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According to the Council on Social Work Education, Competency 4: Engage In Pract

According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare: You are expected to assess the population(s) served by the agency.  conduct extensive research regarding the agency’s client population. You will be expected to use at least 5 peer-reviewed resources. The purpose of the research is to discover “evidenced based practices” that are most effective while working with clients served within the population. If the agency serves more than one population, select one sub-population within the agency to conduct the review.
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
Population researched
Best evidenced based practices modalities used to engage the population
Current modalities used in the agency
Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
Analyze the findings from the articles you researched
Note: You are expected to use a minimum of five references.

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Unit IVArticle Critique Using the databases within the Waldorf Online Library, l

Unit IVArticle Critique
Using the databases within the Waldorf Online Library, locate a scholarly, peer-reviewed article that relates to the workforce
planning process, forecasting, planning, or staffing.
After reading the article, you will compose an article critique. Your critique will be at least two pages in length, and in the
critique, you will include the following:
Key points: Identify three significant/key points from the article.
Summary: Write a section summarizing the article. Do not simply use information from the article. The summary must
be in your own words. You must display your thoughts, opinion, and analysis.
Analysis: Identify how the article aligns with and relates to concepts learned in this unit. In this section, be sure to:
Discuss the staffing planning process as well as the workforce planning process and how it impacts future business
activities.
Explain steps taken for an organization to forecast its workforce supply and demand.
Contrast internal and external forecasting decisions.
Personal Evaluation: What do you find to be valid or invalid in the article? Do you agree with the author’s assertion(s)?
Explain why or why not.
Your article critique must be at least two pages in length. At a minimum, you must use your chosen article as a reference,
but other resources may be used if needed. Be sure to cite and reference any sources used in APA format.
For the Unit IV Article Critique, the video tutorial on Peer Reviewed Articles from the Success Center may be helpful
.doc file

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Using the databases within the Waldorf Online Library, l appeared first on nursingessayswriter.com.

Instructions: Write strong and effective ledes for print or the Internet — hard-

Instructions: Write strong and effective ledes for print or the Internet — hard-news ledes that would be suitable for a story organized as an inverted pyramid. Your ledes must follow AP style and use proper grammar and proper spelling. They must be factually accurate from the information given in this section. You may not make up facts or embellish your ledes with information not given in this section. However, you are expected to correct any spelling, grammar or style errors contained in these items.Please use 14-point Times or Palatino font and double-space your ledes. Submit them electronically or on paper, as instructed by your professor. Please make sure that your name is on your paper.1. Elbert Straight is pastor of Troy’s Last Slightly Baptist Church. Back in 1978, Straight ran unsuccessfully for mayor of Troy. Approximately 50 families attend Straight’s small, country church, and fewer than 100 people are members of the church. Troy police arrested Straight this morning and charged him with drunken driving. Elbert Straight told the arresting officer that he took a cold perscription this morning and he probably should not be driving.2. A 15 year-old troy boy slipped off the trunk of a moving car this morning. His head hit the asphalt and left a stain of blood on the spot. The car was being driven by his 22-year-old brother Chris Boreman. Chris Boreman works at Troy University as a librarian’s helper. The 15-year-old boy’s name is Jay Boreman and he attends Pike County High School. Troy paramedics responded to the accident. The found the boy dead from the accident.3. Sue Williams was crowned Miss Troy last night. Williams attends Troy University and is 22-years-old. During the talent portion, she fell while baton twirling. Her father, Roy, was a judge in the pageant. Other women in the pageant said they thought they smelled beer on Williams’ breath. Williams said if she had the power, she would make sure there was peace on earth and no child would go hungry. .doc file

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DefineProfitability RatiosGross Margin Operating Margin Return on Assets Return

DefineProfitability RatiosGross Margin
Operating Margin
Return on Assets
Return on Equity
Explain at least five differences between popular and scholarly sources used in research.
Locate and summarize one peer-reviewed, scholarly source from the Ashford University Library and one popular source that pertain to your Final Paper topic. In your summary of each article, comment on the following: biases, reliability, strengths, and limitations.
From the sources you summarized, list and explain at least five visual cues from the peer-reviewed, scholarly source that were not evident in the popular source.
.doc file | Discussion | 1 pages, Double spaced

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Operating Margin
Return on Assets
Return appeared first on nursingessayswriter.com.

