Category: Social work

See the way it combines both qualitative and quantitative methods.I’ve attached the scoping review chart google link, and an example of the published form of a scoping review so you see what it eventually results in
I’ll send your 6 articles separately to each of you, so as not to confuse who will read what.
Scoping Review “Chart” to fill out. 
An example of another completed “scoping review” that I’ve written on Christian Faith and Resilience. untitled (nacsw.org). Not required reading, just skim for an example of how this article reading fleshes out as a type of research.
Some notes for the Chart:
You can feel free to use phrases, words, sentences, etc that will give us a sense of it. I listed an example to follow. You can take up two/three rows if you need to.
*Others who choose Option 3 will use the same google sheet, so you may want to start with your title. Currently
Read the article, and fill in each column with what it asks for. Feel free to ask my any questions, but also don’t fall into overthinking this- you really are reading the article, and summarizing (in chart form) key aspects of it. When all the articles are done, you may see some “trends” of the information, both similarities and differences that start to paint a picture.”

Your individual beliefs and values are part of your personal identity. As you develop a professional identity, conflicts may arise when clients have different values and beliefs than you do. In this Discussion, you examine the importance of recognizing your own values and cultivating cultural competency.

Review the rubric to make sure you understand the criteria for earning your grade.
In your textbook, Social Work Skills for Beginning Direct Practice, read Chapter 12 “Practice Evaluation” and Chapter 13 “Termination.”
Read the article, Grief only? Client and social worker reactions to termination. Note the social workers’ reactions to termination with clients. If you are not already logged in, you will be prompted to log in to the OCLS using your MyIWU log-in and password.
Review and consider the application of the NASW Code of Ethics to the evaluation and termination phases of the social work practice framework.
Reflect on your experiences with endings, interruptions, and transitions. Consider their implications by responding to the following sets of questions:Reflect on specific evaluation methods a social worker could use to measure ongoing needs and program effectiveness clients. What is one formal evaluation strategy that the social worker could use to evaluate progress made on specific treatment goals and ongoing needs? Why is evaluation a matter of ethical practice in this case?
What memories come to mind when you think of your own experiences with endings, interruptions, and transitions? Some common examples may include finishing a school year and saying goodbye to teachers and classmates you liked, moving away for college, or finding out that a doctor you feel comfortable with is leaving practice. What positive and negative thoughts and feelings do you have about endings and how may they relate to clients’ experiences of endings in the change process? How might endings in your future social work practice bring up both the positive and negative emotions surrounding your memories? What is your plan to manage these emotions when you are terminating with clients?
After reviewing the NASW Code of Ethics, section 1.17, consider the client population you hope to work with. What are some ethical considerations you have towards the termination process, and how do you plan to terminate with clients ethically? For example, how might you prepare clients for an upcoming leave of absence or termination? What are some examples of things you might say? As another example, how might you collaborate with a client to create a discharge plan that addresses her ongoing needs for safety?

PLEASE READ AND FOLLOW RUBRIC EXACTLY ALL INSTRUCTIONS ARE THERE. MAKE SURE TO SEND PLAGERISM REPORT AFTER COMPLETE.

