Category: Social work

Instructions: Select ONE population of interest: elderly people OR families living below the poverty level.
Based on your selected population of interest, visit (or contact with the approval of your instructor) ONE of the following community organizations: A senior center or homeless shelter. After you leave, write down your observations and impressions. Then, prepare a 900-1200-word report based on your visit. In your report, address each of the questions (listed below) associated with the selected site you visited. Describe the facility in detail. Is it well-designed as a living space to accommodate this type of client/service? Explain.
Explain what services, programs, and activities are available.
Explain how helpful these benefits and services are to addressing the needs of the targeted population.
Describe the availability of and access to services and the impact of a local, state, and federal level policy on service accessibility and delivery needs.
Explain if the facility’s policies and requirements are appropriate, given the research on the topic.
Describe the needs, strengths and assets of the community organization you visited. Describe the programmatic requirements they have in place. Are there any barriers to service delivery? Are there waitlists?
Explain if you think the center meets the needs and interests of the intended service population.
Recommend changes that could be implemented to better meet needs and interests.
Explain how services are designed to build on the strengths and assets of the service population.
Lastly, refer to Social Work Disposition #1: Value: Service; Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems in your report.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
GCU Benchmark Information
This benchmark assignment assesses the following programmatic competency and professional standards:
MSW
5.1: Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services. [EPAS 5]
This assignment is informed by the following EPAS Standards:
1: Demonstrate Ethical and Professional Behavior
2: Engage Diversity and Difference in Practice
3: Advance Human Rights and Social, Economic, and Environmental Justice
5: Engage in Policy Practice
6: Engage with Individuals, Families, Groups, Organizations, and Communities (System Level: Organizations)

After becoming familiar with path-goal and servant leadership theories, determine which one fits best with a mentor or educator you wish to emulate or with your own leadership style. Justify how your chosen theory applies in your agency or university. Support your ideas with properly cited references from scholarly sources, which may include your text.
Reading Resources
Leadership: Theory & Practice Northouse PG 2021
Chapter 6, “Path-Goal Theory,” pages 132–156.
Chapter 10, “Servant Leadership,” pages 253–284.
Understanding mentoring in leadership development: Perspectives of district administrators and aspiring leaders
Author: Clayton, J., & Sanzo, K.
Journal Title: Journal of Research on Leadership Education
Publication Date: (2013)
Volume: 8
Issue: 1
Start page: 77 End page: 96
Servant leadership: Teaching the helping professional
Author: Fields, J. W., Thompson, K. C., & Hawkins, J. R
Journal Title: Journal of Leadership Education
Publication Date: (2015)
Volume: 14
Issue: 4
Start page: 92 End page: 105
The multifaceted nature of mentors’ authentic leadership and mentees’ emotional intelligence: A critical perspective
Author: Shapira-Lishchinsky, O., & Levy-Gazenfranta, T.
Journal Title: Educational Management Administration & Leadership
Publication Date: (2016)
Volume: 44
Issue: 6
Start page: 951 End page: 969

