INTEREST GROUPS IN AMERICAN SOCIETY.

/in /by

written assignment on the Anthony J.NownesBook — INTEREST GROUPS IN AMERICAN SOCIETY. The topic questions for the written assignment are: Define interest group formation and survival and discuss the barriers to interest group formation and survival. Explain unequalinterest group representation. Some lobbyingstrategies and tactics are more effective that others: Discuss which ones are the most effective.Five to 6 pages. the answers should be from the book directly: Anthony Nownes, Interes

Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why

/in /by

Discussion 1: Use of Group Designs in Program Evaluation

Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.

For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.

To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information.”

· Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why.

· Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)

· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)

McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742

McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Read the following section:

“Social Work Research: Planning a Program Evaluation”

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

Discussion 2:  Assessing Outcomes

How do you determine the “success” of a human services program? Part of your role as an administrator is to collaborate with your staff to determine how a particular program’s effectiveness will be measured. The outcomes must be clear, realistic, and feasible, and how the outcomes will be assessed must be clear also.

For this Discussion, you will address the “Social Work Research: Program Evaluation” case study in Social Work Case Studies: Foundation Year. Assume the role of an administrator in the case study to evaluate what has occurred in the program and how you might improve it.

· Post an evaluation of the success of the CALWORKS program based on the information presented in the case study. 

· Be sure to define what success would be for the program and how you, as an administrator of the program, might evaluate whether success has been achieved. 

· Finally, make one recommendation for improving the program’s effectiveness.

Reference (use 3 or more)

Benton, A. D., & Austin, M. J. (2010). Managing nonprofit mergers: The challenges facing human service organizations. Administration in Social Work, 34(5), 458–479.

King, D., & Hodges, K. (2013). Outcomes-driven clinical management and supervisory practices with youth with severe emotional disturbance. Administration in Social Work, 37(3), 312–324.

Lawrence, C., Strolin-Goltzman, J., Caringi, J., Claiborne, N., McCarthy, M., Butts, E., & O’Connell, K. (2013). Designing evaluations in child welfare organizations: An approach for administrators. Administration in Social Work, 37(1), 3–13.

Lynch-Cerullo, K., & Cooney, K. (2011). Moving from outputs to outcomes: A review of the evolution of performance measurement in the human service nonprofit sector. Administration in Social Work, 35(4), 364–388.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014c). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

· “Social Work Research: Program Evaluation” (pp. 66–68)

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

Write a report of 1,200 – 1,500 words thatcritically evaluates the sustainability claims made by your chosen company.

/in /by

Your TaskWrite a report on the sustainability claims made by one of the three companies listedbelow.Assessment DescriptionIn a world where reputation is determined by social media, many leading companiesand multi-national corporations (MNCs) use their webpages to advertise theirsustainability record. How much of this information is PR and ‘hype’? How much ofthis information shows deep commitment to protecting people and planet (or socialand environmental sustainability)?This assessment task challenges you to research and then critically comment uponthe online sustainability claims made by ONE of these companies:LO1: Demonstrate understanding of concepts related to corporate social responsibilityand business ethics and their application to practiceLO2: Critically evaluate the ethical practices of organisationsLO4: Demonstrate understanding of and be able to deploy the ethical dimensions ofbusiness and managementAssessment InstructionsBased upon your research, you will write a report of 1,200 – 1,500 words thatcritically evaluates the sustainability claims made by your chosen company.Your report should focus upon either the environmental sustainability record or thesocial sustainability record of the company (but not both).Your report should contain the following sections:Academic Integrity PolicyKBS values academic integrity. All students must understand the meaning andconsequences of cheating, plagiarism and other academic offences under theAcademic Integrity and Conduct Policy.What is academic integrity and misconduct?What are the penalties for academic misconduct?What are the late penalties?How can I appeal my grade?Click here for answers to these questions:http://www.kbs.edu.au/current-students/student-policies/.Word Limits for Written AssessmentsSubmissions that exceed the word limit by more than 10% will cease to be markedfrom the point at which that limit is exceeded.Study AssistanceStudents may seek study assistance from their local Academic Learning Advisoror refer to the resources on the MyKBS Academic Success Centre page. Clickhere for this information.

What do you think are the most important messages for Eboni to understand at this point in her life span?                  

/in /by
Report Issue

Discussion1 : Racism and Privilege

 

In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice.

 

In the book Black Empowerment, the author,Barbara Solomon, writes, “Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles” (p. 6).

 

Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client’s power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients’ awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.

 

Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients’ lives and apply the appropriate skills.

 

To prepare: Review the case study “Working With Individuals: The Case of Mary.”
 
·      Post an explanation of the relationship between racism and privilege.

·      Furthermore, explain how the concepts of racism and privilege relate to “Working With Individuals: The Case of Mary.”
 
·      Explain the impact of racism and privilege on social work practice.
 
·      Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary.

 ·      Be specific and provide examples from the case. Also, identify specific skills social workers might employ.

 

 

References (use at least 2)

 

Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.