Students will implement a policy advocacy activity (letter writing, lobbying, working on a campaign, etc.)  The policy and policy advocacy activity must be approved by the instructor in advance. If the student changes the activity after initial approval is granted, the student must obtain approval of the new activity prior to turning in the assignment or the assignment may not be accepted.
Required Assignment Headings (These are all main sections and would be considered first level headings per APA.)
Title (followed by introductory paragraph)
Policy Background
Historical, Theoretical, and Ethical Influences
Formulating the Plan
Policy Advocacy Activity
Reflection
Conclusion
References
1)     Preparation and Professional Writing (40 Points) 
This 4-6 page paper (not including title page or references) requires a minimum of three scholarly sources.
Scholarly writing in the School of Social Work requires the accurate use of the most current APA Edition. Students must use Times New Roman 12-point font. An abstract is not required for this assignment.
It is acceptable and preferable for you to write this assignment in the first person because you are describing activities you engaged in during the completion of your project.
Professional papers include introductory and concluding paragraphs.
Submission requires a scholarly level of writing that includes cited research to back up assertions.
2)     Policy Background (10 points) (K)
Describe how you selected your policy.
Why are you interested in this policy?
Briefly summarize what the literature or other professional or scholarly sources have to say about this policy.
3)     Historical, Theoretical, and Ethical Influences (50 points) (K)
Articulate relevant historical, theoretical and ethical influences on this topic/policy. Be sure to address all three of these influences.
Using an anti-racist and anti-oppressive perspective, analyze how the chosen policy impacts service delivery and/or access or otherwise affects well-being considering these influences.
Be explicit about how BIPOC (black, indigenous, people of color) individuals and other historically marginalized groups such as the LGBTQIA+ community, people with (dis) abilities, etc. are negatively or positively impacted by your chosen policy.
This section is another place where you will use scholarly sources to support your comments.
4)     Formulating the Plan (20 points) (S)
Discuss how you formulated your policy advocacy plan (sending email to state legislatures).
Explain how your plan is aligned with the targeted practice setting (local, state, federal, global).
Include relevant collaboration with individuals, colleagues, groups, or communities.
What are your goals for this plan?
How would achieving these goals advance human rights and social, racial, economic, and environmental justice?
Make sure to address all of these areas of justice.
5)     Policy Advocacy Activity (20 points) (S)
Describe your policy advocacy activity, being explicit about interactions with colleagues, clients, or the community during the process.
What action(s) did you take and why?
How might these actions help to achieve your stated policy advocacy goals?  
6)     Reflection (30 points) (C/A)
Reflect on what you learned about policy advocacy through the implementation of this activity.
What specific policy advocacy skills did you learn and how did you learn them?
What have you learned about the role social workers play in anti-racist and anti-oppressive policy development?
How might you fulfill this role differently next time?
How will you incorporate what you have learned about policy advocacy into your future social work practice?
I attached my advocacy propsal and the paper should be about the exact proposal I gave. I have planned to send an email as my advocacy email to my state legislatures. If you need additional information let me know because there is a lot involved in this paper and a lot of steps. 

Instructions Attached.
1. Statement of the problem &  Literature Review are together in the same doc attached (AlmonteWillianaLiterature ReviewProgram Evaluation Strategydone.docx)
Required Text
Grinnell, R.M., Gabor, P.A, & Unrau, Y.A. (2019). Program evaluation for social workers:
Foundations of evidence-based programs
please check out the rubric before submitting paper.
Plea(8th ed.). Oxford University Press