First, think about a job that you find interesting in the theatre that you might

First, think about a job that you find interesting in the theatre that you might like to do. We have modules in the course dealing with actors, directors, designers, technicians, etc., to help guide you. Then, using resources in this course and/or resources you can find by searching the internet,

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Cut and paste your Journal directly onto the Journal page. DO NOT USE GOOGLE DOC

Cut and paste your Journal directly onto the Journal page. DO NOT USE GOOGLE DOCS.
Chapter 4 of Gang Leader has the same title as the book, because finally, after 3 years of research, Sudhir has the chance to assume the duties of a gang leader. He had told JT that he thought his job was “easy”, and JT presents him with a challenge.
1. Describe Sudhir’s experience as “gang leader for a day”. Is it an easy job? Cite book quotes to prove your point.
2. Watch the YouTube video linked below. It’s a musical numbers from the 1960s movie “West Side Story”, which is about two rival gangs in the 1950s, the Jets (American whites) and the Sharks (Latino). (A remake of this classic movie will be introduced by Steven Spielberg this year, and there was a modernized version on Broadway ) Watch this video and listen to the words (or better yet, Google the lyrics to “Jet Song” – West Side Story), and talk about the sense of community that the Jets share, and the reasons they give for gang membership and activity.
3. and then compare that sense of community shown in West Side Story to the Black Kings (cite our book)
West Side Story – “Jet Song”

Search for lyrics, as well.
( You may not immediately recognize these gang members as such, since the clothing and hair styles were very different in the 1950s. What is timeless is WHY young males join gangs, and these videos will reveal that.)
4. Why do you think in the 1950s and earlier, some gangs were comprised of white Americans, whose ancestry was from European countries (Italy, Ireland, Poland), while in the time of Gang Leader (the 1980s-90s), and today, gangs are primarily African American and Latino? Think about what motivates young men to join gangs.
Chapter 5 and 6: We know from our Violence text, that violence and poverty are linked. Since our economy was considered pretty strong until the coronavirus (low unemployment and profitable stock market until very recently), we saw violence continue to decrease, although in certain cities across the country, gang violence has been a growing concern, along with drug use and the violence associated with it. Now, with a sudden, unexpected downturn in the economy, we are not sure what to expect in terms of violence.
Chicago is one of the “gang capitals” in our country, and we can trace the history of gang violence there through our readings of Gang Leader, to the present, by looking at modern-day gangs.
5. Compare the gang problem in the late 80s and early 90s from Gang Leader to the problem in modern day Chicago, as presented in the video below:
Meet Gang Members From Chicago’s West Side (HBO) – 11 minutes (Search YouTube with this title if link doesn’t work)

What solutions are presented by Ms. Bailey in Chapter 5 of Gang Leader, as compared to those presented in the video? Describe how the economy is mentioned in both sources. Cite details in the video and quotes and page numbers from the chapter reading.
5a. A major motive for building “the wall” is keeping out the notorious gang, MS-13. Conduct, identify and cite research that shows what percentage of immigration consists of gang members. In addition, quote from our Violence text page 223, (Chapter 7, under “Street Gang Violence”) on President Trump’s addressing of MS-13 in connection to the border wall.
6. Why does Sudhir decide that a focus on the women in the gang neighborhood is necessary to his study? (Gang Leader, Chapter 5) What does Ms. Bailey suggest Sudhir add to his study and why? Cite the reading with quotes and page numbers.
7. Though the unemployment rate within the Robert Taylor projects is officially 96% during the time of Sudhir’s study, there are actually many underground jobs performed by the project residents. Describe several of these jobs (Chapter 6), with quotes and page numbers.
8. Explain the relationship between poverty, stress and violence, as outlined on pages 46 – 48 of our Violence text (Chapter 2, under the heading “Stress and Violence”) Cite the reading with quotes and page numbers.
9. Search YouTube for the video below, about a Catholic priest’s solution to gang violence:
Nothing Stops a Bullet Like a Job
What is Father Boyle’s message, and does it make sense or is it naive? Mention details from the video.

