Category: Social work

EVERYTHING HAS TO BE ORIGINAL AND NOT EXAMPLES TAKEN FROM “COURS EHERO” PAPERS THAT ARE FROM OTHER OLD STUDENT PAPERS. EVERYTHING INCLUDING EXAMPLES, THOUGHTS AND 
WHOLE ESSAY STYLE, THE WAY THE ESSAY IS WRITTEN AND CITATIONS ALL SHOULD BE ORIGINAL    AND NOT TAKEN FROM OTHER PAPERS AND THEN CHANGED. THIS WAS DONE BY ANOTHER WRITER WHICH WAS REPORTED. 
the following are the assignment instructions: 
This paper is 10 pages in length EXCLUDING the bibliography. Students can choose
any topic they would like related to Eating Disorders except for topics that are
specifically focused on medical issues.
Suggestions for topics include: 
1. Eating disorders and diversity. 
2. Eating disorders and families. 
3. Eating disorders and sexual abuse. 
4. Eating disorders and athletes. 
5. Describe a treatment model (e.g. cognitive behavioural treatment of bulimia,
family therapy, intensive programs, etc.) 
6. How do eating disorders affect a woman’s ability to parent? 
7. The ethical issues associated with compulsory treatment. 
8. Prevention of eating disorders or weight related issues. 
Writing Guidelines: Your paper should be written in 12 point size with margins of 1
inch and double-spaced. Use a minimum of 8 references, using APA citation and
referencing. You may use course articles, as well as other academic materials, as
your references.

Critically analyze the issues that arise from using technology in social work practice and in your role as a leader in a severe substance addiction program
Describe both the positive and negative aspects of technology integration. Focus on those issues that first affect your clients.
Secondly, address issues that affect you in your role (or potential role) as a social work leader. Support your ideas with properly cited references from scholarly sources, which may include your text.
Reading Resources
Reimagining the relationship between social work and information communication technology in the network society
Author: Baker, S., Warburton, J., Hodgkin, S., & Pascal, J.
Journal Title: Australian Social Work
Publication Date: (2014)
Volume: 67
Issue: 4
Start page: 467 End page: 478
A digital environment approach: Four technologies that will disrupt social work practice
Author: Goldkind, L., & Wolf, L.
Journal Title: Social Work
Publication Date: (2015)
Volume: 60
Issue: 1
Start page: 85 End page: 87
Leveraging informal leadership in higher education institutions: A case of diffusion of emerging technologies in a southern context
Author: Ng’ambi, D., & Bozalek, V.
Journal Title: British Journal of Educational Technology
Publication Date: (2013)
Volume: 44
Issue: 6
Start page: 940 End page: 950
ocial work in a digital age: Ethical and risk management challenges
Author: Reamer, F. G.
Journal Title: Social Work
Publication Date: (2013)
Volume: 58
Issue: 2
Start page: 163 End page: 172
Examining philosophy of technology using grounded theory methods
Author: Webster, M. D.
Journal Title: Forum: Qualitative Social Research
Publication Date: (2016)
Volume: 17
Issue: 2
Start page: 202 End page: 229