Chapter 11, (pp. 77–86)

Chapter 12, (pp. 86–92)

Chapter 14, (pp. 96–101)

Chapter 15, (pp. 102–109)

 

 

National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from http://www.socialworkers.org/diversity/InstitutionalRacism.pdf

InstanceEndEditable InstanceEndRepeatEntry InstanceBeginRepeatEntry InstanceBeginEditable name=”Required Reading Item 4 Edit”

 

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Working With Individuals: The Case of Mary”

 

 

Working With Individuals: The Case of Mary

Mary is a 47-year-old, single, heterosexual Caucasian female. She lives with her 52-year-old sister and 87-year-old father in the home in which she was raised. She also has a 45-year-old sister who lives 10 minutes away and a 23-year-old daughter living on her own. Mary and her family members do not maintain friendships outside the family. Mary has been unable to work for the past 3 years because she says she has felt too frightened to go too far from her home. As a result, she has been financially reliant on her family members for these last few years. Prior to this lapse in employment, she had been a school bus driver and an administrative assistant at a warehouse distribution center. Mary has no history of drug or alcohol abuse. She is well groomed and physically fit with a diagnosis of hypoactive thyroid, for which she is treated with Synthroid®. Mary was diagnosed with post-traumatic stress disorder (PTSD) and adjustment disorder, not otherwise specified (NOS) by the clinic psychiatrist.

 

Before meeting with me, Mary saw a social worker in a private practice for 2 years. She entered treatment with that clinician because she said she was traumatized by a romantic relationship with a married African American man she had met at work. Her trauma symptoms began 6 months after she ended the yearlong romantic relationship. Mary said the romance occurred because he had “brainwashed” her, as there could be no other reason she would have slept with him. Mary believes that bad people are capable of “brainwashing” good people to perform bad deeds. Mary was raised in a home that espoused racism, and she and her family members believe that African Americans and other people of color are untrustworthy and bad. She said, “I take after my father, and he thinks black people are just evil.” Mary said she understands her feelings about race are not right.

Mary considered her initial attempt at treatment unsuccessful for two reasons. First, she felt the therapist (a Caucasian woman) judged her and her family harshly for their racial beliefs and this got in the way of the two of them building a trusting working relationship. Second, she did not feel relief from her PTSD symptoms. Mary ended the relationship with that social worker 6 months ago. Mary then approached her primary care physician about her symptoms, and the doctor prescribed an antidepressant. When, after 3 months, Mary asked to have her dosage increased, the doctor suggested that she get a psychiatric evaluation and consider returning to therapy. Mary’s insurance company suggested our agency for the psychiatric evaluation and approved 10 sessions.

Mary said she felt sad, frightened, and anxious most of the time. She had no appetite, slept most of the day, had no interest in dressing, and rarely left the house. When she did go out, she felt the need to be accompanied by of one of her sisters.

Mary presented as angry during our initial sessions. She requested that one of her sisters attend the sessions with her, to which I agreed. My intent in agreeing to have her sister in the room was to help Mary feel safe and create a strong rapport. During the early sessions, most of what Mary said began as half sentences that she asked her sister to complete. Mary referred to her sisters as her “caretakers and minders” who “know me better than I know myself so you should talk to them.” Mary said that if she talked for herself she would get “it wrong.” The “it” and the “wrong” remained elusive in meaning when I asked her what that meant.

Mary agreed, after two sessions, to meet with me alone. We used our first individual session to establish Mary’s goals for therapy. Among her goals was developing ways she could feel safer about going outside alone. Over the next eight sessions, I used cognitive behavioral therapy interventions to help Mary build coping strategies for recognizing triggers to frightening thoughts and to help her manage her anxiety symptoms. I also used psychoeducational interventions to help Mary develop routines for proper sleep hygiene, healthy eating, and regular exercise.

After several sessions, Mary shared insight into her feelings about dating an African American man. Mary said that being attracted to an African American man frightened her and that there was no future for her relationship with this man because he was married. Mary believed that she had jeopardized her secure position in the family because being with an African American man challenged the family’s ideas about race and their view of themselves as separate and unique from non-family members. Once the family discovered Mary’s relationship with this man, she believed her only way back into their lives was to accept the role of a “crazy sister” in need of protection and whose judgment about people was faulty. By forming a relationship with an African American man, Mary had shown her judgment to be outside of the norm in the conventions of her family.

In our final two sessions, Mary said that she no longer felt like she was the “crazy woman in the family” and she felt safe going to the grocery store alone. It was my impression that Mary may have been the identified patient in her family but exploring this idea would require family therapy.

 

 

 

 

 

Discussion 2 : Values Consistent With Social Work Practice

 

While counseling clients, it can be tempting for social workers to rely on their own set of values and ethical principles. Although the intention here is a good one, social workers must remember that, when working, their values need to be consistent with those of social work practice. The video case study featuring Eboni is a good example of what kinds of consequences can arise when a social worker is led by a personal set of ethics and values. For this Discussion, watch the video about Eboni and consider how you would respond to her during this particularly difficult time in her life. Be sure to include what kinds of supports are available for a pregnant teen.

 

Post your answer to the following questions:

 

·      After watching the video about Eboni, describe her response to the situation in terms of her developmental stage. How would you, as a social worker, respond?

 

·      What do you think are the most important messages for Eboni to understand at this point in her life span?

                 

·      Also, explain which concepts/values, consistent with social work practice, you would try to reinforce.

 

·      Be sure to include what kinds of supports are available for a pregnant teen.

 

References (use at least 2)

 

 

Caputo, R. K. (2009). Adolescent sexual debut: A multisystem perspective of ethnic and racial differences. Journal of Human Behavior in the Social Environment, 9(4), 330–358.

 

Laureate Education (Producer). (2013). Logan family (Episode 3) [Video file]. In Sessions.

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

Chapter 6 (pp. 295-332)