Students will write a 5-7 page treatment plan of a client from a movie, book, or documentary film. Students must address the following prompts in their papers:
Identify and prioritize problems to address with the client in treatment.
Identify potential players on the treatment team and assign roles.
Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment.
Identify potential solutions to the problem and articulate descriptions for solution planning.
Identify and address potential strengths and barriers to solutions.
Identify potential traumatic reminders/stressors
Grading Criteria
Your paper will be graded based on following criteria:
Criteria Points Description
Identify and prioritize problems to address with the client in treatment. 40 The Student will identify and prioritize the most important problems to address in treatment with the traumatized youth. Students should prioritize at least 4 problems to address and provide a rationale for why they have chosen these problems.
Identify potential players on the treatment team and assign roles. 40 The student will identify key individuals who will take part in the treatment plan. Students will assign roles to each “player” on the team and provide a rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment. 40 Students will use the trauma assessment tool to identify where they will begin their intervention will clients. Students will provide a rationale for the factors that they considered in making the determination.
Identify potential solutions to the problem and articulate descriptions for solution planning. 40 Students will identify the solutions to the problems addressed in the treatment plan. Students will provide a thorough description of the solution and make strong links explaining how each solution addresses the problem identified.
Identify and address potential strengths and barriers to solutions. 40 Students will identify the key interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Students must provide a strong rationale for why they view these as strengths or barriers.
Identify potential traumatic reminders/stressors 30 Students will create a list of potential traumatic reminders/stressors and provide a strong rationale for why they have identified each potential reminder/stressor.
Clarity of Writing 10 The paper is well organized and completely free of any writing errors.
Total 240 A quality assignment will meet or exceed all of the above requirements.
Detailed grading rubric can be found below.
Rubric
Trauma Treatment Plan Rubric
Trauma Treatment Plan Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIdentify and prioritize problems to address with the client in treatment.
40 pts
Highest Level of performance
The student identifies and prioritizes the most important problems to address in treatment with the traumatized youth. The student selects at least 4 problems to address and provides an excellent rationale for why they have chosen these problems.
34 pts
Very Good or High Level of Performance
The student identifies and prioritizes the most important problems to address in treatment with the traumatized youth. The student selects at least 3 problems to address and provides a strong rationale for why they have chosen these problems.
30 pts
Acceptable Level of Performance
The student identifies and prioritizes problems to address in treatment with the traumatized youth. The student selects at least 2 problems to address and provides a moderate rationale for why they have chosen these problems.
0 pts
Failing Level of Performance
The student does not identify problems to address and prioritize with clients.
40 pts
This criterion is linked to a Learning OutcomeIdentify potential players on the treatment team and assign roles.
40 pts
Highest Level of performance
The student identifies key individuals who to take part in the treatment plan. The student assigns roles to each “player” on the team and provides an excellent rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
34 pts
Very Good or High Level of Performance
The student identifies key individuals who to take part in the treatment plan. The student assigns roles to each “player” on the team and provides a strong rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
30 pts
Acceptable Level of Performance
The student identifies some individuals who to take part in the treatment plan. The student assigns roles to each “player” on the team and provides a weak rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.
0 pts
Failing Level of Performance
The student does not identify potential “players” to part in the treatment team.
40 pts
This criterion is linked to a Learning OutcomeUse the trauma assessment tool to identify the appropriate phase of intervention to begin treatment.
40 pts
Highest Level of performance
The student uses the trauma assessment tool to identify the accurate place to begin their intervention with a child and provide an excellent rationale addressing why they chose this phase of intervention.
34 pts
Very Good or High Level of Performance
The student uses the trauma assessment tool to identify the accurate place to begin their intervention with a child and provide a strong rationale addressing why they chose this phase of intervention.
30 pts
Acceptable Level of Performance
The student uses the trauma assessment tool to identify the place to begin their intervention with a child and provide a weak rationale addressing why they chose this phase of intervention.
0 pts
Failing Level of Performance
The student does not address the trauma assessment tool in making a determination on where to begin treatment with a child.
40 pts
This criterion is linked to a Learning OutcomeIdentify potential solutions to the problem and articulate descriptions for solution planning.
40 pts
Highest Level of performance
The student identifies the solutions to the problems addressed in the treatment plan. The student provides an excellent description of the solutions and make links explaining how each solution addresses the problem identified.
34 pts
Very Good or High Level of Performance
The student identifies the solutions to the problems addressed in the treatment plan. The student provides a strong description of the solutions and make links explaining how each solution addresses the problem identified
30 pts
Acceptable Level of Performance
The student identifies some solutions to the problems addressed in the treatment plan. The student provides description of the solutions and make links explaining how each solution addresses the problem identified
0 pts
Failing Level of Performance
The student offers no solutions to the problems identified in the treatment plan.
40 pts
This criterion is linked to a Learning OutcomeIdentify and address potential strengths and barriers to solutions.
40 pts
Highest Level of performance
Identifies the key interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Provide a strong rationale for why they view these as strengths or barriers.
34 pts
Very Good or High Level of Performance
Identifies some interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Provide a rationale for why they view these as strengths or barriers.
30 pts
Acceptable Level of Performance
Identifies weak interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Provide a weak rationale for why they view these as strengths or barriers.
0 pts
Failing Level of Performance
Does not identify interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Lacks rationale for why they view these as strengths or barriers.
40 pts
This criterion is linked to a Learning OutcomeIdentify potential traumatic reminders/stressors
30 pts
Highest Level of performance
The student provides an extensive list of potential traumatic reminders/stressors and provide an excellent rationale for why they have identified each potential reminder/stressor.
26 pts
Very Good or High Level of Performance
The student provides list of potential traumatic reminders/stressors and provide a strong rationale for why they have identified each potential reminder/stressor.
23 pts
Acceptable Level of Performance
The student provides a list of potential traumatic reminders/stressors and provide some rationale for why they have identified each potential reminder/stressor.
0 pts
Failing Level of Performance
The student does not provide a list of potential traumatic reminders/stressors
30 pts
This criterion is linked to a Learning OutcomeClarity of Writing
10 pts
Highest Level of performance
Paper was extremely well organized and completely free of errors
9 pts
Very Good or High Level of Performance
Paper was well organized and nearly free of errors
8 pts
Acceptable Level of Performance
Paper was somewhat organized and had multiple errors
0 pts
Failing Level of Performance
Paper was disorganized and had numerous errors
10 pts
Total Points: 240
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below answer the following questions regaurding the attached case study 
write your diagnosis for the client in the case. Follow the guidelines below.
The diagnosis should appear on one line in the following order.
Note: Do not include the plus sign in your diagnosis. Instead, write the indicated items next to each other.
Code + Name + Specifier (appears on its own first line)
Z code (appears on its own line next with its name written next to the code)
Then, respond to the following:
Explain how you support the diagnosis by specifically identifying the criteria from the case study.
Describe in detail how the client’s symptoms match up with the specific diagnostic criteria for all the disorder that you finally selected for the client. Note: You do not need to repeat the diagnostic code in the discussion.
Identify the differential diagnosis you considered.
Explain why you excluded this diagnosis/diagnoses. 
Explain the specific factors of culture that are or may be relevant to the case and the diagnosis, which may include the cultural concepts of distress.
Explain why you chose the Z codes you have for this client.
Remember: When using Z codes, stay focused on the psychosocial and environmental impact on the client within the last 12 months.