Objective: This assignment counts towards your grade. It is important for us to be able to identify concepts that we learn in our course, in real life. As we learn about social work we learn to see the world through a social work perspective, particularly through micro, mezzo and macro lenses.
This short film is powerful because it portrays the view of someone seeing the US for the first time from their perspective. Little America describes the story of a Nigerian immigrant, who finds a connection with the Cowboy culture in Oklahoma. 1. Watch Short Film: Click play icon in box below to view film
Runs for about 32 min
2. Reflect
Reflect on all the social work concepts, theories and values you have learned up until now. Through our professional training, social workers make a commitment to empower individuals and at the same time improve society while paying special attention between interactions amongst individuals and their surroundings (recall the person-in-environmentapproach). Use introspection to reflect on the type of social work you would like to practice or eventually specialize in: micro, mezzo and/or macro:
Micro practice refers mostly to helping individuals fit better into their environments. Macro practice refers to modifying the environment so that it works better for individuals. In other words, social workers make a commitment through professional training to help people and to improve society, and to give special attention to the interactions between people and between people and their surroundings.
Mezzo Practice refers to work with families and small groups perhaps in a community setting. Many times mezzo practices is not specifically highlighted since it is sometimes subsumed under micro practice. 1. Analyze and Connect
Answer the following by making connections from the film (minimum 500 words for full credit). (total 100 points)
Choose a practice level that interests you: micro, mezzo or macro, define it (in your own words) make sure you bold the practice type you choose. (20 points) Apply: Use Iwegbuna as a case study. How would you use the practice type you chose (above) to support your client? This is a critical question: Make sure you identify the What (micro, mezzo, macro – what support are you offering and at what level) and the how (how are you implementing this support)…(30 points)
Theory: Choose a theory from Module 2 (Strengths perspective, Empowerment, Person-In-Environment Approach, etc…) define theory (bold theory of choice) and define it. (20 points)
Overall flow and structure of reflection. For example, how you connect your professional, educational experience (what you have learned in class) with Iwegbuna’s life story, observation skills, congruence. (10 points) – don’t worry too much about grammar this is not an English class 😉
Overall thoughts about the movie (any recommendations for other documentaries pertaining to social work)? (10 points)

In about 300 words, reflecting on the Purdy documentary and respond to prompts. No title page or citation required. https://www.pbs.org/video/kbtc-documentaries-purdy/
1. Identify a specific mother and baby in the documentary. Describe how the program fostered the relationship between the mother and baby, and how the program appeared to affect the inmates.
2. Many adults and minors who have been incarcerated report a significant history of trauma. The context of prison in itself is also traumatizing. What may be going on emotionally for the identified mother and her baby? Do you think there could be “ghosts” or “angels” in the nursery that affect the parent and/or their relationship?
3. The Purdy program for mothers and infants depicted in the documentary os not trauma-informed. Wonder how the program could become more “trauma-informed.” Based on what you have learned, consider what may be helpful for mom and baby, and possibly increase the dyad’s well-being, throughout imprisonment and post-release. Imagine what additional support might help them not only survive but also thrive.