For this assignment, you are required to choose a substance use or addiction-related topic of interest and review the current literature (ONLY academic, research-based, peer-reviewed).  In this paper you should focus on material from the last five years, as relevant to the issue you are investigating.  Older sources may be used only if they are clearly meaningful and influential.  The best sources for the lit review are research (journal) articles – .  Do NOT include newspaper articles, opinion pieces, blogs, agency website info, etc.   
Use 5-7 high-quality research-based resources (no more, no less).  Try to make your topic as specific as possible.   
This assignment MUST include the following elements:  
A clear, neutral introduction and conclusion. Your introduction will contain one sentence that summarizes the themes you perceive, in the same order they are presented in your paper.  
A thematic review of the articles, using subtitles to name each. You might have three or four main themes in this paper. Themes will come from the articles, and they cannot be determined in advance. However…  
Every literature review needs one common theme called “Gaps in the Literature”. This will be the last theme you present in your paper, and must include a social work perspective. Not sure what this means? Refer to: https://www.casw-acts.ca/files/attachements/code_of_ethics_values_principles_0.pdf
So… your paper will have a title page, introduction, three or four themes that are clearly evident by subtitles, a final theme that reviews “Gaps in the Literature” from a social work perspective, a conclusion, and a reference list – all in APA 7th ed. format.   
You might refer to the information at https://www.scribbr.com/dissertation/literature-review/ .  Please ensure that you have completed a thematic literature review (reviews of papers are integrated by theme; each theme references two or more articles) and NOT an annotated bibliography (each paper reviewed separately).   
.           
The literature review is NOT an argumentative essay, in that it is not supposed to make a point or prove one.  The literature review for the purposes of this course simple is a summary of the current state of knowledge on a particular issue. 
Some general topics (also feel free to choose something outside of this list): 
Trauma and substance use (e.g. childhood sexual abuse and substance use, PTSD and substances, violence and drug use, sex work and drug use, shame/guilt, etc.) 
Cultural/Spiritual issues (e.g. drug use in a specific community: Aboriginal, South Asian, people who are deaf, gay men; mindfulness meditation, Eastern perspectives on addiction, etc.)   
A specific child/youth issue related to addiction (e.g. youth prevention strategies, prenatal exposure to drugs, education re. FAS/FAE, access to alcohol/drugs, etc.)   
A specific drug or any other focused issue (e.g. social media or Internet addiction, food addiction, any clinical issue related to drug or alcohol use, alcohol and anxiety, raves in BC, etc.) 
A specific aspect of harm reduction (e.g. needle exchange, peer involvement, supervised injection sites, HIV prevention for a certain population, etc.) 
You will be graded as follows: Relevance of selected articles /5; Grammar, Spelling, and Writing Style /5; Review of Research, Themes and Discussion /15; Summary and Conclusions /5. 

Getting Started
Process recordings are detailed written accounts of professional interactions that you have with clients (individuals, families, and groups), group participants, or stakeholders. Key elements of the recordings are your self-reflection about the interaction, your thoughts and feelings about the interaction, the identification of the competencies you demonstrated in the interaction (or are working on developing) and the application of theory to the interaction. This process recording, based on evidence regarding the integration of theory in practice, includes four steps or stages in the integration process:
Retrieval and recall
Reflection and examination of reactions
Linkage of subjective reaction with objective facts
Formulation of professional response based on analysis.
Resources
File: Individual-Family Process Recording SAMPLE.pdf
File: Group Process Recording SAMPLE.pdf
Website: Tevera Field Platform: https://indwes.tevera.app/#/logon
Background Information
Students are required to complete two individual and/or group process recordings during each field seminar. Students should complete process recordings based on direct practice interventions, assessments, contacts, group facilitation, etc. Work with your field practicum supervisor and/or course faculty to clarify which interactions for which you should complete your process recordings. If, during the first few weeks of your practicum, you are not doing direct practice, assessments, or other similar interactions, you may complete the process recording based on observation or co-therapy assignments working with other professionals. Consult with your field instructor before and after completing each process recording.
Instructions
**Individual background is a MI/DD Adult recieving case managment services through Community Mental Health**
Complete the process recording, using the individual-family version of the form, filling in the template in all the areas provided with thoroughness and thoughtfulness. Again, consult with your field practicum supervisor before and after completing each process recording.
Complete the process recording demonstrating your thoughtful understanding, reflections and skills and competencies that you used during the interaction. Make sure to comment on issue of ethics, worldview or client culture that are typically present in all interactions.

