & 13 in your textbook
Pretend you are on the GMC Debate Team being asked to argue in favor of the following resolution: Air and water pollution are the result of reckless human behavior rather than natural events in the environment. Using evidence from chapter 13 and at least one credible outside resource on the internet (not Wikipedia) or on the GMC Library website, write a response in favor of this resolution.
Task 1: Create a new discussion topic on or before the required date/time by clicking the **REPLY HERE** post from your instructor. Develop a substantive main thread addressing each part of the prompt in full. Remember, APA format is primarily used in the Social and Behavioral Sciences. For more information about APA Style, please review the APA resources provided within the course. PLEASE NOTE: Once you submit your initial response, you cannot edit or delete posts, so make sure you fully develop your substantive response before posting.
Task 2: After you have created and posted your initial response, you will need to respond to a minimum of 2 peers. Think of your responses in terms of a contribution to an ongoing dialogue. Also be sure to incorporate what you have learned from the weekly reading material and from your own real-world experiences.
The Critical Thinking Discussion Forum Rubric can be accessed by viewing the course rubrics.

For this assignment: Choose and describe a social, economic, or environmental in

For this assignment:
Choose and describe a social, economic, or environmental injustice that you have an interest in addressing, such as abuse, social welfare, human rights, marginalized communities, neglect, or social policy. Provide a rationale for your choice.
Describe how the ethics and values, access, and cultural competence standards can be used to help address the social, economic, or environmental injustice through the use of technology.
Explain how technology can promote your efforts to reduce or eliminate the injustice.
Explain the benefits of using the technology standards to inform your work in an online environment.
Explain how to engage, assess, intervene, and evaluate practice (micro, mezzo, or macro) with individuals, families, groups, organizations, and/or communities while using technology to address an injustice.

There are a wide variety of challenging practice conditions that you will encoun

There are a wide variety of challenging practice conditions that you will encounter which can be difficult at times, particularly for those that are not comfortable or practiced in dealing with confrontation and the unknown.
Review Cases 9.1 and 9.2 and consider some of the strategies discussed in the text.
In a clinical setting, there are additional challenging practice conditions to consider. Using information from the text as well as information from additional research (i.e., journals, texts, .edu/.gov/.org) answer the questions below from the vignette listed.
Cite/support your responses in APA format.
1) What psychotic symptoms is the patient exhibiting?
2) What strategies or methods could be utilized in this situation?
3) What safety concerns should be considered for you and the client?
4) Give one other student feedback on their strategies or safety concerns.
Case Vignette: Emotionally Disturbed
Alicia Lewis was a 36-year-old woman brought to the emergency room by police after she apparently tried to steal a bus. Because she appeared to be an “emotionally disturbed person,” a psychiatry consultation was requested.
According to the police report, Ms. Lewis threatened the driver with a knife, took control of the almost empty city bus, and crashed it. She appeared to be talking to herself with active delusions. A more complete story was elicited from a friend of Ms. Lewis’s who had been on the bus but not arrested. According to her, they had boarded the bus on their way to the nearby shopping mall. Ms. Lewis became frustrated when the driver refused her dollar bills. She began yelling at the driver “why are you trying to kill me?” She looked in her purse, but instead of finding the exact change, she pulled a kitchen knife that she carried for protection. The driver fled, so she got into the empty seat and drove the bus across the street into a nearby parked car.
On examination, Ms. Lewis was handcuffed, disheveled appearance, a heavyset young woman with a bandage on her forehead. She was fidgeting, rocking back and forth in her chair, and appeared to be mumbling to herself. When asked what she was saying, the patient made momentary eye contact and just repeated, “Sorry, sorry, sorry.” She would not respond or answer any other questions.
More information was elicited from a psychiatrist who came to the ER after the accident. He said that Ms. Lewis and her friend were longtime residents at the state psychiatric hospital where he worked. They had just begun to take passes every week as part of an effort toward social remediation, and deinstitutionalization with hopes of community placement. This was Ms. Lewis’s first bus ride without a staff member.
According to the psychiatrist, Ms. Lewis had received a diagnosis of “childhood-onset, treatment-resistant paranoid schizophrenia. She had started hearing voices by age 5 and continued throughout her life. Ms. Lewis is very strong, intrusive, and easily triggered by others, with hospitalization constantly since age 11. Her auditory hallucinations generally consist of critical voice, commenting on her behavior. Her thinking is very concrete, but when relaxed she can be self-reflective. She was very motivated to please and recurrently said her biggest goal was to “have my own room in my own house with my own friends.” The psychiatrist said that he was not sure what had caused her to pull out the knife. She had not been hallucinating lately and been feeling less paranoid but wondered if she had been more psychotic than she had let on. It was possible that she was just impatient and irritated. The psychiatrist also believed that she had almost no period of her life developing normally and so had very little experience with the real world.
Ms. Lewis had been taking clozapine for one year with a good resolution of her auditory hallucinations. She had gained 45 pounds during that time, but she had less trouble getting out of bed in the morning. She was hoping that she could eventually get a job and live more independently and had insisted on continuing to take the clozapine. The bus trip to the shopping mall was intended to be a step in the direction of reintegration into the community setting.