Assignment 4
Write an APA 5-6
page report on the case study “Thomas” available in the course
content. Respond to the questions below in your analysis of this case:
What
stereotypes and myths are perpetuated in this case study?
What issues and
concerns are raised in this case study?
Describe how
you would use motivational interviewing with this client. Where would you
begin? How would you get him to consider change?
How would you
work with this client from an ecological, structural, critical, and Aboriginal
perspective?
What supports
or resources would you refer Thomas to? (This can be very specific to your
community.)
What course of
action would you take to support Thomas in this situation? Give reasons for
your choices.
Note: the
supports and resources will vary from community to community. It is interesting
to note the differences but these can also be opportunities for you to work
towards getting needed resources in your own community.
Thomas
is a 19 year old Cree youth, original from a First Nation near Cochrane,
Ontario. When he was 5, Thomas and his three siblings (two brothers, one
sister) were made wards of the Children’s Aid Society because their alcoholic
parents were neglecting them. Thomas was adopted by a non-Indigenous family who
were evangelical Christians of German descent who had Thomas baptized into
their faith. He was sent to a small Christian school where he was the only
Indigenous student.
When
he was 12, he ran away from home. He was found hitchhiking on the highway by
the police, who returned him to his adoptive parents. At age 13, Thomas began
to drink and use marijuana. He began to steal from his parents in order to buy
drugs and alcohol. Several times he was caught and punished by his parents, but
the punishment did not deter him from continuing to steal and abuse alcohol and
drugs. At age 14, he ran away again and his parents, unable to cope with his
behaviour, did not try to find him. Since that time he has been on his own. He
has not seen his natural parents or his siblings since he was adopted at the
age of 6.
Case Study
At
age 16, Thomas spent six months in a young offender’s unit for stealing food,
cigarettes and money from a convenience store. His social worker helped him to
obtain welfare and, when he was released, find a room in a rooming house. She
also helped him enroll in a special Indigenous program at a large secondary
school in Sudbury. Although he does well when he attends, Thomas missed about
half his classes and has been suspended twice for getting into confrontations
with his male teachers. He has threatened them with physical violence, although
he has never followed through on these threats. His English teacher, with whom
he gets along very well, believes that Thomas is by nature a gentle person who
threatens people only when he himself feels threatened.
Thomas
spends most of his free time drinking and playing pool with some older friends
who are also unemployed. He has a girlfriend, who is also Indigenous and a
street kid. Recently she found out she is pregnant. She and Thomas are
discussing the possibility of getting married since she wants to keep the baby.
Thomas is not sure what he wants to do. He likes the idea of having a family of
his own, but is afraid of the responsibility of a family. As well, he has fears
that he will repeat his own parents’ abuse and neglect. Thomas recognizes that
he has a drinking problem, but seems unwilling to do anything about it.  He tends to believe that his drinking problem
is due to the fact that he is Indigenous.
Thomas
tells his school counsellor that he wants to graduate from secondary school and
become a carpenter, since the classes he enjoys most are the shop classes he
takes. He admits that his attendance is a problem, but he can’t seem to get
motivated to attend school long enough to obtain the credits he needs to
graduate. He also complains that the teachers treat him like a kid, when they
should recognize that he’s been on his own for almost three years now, and they
should treat him more like an adult. Thomas has agreed to see the Indigenous
counsellor who works in the special school program for Indigenous youth in
order to try to get his life together.
References
Duran, E. &
Duran, B. (1995) Native American postcolonial psychology. Albany: UNY Pres.
Hodgson, M.
(1997). Cross-addictions of gambling, alcohol and drugs in Aboriginal
communities. Native Social Work Journal, 1, May. Sudbury: Laurentian University
Press. 25-32.
Leland, J.
(1976). Firewater Myths. New Jersey: Rutgers Centre of Alcohol Studies.
National Native
Alcohol and Drug Abuse Program (2015). Retrieved from:
https://www.canada.ca/en/health-canada/services/substance-use/canadian-drugs-substances-strategy/funding/national-native-alcohol-drug-abuse-program.html
Prochanska
Report of the
Royal Commission on Aboriginal peoples, Vol. 3. (1996). Ottawa: Canada
Communication Group Publishing.
Rollnick S.,
& Miller, W.R. (1995).  What is
motivational interviewing?  Behavioural
and Cognitive Psychotherapy, 23, 325-334.
Smillie-Adjarkwa,
C. (2009). Aboriginal alcohol addiction in Ontario Canada: A look at the
history and current healing methods that are working in breaking the cycle of
abuse. Indigenous Policy Journal. December 16, 2009. Retrieved from:

Aboriginal Alcohol Addiction in Ontario Canada: A Look at the History and Current Healing Methods That Are Working In Breaking the Cycle of Abuse

Truth and
Reconciliation Commission of Canada. (2015). What We Have Learned, Principles
of Truth and Reconciliation. Retrieved from:
https://publications.gc.ca/collections/collection_2015/trc/IR4-6-2015-eng.pdf
Truth and
Reconciliation Commission of Canada. (2015). Truth and Reconciliation
Commission of Canada: Calls to Action. Retrieved from:
https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf

Ontario, Canada based
Write a 5-6 page paper on how you would evaluate a counselling program to assist distance-education students to successfully complete their university studies. Make sure you include at least five (5) academic references.
Describe what resources would be required to run the program.
Describe the program activities.
Describe the short-term impact of the program.
Describe the long-term outcomes of the program.
How would you evaluate this counselling program?

https://www.nbcnews.com/politics/white-house/cease-fire-talks-come-key-moment-biden-faces-growing-campus-protests-rcna150084