Ensayo sobre Ambientes de aprendizaje en Educación Inicial que tenga Introducción, desarrollo y conclusión 

The lack of resources for Black men with Schizophrenia
Paper must have a minimum of five scholarly references.  APA style is required. 
Topic must be approved by the instructor. The paper must have the following elements and should be prepared in the order that follows.
I.          Identification and Definition of the Social Problem
II.         Discussion on the Impact of the Problem
How widespread is the problem in the general population?  Provide statistics.
What populations are most adversely affected by the problem?  Provide statistics.
.           What is the impact of the problem on diverse populations and populations at risk?  Provide statistics.
III.       Identification of Social Policies That Address the Problem and Brief Explanation of the Purpose of the Policy
IV.       Identification of Social Services That Address the Problem
V.        Discussion of the Roles of Private Troubles and Public Issues in Contributing to the Problem
VI.       Identification and Discussion of Stressors in the Social Environment that Contribute to the Continuation of the Problem
VII.      Identification and Discussion of Strengths (Resources) in the Social Environment that Could Be Used to Address the Problem
VIII.     What is the impact of the problem on diverse populations and populations at risk?           Provide statistics.
IX.       Conclusion
Describe what you think should be done to address the problem.
Give reasons for your recommendation(s).

Assignment: Community Assessment / Development
The purpose of this assignment is to apply the ideas and skills of neighborhood / community assessment and asset mapping with a critically reflective perspective upon your agency’s role as a community institution and / or “Good Neighbor”. 
Compare and contrast the characteristics of resourceful communities as Mondros (2001) describes them to the neighborhood in which your field agency is located. Consider the charge Brown (1995) makes to agencies to be responsive to their neighborhoods and compare that charge to your agency. Identify improvements your agency could make in its relationship to the neighborhood/community in which it is located including consideration of orientation toward cultural humility and SAMSHA (and others) ideas about Resilient and Trauma informed community development.
Use the following course resources:
1. Handout provided to guide viewing of Gaining Ground created from Mondros and Brown articles
2. Table 7.1 from Finn, Just Practice text (Getting to know your organization)
3. Pages 7-11 of the Mapping the Assets of Your Community article addressing the two sections about Local Institutions and Informal Organizations
4. Table 2 (the organizational level) from the Fisher-Borne article From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence (Table 2 copied below, full article provided as a resource in Canvas).
*In addition, use your knowledge of your agency and the agency’s available documents or online information.  Also, utilize available census data, MN Canvas data, or other info sources as you address questions about the location and composition of the neighborhood; i.e., if you are unaware of the community schools or the population comprised of school aged children in need of a school or daycare, seek out other source material for this information.  Provide in- text citation for these and provide a reference list at the end.   
4. SAMSHA’s 6 principles of a Trauma informed approach.
Identify social and/or political opportunities and barriers present in the agency’s neighborhood / community and consider ways to address/resolve them: consider the elements of neighborhood asset mapping and Trauma informed approaches in addition to Mondros. (be specific and detailed)
Part 2: Provide a written summary (3-5 paragraphs) of your critically reflective assessment of the resourcefulness of the neighborhood / community is which your agency is located, your assessment of your agency’s role as a “good neighbor” and not merely a service provider, and suggestions / recommendations for efforts or changes for agency development as a “good neighbor”.
Consider Brown’s recommendations for fostering community as well as the community development example article and determine ways your agency could collaborate on its own or in alliance with other organizations or with clients to foster the development of a more resourceful community.
I did most of the assignment I just need help with two parts I will attach all the articles listed and the paper I am working on. 

please change individual name to henry star. look at powerpoint for info & rewrite like paper attached. you can paraphrase informatiion

mental health among young adults in high poverty areas dealing with African American aand Hispanic youth. 