Assessment Details and Instructions
In this assessment, you will be required to use groupwork theory to analyse a case study.
Assessment 1 Criteria
The case study will be marked according to the following criteria:
1. Appropriate discussion. Demonstrated understanding of the group dynamics.
2. Critical reflection on the conflict between group members
3. Identifying and Contextualization of the extra group communications among the facilitator and group members
4. Analysis of the issues of between group members and what could have been done differently.
5. Writing is clear and grammatically correct, analysis is supported by unit readings, correctly cited using APA (7th Edition). Word count within +/_10% of requirement
marking criteria is attached in images
i will send the case study and also scaffold case study once order confirms. i will add some of the references as well which are must to be used. there must be one reference per 100 words.

Theoretical
Foundation for Practice Skills (Signature
Assignment) (4 pages. 200 Points.)
During Week 1 students learned about 7 major
theoretical perspectives that are essential for understanding people and
effectively working with them. For the Week 1 assignment, students were
asked to choose 1 of the 7 theoretical perspectives to explain how their
own personal development experience might impact their future work with
clients. For this assignment, students will explain how theoretical
perspectives helped them to better understand and engage with clients from
the case scenarios used throughout the class.
Students may use this outline for the paper. Reasonable
modifications to the outline are acceptable.
Title Page
Introduction 
Applying the ________
Perspective to the _______ Case Scenario.
•      (Use
1 of the theories/perspectives from Chapter 2 to understand 1 of the case
scenarios from the class.
Applying the ________
Perspective to the _______ Case Scenario.
•      (Use
a second theory/perspective from Chapter 2 to understand a second the case
scenarios from the class. (Do not use the same theoretical perspective or case
scenario as you used in your first theoretical application above).
Summary
Sources Page
For your convenience,
here is a list of the theoretical perspectives in Chapter 2.
·        
Constructivist Perspective.
·        
The Family Systems Perspective.
·        
Ecological Perspective.
·        
Strengths Perspective.
·        
Resilience Perspective.
·        
Empowerment Perspective.
·        
Dual Perspective.
For your convenience,
here is a list of the case scenarios from previous weeks. Students may access
previous weeks’ folders to read details of the case scenarios.
Student Video Skills
Assignments from this Class
Name of the Assignment
Week 3 Assignment
Warmth, empathy,
genuineness, observing, and attending.
Week 4 Assignment
Active-listening and
reflecting / summarizing.
Week 5 Assignment
Open-ended questions.
Week 7 Assignment
Inviting a Different
Perspective, Identifying discrepancies, or Unattainable Goals.
This paper must be typed, Times New
Roman font, double-spaced, 1-inch margins, in APA format.
Required length: 4 pages of content,
not counting a title page and sources page (so 6 total pages).
Write in paragraph format. Do not
write numbered or bulleted lists.
Do not re-state questions or prompts
form this assignment. Instead, re-phrase them and integrate them into the
paragraphs.
Required and Optional Sources are:
·        
The only required source is textbook.
Students must use the textbook for information related to the required
skills. 
·        
Students must accurately cite the
textbook and ANY additional sources you CHOOSE to use.