Twins Again
by Éric Picholle
translated by Sheryl Curtis
1. Ship-time: January 5, 2033 09:15:00
Earth-time: November 17, 2032 11:23:17
Tara: 16 years old today!
Macha: turning 15 soon
(1)Macha’s clock accelerated. I felt it, even before checking my clock, the one that runs by ship’s time; I’ve spent enough time watching her clock slowly count off the seconds for the better part of two years to know its pace, one second for roughly every ten seconds. One of Macha’s heartbeats for ten of mine—her own twin! But right now, it’s closer to one for eight.
(2)That can only mean one thing: the astronomers have detected a likely planet, and we’ve started to decelerate. I’m probably the first one in the ship to know it, apart from the bridge crew and the engineers, of course. And Tom, maybe. Tom is the only other twin on board the SS Paul Langevin. He has two clocks in his cabin as well—for the stupid psychological study, I guess. I doubt if anyone is seriously considering this far-fetched idea of interstellar telepathy. Tom thinks it’s all about advertising; they did take a lot of shots of us standing next to our clocks, Macha and me, Tara, and Tom and Franck, just before take-off. Two sets of identical twins, two 13-year-old girls and two 14-year-old boys. Twins of the same age, even though it sounds idiotic when you say it like that.
(3)Since then, things have become a little more complicated. Close to Earth, the slippage wasn’t really noticeable; then Macha’s clock seemed to slow. At first, I used to calculate the difference in our ages to the minute. It was almost a game. Then, when we reach cruising speed, with this factor of 10 between our clocks, hers seemed to stop. A year later, I was 14—duh!—and she was still 13. When the astronomers assigned us a new target, and the engines had to be restarted to correct the trajectory to Fomalhaut-7, there was a strange period when her clock suddenly accelerated, catching up to mine. For the briefest moment, we were twins again, normal twins, both 14 years old—then pop! A week later, I was still 14 and Macha was already 15. Yet we weren’t all that far from the Earth. Then the maneuver was over. We returned to cruising speed and I went back to aging faster than she did, until I caught up with her—twins again, again!—and passed her.
(4)Sorry, I’m rambling. But I have a good excuse: today is my birthday. And I find it a little weird that it isn’t Macha’s as well. The first time this happened, I cried. I hope that Fomalhaut-7 will be a nice planet. That would be the best gift ever!
2. S-time: February 3, 2033 03:17:00
E-time: February 3, 2033 03:10:23
Tara & Macha: almost 16 years and 1 month
(5)What am I doing up in the middle of the night? And in a boy’s cabin, of all places? We’re staring at a clock, of course! The clock that tells Franck’s time, his twin’s time, the same time as Macha’s, on Earth. And believe you me, it’s racing ahead: almost 20 seconds for each one of ours. Just a few more, and we’ll all be twins again, for one glorious instant.
(6)We’ve calculated the exact time, obviously. 03:17:33 sharp. Ten seconds. Tom holds me close to him. Five! Four! Three! Two! One! Now!
(7)It all happened too fast. I’m not even sure I really saw the two identical times, on both clocks. I placed my head on Tom’s shoulder for a few extra seconds, just in case. Tom and Tara . . . the time it takes to form a thought, and Macha has already started aging fast. She’s now older than me by four minutes, and counting.
(8)Twenty seconds for each of ours—and it won’t get any better. The scientists have confirmed that F-7 is an Earth-like planet, and the captain announced that we’ll keep on decelerating until we reach a full stop. Neither Tom nor I have dared to calculate how old our twins will be when we arrive in about 10 days.
(9)Right now, I don’t even care what name we’ll give our planet. Tomorrow will be another day. I’m going to bed.
3. S-time: February 14, 2033 10:00:00
E-time: June 7, 2060 01:17:12
Tara: Just over 16 years and 1 month
Macha: 43 and a half
(10)Me again. Sorry, but I haven’t had much time for you guys lately! They say that the final days of a long journey are always frantic. I can vouch for that. Between the workshops on the latest discoveries on our new planet and all the practical details of preparing to disembark, I haven’t had a minute to myself.
(11)F-7 looks so much like Earth that most people wanted to call it “Earth 2,” but the captain vetoed that. There’s only one Earth! So it will be called Einstein, after Albert, of course.
(12)Why is it never the right clock that slows? I bet she thinks I’m leaving her behind. She’s probably furious at me. When deceleration peaked, we could no longer read the Earth minutes, which flew by at more than 20 per second. It’s fine to know that the faster I travel away from my twin, the faster she may age. But it’s quite another matter to see it.
(13)When Macha edged past 40—leaving me behind as well—I turned off her clock. Then Tom managed to make me smile, telling me that my twin might well have children my own age.
(14)I no longer have anything to do with Earth or it with me. Even the news of our safe arrival won’t reach them for another quarter of a century, along with our invitation to join us on Einstein, humankind’s new blue planet.
(15)Tom and I are scheduled to land in just over a month. But we’re already Einsteinians. For real.
-Say what the mood is
-Use two text evidence to back it up
-Explain the text evidence