By successfully completing this assignment, you will demonstrate your proficiency in the following EPAs and advance practice behaviors:
Competency 1: Demonstrate Ethical and Professional Behavior.
C1.SP.A: Utilize best practices in ethical decision making by applying leadership skills, technology, relevant laws and regulations, core values, and standards of the NASW Code of Ethics to an ethical problem-solving model to inform ethical decision making in the specialization of advanced generalist practice.
C1.SP.B: Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.
​Related Assignment Criterion:
1. Describe how ethical behaviors were demonstrated in practice.
Competency 3: Engage Anti-racism, Diversity, Equity, and Inclusion (ADEI) in Practice.
C3.SP.A: Demonstrate how diversity and intersectionality shape human experiences and apply anti-racist and anti-oppressive intervention techniques and technologies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalized practice.
C3.SP.B: Demonstrate cultural humility by applying leadership skills, ethical use of technology, critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences in the specialization of advanced generalist practice.
Related Assignment Criterion:
2. Describe how ADEI awareness was demonstrated in practice.
Competency 4: Engage in Practice-Informed Research and Research-Informed Practice.
C4.SP.A: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings.
Related Assignment Criterion:
3. Describe applications of integrating practice-informed research.
Competency 5: Engage in Policy Practice.
C5.SP.A: Use social justice, decision making, critical thinking, anti-racist, and anti-oppressive, strategies to assess how social welfare policies affect the delivery of and access to services with diverse individuals, families, groups, organizations, and communities at the local and global levels in the specialization of advanced generalist practice.
Related Assignment Criterion:
4. Describe engagement in policy practice.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities.
C6.SP.A: Critically evaluate theories of human behavior, person in environment, and interpersonal conceptual frameworks to facilitate engagement with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.
C6.SP.B: Apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, in culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.
Related Assignment Criterion:
5. Describe evidence of engagement with individuals, families, groups, organizations, and/or communities.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities.
C7.SP.A: Apply and integrate leadership skills, technology, theories of human behavior, person in environment, and culturally responsive interpersonal conceptual frameworks when assessing clients and constituencies in the specialization of advanced generalist practice.
C7.SP.B: Apply critical thinking, interpersonal, engagement skills and the ethical use of technology in the assessment process to promote client rights to self-determination and collaborate with clients and constituencies to develop mutually agreed upon goals in the specialization of advanced generalist practice.
Related Assignment Criterion:
6. Describe assessment of individuals, families, groups, organizations, and/or communities.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities.
C8.SP.B: Analyze and integrate culturally responsive best practice theories and methods in the specialization of advanced generalist practice to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.
C8.SP.C: Apply leadership skills, decision making, interprofessional conceptual frameworks, and emerging technologies in the specialization of advanced generalist social work practice when intervening with individuals, families, groups, organizations, and communities to promote systemic change towards client sustainability.
Related Assignment Criterion:
7. Describe interventions with individuals, families, groups, organizations, and/or communities.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities.
C9.SP.A: Analyze and integrate culturally responsive evaluation and assessment methods to evaluate outcomes with individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.
C9.SP.B: Apply critical thinking, leadership skills and technology in the application of evaluation findings with individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.
Related Assignment Criterion:
8. Evaluate practice with individuals, families, groups, organizations, and/or communities and offers evidence.
Instructions
As you assemble your MSW program portfolio as a PowerPoint presentation, include the following:
Regarding the client or client system that you analyzed in your Case Study Analysis and Intervention Plan assignment:
Describe how ethical behaviors were demonstrated in practice with this client or client system.
Offer specific examples to support the description of how ethical behaviors were demonstrated.
Describe how ADEI awareness was demonstrated in practice.
Offer specific examples to support the description of how ADEI awareness was demonstrated.
Describe applications of integrating practice-informed research.
Offer specific examples of integrating practice-informed research.
Regarding the federal, state, or local social policy that you analyzed in your Policy Analysis and Advocacy Paper:
Describe applications of integrating practice-informed research.
Offer specific examples of integrating practice-informed research.
Describe engagement in policy practice.
Offer specific examples of engaging in policy practice.
Regarding other experiences during the MSW program:
Describe evidence of engagement with individuals, families, groups, organizations, and/or communities.
Explain growth and transformative experiences.
Describes assessment of individuals, families, groups, organizations, and/or communities.
Explain growth and transformative experiences.
Describes interventions with individuals, families, groups, organizations, and/or communities.
Explain growth and transformative experiences.
Evaluates practice with individuals, families, groups, organizations, and/or communities and offers evidence.
Explain growth and transformative experiences.