The purpose of this project is to assess and advance your ability to design trea

The purpose of this project is to assess and advance your ability to design treatment approaches using one of the family therapy interventions reviewed in this course (Bowen, Strategic, Structural, Psychoanalytic, CBT, or Solution Focused) and develop a pseudo-treatment plan.
Three parts
Part 1
I) Theory: Describe the core theory and concepts of the specific family therapy approach you would use with a family to include the origin and development of the theory. You may reference your textbook, but it is recommended that you also use other sources when describing the therapy model you will be using. Please make sure to discuss the following items:
a. This section should include the basic theoretical foundations,
b. Discussion of what normal family development looks like according to this theory,
c. When does the family behaviors become problematic according to this theory,
d. What are the goals of therapy for this theory,
e. How does this theory approach assessment, and f. What are the common techniques associated with this theory?
Part Two: (25 points) II) Assessment: Based upon the core theory concepts described in part one of this assignment answer the following two questions
a. Use your theories’ theoretical core ideas to explain the family’s (family for which you did the intake) primary presenting problematic behavior
b. Describe the dysfunctional interactional patterns.
Part Three: (30 points)
III) Goals and Intervention: Based upon the theory of choice, your identification of the problematic behaviors and interactional patterns of the family, complete the three following questions:
a. Describe what your goals will be for this family’s therapy
b. Describe the techniques you will use to assist this family to reach their goals
c. Describe what will be different with this family when the therapy you are using is successful (goals).
APA format is required for this assignment. (5 points)

* Choose a population of interest to you. * Children * Adolescents * Adults * El

* Choose a population of interest to you.
* Children
* Adolescents
* Adults
* Elderly/Aging
* Choose a presenting problem (depression, family conflict, homelessness, etc.) related to the population of interest.
* Conduct a literature review focused on the presenting problem within the population of interest.
Submit an 8 page scholarly paper supported with a minimum of six peer-reviewed articles as references. In the paper, you should:
* Briefly describe the population and presenting problem you are focusing on for this assignment.
* Provide a review of the articles you reviewed from this project and explain what you learned from conducting this research.
* Briefly describe at least 2 evidence-based interventions currently used for your chosen population when addressing this particular problem. Provide supporting references when explaining the evidence behind the interventions.
* Explain which of these interventions you might choose to use and why.
* Consider client values and your clinical expertise and how those might affect your decision of which intervention to use.
* Describe how you might apply the specific skills and techniques of the chosen intervention.
* Briefly explain how you could measure the outcomes of this intervention.
* Explain any cultural considerations that you need to take into account when working with this population or the particular presenting problem.
* Discuss how the Code of Ethics applies when working with this particular presenting problem and population.
* Explain how you would apply a trauma-informed lens when working with this population.
Support your Final Project with specific references to the resources. Be sure to provide full APA citations for your references.
Additional information:
You are to choose a presenting problem (depression, family conflict, homelessness, etc.) related to the population of interest. You seemed to have selected the social problem of poverty but you have not narrowed down its effect on a specific population so your could conduct a literature review focused on the presenting problem within the population of interest you selected
You needed to recommend interventions from those we have studied in this course as well as address all of the other questions in the context of research and recommendations for a specific population dealing with poverty.