Provide the link to your recording and a summary (200-300 words) of the experience in the “Mock Group Session Video Recording and Summary” document. 

Overview
Up until this point, the course assignments have been designed to support your engagement with population groups as change agents and to develop an organizational and community assessment. You are now in position to develop an intervention plan to address the condition you have identified, beginning with a clear frame of the condition and a working intervention hypothesis. You will then develop an intervention designed to collaboratively address the condition identified by the focal population. Consider the focal population and condition from your previous assignment submissions to complete this assignment.
By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and generalist behaviors:
EPAS Competency 4: Engage in practice-informed research and research-informed practice.
C4.GP.A: Apply research findings to inform and improve practice, policy, and programs.
Related Assignment Criteria:
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
C4.GP.B: Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.
Related Assignment Criterion:
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
EPAS Competency 5: Engage in policy practice.
C5.GP.A: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services.
Related Assignment Criteria:
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community.
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
C5.GP.B: Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.
Related Assignment Criteria:
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them.
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
EPAS Competency 6: Engage with individuals, families, groups, organizations, and communities.
C6.GP.A: Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies.
Related Assignment Criterion:
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
Instructions
Include the following in your final assignment.
Designing and Building Support
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
Refer to page 329 of your course text for more information.
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
Refer to page 334 of your course text for more information.
If the terminology used by the organization or community you are writing about is different than presented in the example, be sure to note which system it aligns with (initiator, change agent, client, support, controlling, host and implementing, target, or action).
Explain your rationale for selecting each system representative.
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
Strategies and Tactics
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
How have similar barriers been addressed by other organizations and communities in the past?
Be sure to include professional and academic sources to support analysis.
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
Be sure to include professional and academic sources to support your rationale.
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community.
How will quality of life improve?
What might occur is there is no intervention?
Include professional and academic sources to support your rationale.
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them.
Be sure to include professional and academic sources to support your rationale.
Planning and Implementing
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
Be sure to include professional and academic sources to support your rationale.
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
Be sure to include professional and academic sources to support your ideas.
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
Additional Requirements
Your submission should meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
References: 15–20 professional and academic resources. All literature cited should be current, with publication dates within the past 5 years.
APA formatting: Resources and citations are formatted according to current APA style. See the Evidence and APALinks to an external site. section of the Writing Center for guidance. Include a cover page, introduction, conclusion, and references page.
Length of paper: 10–15 double-spaced pages.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Apply research findings to inform and improve practice, policy, and programs. (C4.GP.A)
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis. (C4.GP.A)
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives). (C4.GP.A)
Competency 2: Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work. (C4.GP.B)
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics. (C4.GP.B)
Competency 3: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services. (C5.GP.A)
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers. (C5.GP.A)
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community. (C5.GP.A)
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention. (C5.GP.A)
Competency 4: Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice. (C5.GP.B)
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified. (C5.GP.B)
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them. (C5.GP.B)
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear). (C5.GP.B)
Competency 5: Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies. (C6.GP.A)
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach. (C6.GP.A)
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
View Rubric
Plan for Macro-Level Change
Plan for Macro-Level Change
Criteria Ratings Pts
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis. (C4.GP.A)
28 to >23.8 pts
DISTINGUISHED