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Can murder be forgiven and can a murderer be rehabilitated? Our Violence text de

Can murder be forgiven and can a murderer be rehabilitated?
Our Violence text describes the term “restorative justice” on page 368 (Chapter 12 under Violence as a Public Health Problem), and we defined it in the Midterm Project.
While the Criminal Justice approach to solving violence is punitive (all about punishment as in prison, the death penalty, fines), the Public Health approach to violence sees violence as an outgrowth of mental illness, a learning disorder, substance abuse, emotional problems, exposure to family violence or dysfunction, social rejection, poverty, and violent influences in the community. If we address those issues we can prevent crime, and if we understand these issues, instead of punishment, we forgive the violent criminal who tries to repair the damage they created.
Under Course Materials, find the New York Times article on restorative justice, about a 19 year old who killed his finance, and how her family came to forgive him.
1. Do you agree that violent crime should be looked at as a health problem, as described on text page 373, Table 12.2 (Chapter 12, Table 2)? Or do you see the criminal as “evil”, and as someone who should be punished? Explain your opinion.
2. Should restorative justice, as in the assigned case study told by the New York Times article under Course Materials, be applied in murder cases? Quote from the article to show what convinces you it works, or convinces you it doesn’t work.
2a. Name at least one risk factor that the murderer exhibited in this case, from the list on Table 12.2., text page 373. Do you think that qualifies him for restorative justice? Are there other factors that qualify him — or not — for forgiveness and rehabilitation?

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Our Violence text de appeared first on nursingessayswriter.com.

Upon hearing the stories of sometimes horrific atrocities clients or client fami

Upon hearing the stories of sometimes horrific atrocities clients or client families have experienced, you as a social worker may find yourself confronting existential questions such as Why? For example, Why do horrible events happen to good people? Why do people abuse their children?
Trying to make sense of such trauma is not easy, and you may seek answers to these existential questions your whole life. And yet, there are opportunities for growth despite trauma for both clients and social workers. This is known as post-traumatic growth, where a renewed sense purpose or a more profound outlook on life is the by-product.
In this Discussion, you work to seek meaning from the trauma your clients experience and the subsequent healing you help your clients achieve in your social work practice.
To prepare:
Read about trauma-informed social work, and read this article listed in the Learning Resources: Vis, J.-A., & Boynton, H. M. (2008). Spirituality and transcendent meaning making: possibilities for enhancing posttraumatic growth. Journal of Religion & Spirituality in Social Work, 27(1/2): 69–86. http://dx.doi.org.ezp.waldenulibrary.org/10.1080/15426430802113814
Post:
In 1 sentence, identify an existential question with which you have grappled in relation to a client who has been traumatized.
Reflect on your fieldwork, or perhaps identify an existential question that might arise in working with the client in the case study you have selected throughout the course.
In 3 to 4 brief sentences, describe where there is potential for growth for the client as a result of the trauma.
In 3 to 4 brief sentences, explain where there is potential for growth for you, the social worker, as a result of listening to the client’s stories and bearing witness to their trauma.
Describe any challenges you may experience between the meaning you hold based on your personal beliefs and working within the client’s potentially different belief framework.
You will respond to 2 colleagues once I upload their posts.

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The problem-solving model was first laid out by Helen Perlman. Her seminal 1957

The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.
Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.
In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.
You will prepare a PowerPoint presentation consisting of 11 to 12 slides, and you will use the Personal Capture function of Kaltura to record both audio and video of yourself presenting your PowerPoint presentation.
To prepare:
Review and focus on the case study that you chose in Week 2.
Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.
In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638
Upload your Kaltura video of you presenting your PowerPoint presentation that addresses the following:
Identify the theoretical orientation you have selected to use.
Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
Discuss the problem definition and formulation based on the theoretical orientation you have selected.
Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
Describe the extent to which the client is able to mobilize the solutions for change.
Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
Evaluate how well the problem-solving model can be used for short-term treatment of this client.
Evaluate one merit and one limitation of using the problem-solving model for this case.
Your 11- to 12-slide PowerPoint presentation should follow these guidelines:
Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides.
Include a brief narration for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).
Record both audio and video for presentation.
Be sure to:
Identify and correctly reference the case study you have chosen.
Use literature to support your claims.
Use APA formatting and style.
Include the reference list on the last slide.
*Be sure to provide a script that I can read from as well

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