Develops a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis. Frame is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Develops a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
19.6 to >0 pts
BASIC
Partially develops a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
0 pts
NON_PERFORMANCE
Does not develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
/ 28 pts
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives). (C4.GP.A)
28 to >23.8 pts
DISTINGUISHED
Assesses critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives). Assessment is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Assesses critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
19.6 to >0 pts
BASIC
Partially assesses critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
0 pts
NON_PERFORMANCE
Does not assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
/ 28 pts
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics. (C4.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics. Explanation is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Explains how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
19.6 to >0 pts
BASIC
Partially explains how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
0 pts
NON_PERFORMANCE
Does not explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
/ 28 pts
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers. (C5.GP.A)
28 to >23.8 pts
DISTINGUISHED
Analyzes the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers. Analysis is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Analyzes the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
19.6 to >0 pts
BASIC
Partially analyzes the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
0 pts
NON_PERFORMANCE
Does not analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
/ 28 pts
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified. (C5.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified. Explanation is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Explains the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
19.6 to >0 pts
BASIC
Partially explains the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
0 pts
NON_PERFORMANCE
Does not explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
/ 28 pts
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community. (C5.GP.A)
28 to >23.8 pts
DISTINGUISHED
Describes how implementing the strategies will impact the quality of life for the focal population in the organization or community. Claims are clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Describes how implementing the strategies will impact the quality of life for the focal population in the organization or community.
19.6 to >0 pts
BASIC
Partially describes how implementing the strategies will impact the quality of life for the focal population in the organization or community.
0 pts
NON_PERFORMANCE
Does not describe how implementing the strategies will impact the quality of life for the focal population in the organization or community.
/ 28 pts
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them. (C5.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains two tactics you will use as part of your intervention strategy and your rationale for selecting them. Tactics are supported by professional knowledge base.
23.8 to >19.6 pts
PROFICIENT
Explains two tactics you will use as part of your intervention strategy and your rationale for selecting them.
19.6 to >0 pts
BASIC
Partially explain two tactics, or explains only one tactic, you will use as part of your intervention strategy and your rationale for selecting them.
0 pts
NON_PERFORMANCE
Does not explain two tactics you will use as part of your intervention strategy and your rationale for selecting them.
/ 28 pts
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear). (C5.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear). Rationale is supported by professional knowledge base.
23.8 to >19.6 pts
PROFICIENT
Explains the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
19.6 to >0 pts
BASIC
Partially explains the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
0 pts
NON_PERFORMANCE
Does not explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
/ 28 pts
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention. (C5.GP.A)
28 to >23.8 pts
DISTINGUISHED
Applies a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention. Claims are clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Applies a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
19.6 to >0 pts
BASIC
Partially applies a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
0 pts
NON_PERFORMANCE
Does not apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
/ 28 pts
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach. (C6.GP.A)
28 to >23.8 pts
DISTINGUISHED
Develops a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach. Claims are clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Develops a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
19.6 to >0 pts
BASIC
Partially develops a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
0 pts
NON_PERFORMANCE
Does not develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
/ 28 pts
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
70 to >59.5 pts
DISTINGUISHED
Communicates with exceptional clarity in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
59.5 to >49 pts
PROFICIENT
Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
49 to >0 pts
BASIC
Communicates in a manner that is professional and consistent with expectations for members of the social work profession.
0 pts
NON_PERFORMANCE
Does not communicate in a manner that is consistent with expectations for members of the social work profession.
/ 70 pts
Total Points: 0