Explain the strengths and challenges associated with that community based on its characteristics. (APA format, provide references)

/in /by

Discussion: Community Social Work in Savannah GA

Have you ever wondered why some areas appear to be safe, clean, and filled with many varied businesses, while others appear run down and lined with only check-cashing centers, fast-food restaurants, and liquor stores? As a macro social worker, you often will see that communities thrive and falter due to the resources available. The ways in which society provides and allocates resources disproportionately benefits certain groups while harming others through lack of resources or displacement.

All communities have strengths despite their challenges. Use of the strengths-based perspective helps you to identify the potential strengths of a community and how to advocate for its members to obtain the resources and services they need to be successful.

To prepare: Identify characteristics that represent your community (Savannah Ga) Then, take a picture that represents these characteristics in your community. Note that your photo does not need to be literal—it can be symbolic.

Post:

  • A picture you took that represents the characteristics you identified in the community. (Don’t worry about picture)
  • A description of the community. (Savannah GA)
  • Explain the strengths and challenges associated with that community based on its characteristics. (APA format, provide references)
  • Explain how the community could use their strengths to address their challenges. (APA format, provide references)

Respond to at least two colleagues:

  • Identify a role a social worker might take when working with the community identified by your colleague. Provide a specific example of what that role might look like. (Please provide 2 different statements)(APA format, provide references)
  • Describe two social work skills your colleague could use when practicing with this community. (please provide 2 different statements)(APA format, provide references)

According to Shelly and Miller (2006), sometimes spiritual care means simply being present, praying, sharing from Scripture, offering a word of witness and encouragement or participating in a healing service

/in /by

Respond to the below 3 posts with a reference each-about 4 lines each

Post 1-Maria

Post 1

According to Shelly and Miller (2006), sometimes spiritual care means simply being present, praying, sharing from Scripture, offering a word of witness and encouragement or participating in a healing service. At other times it may include arranging referrals, planning creative strategies for follow-up care in the home or helping a person become connected to a Christian community (Shelly & Miller, 2006). Christian spiritual care means facilitating a person’s relationship with God through Jesus Christ (Shelly & Miller, 2006).

The text goes on to say that Christian spiritual care is done through putting people in tough with God through compassion, active listening, and Bible reading (Shelly & Miller, 2006). Spiritual care should be a priority for all our patients; they require care for their entire being, not just their physical body.

I would have to say that my definition of spiritual care closely corresponds to that of the textbook readings for this week. In my eyes, spiritual care means caring for the whole patient, mind, body, and spirit; praying with them, providing them clergy when necessary, and encouraging normal religious practices. Being hospitalized and having medical problems can put a strain on a patient’s spiritual relationship with God and their church community. They often feel abandoned and that they no longer have a purpose in God’s eyes. We as nurses need to be sure to respect a patient’s religion and encourage their practice as they normally would at home.

Post 2 Takia

Re: Topic 5 DQ 1

What is your definition of spiritual care? How does it differ or accord with the description given in the topic readings? Explain.

My definition of spiritual care is that we must not only care for the patient physical needs we must connect with their inner beliefs. It has also been proven that people whose spiritual need have been met usually cope with their illness better and have great health outcomes. Most patients and their families “do not anticipate in-depth, specialized spiritual care from their nurses, but they do have a strong expectation for some basic spiritual care connections including interventions such as active and empathic listening, pro actively communicating, and expressing compassion” (Hughes et al., 2017, p. 8).

My definition of spiritual care is in accord with the topic This understanding also guides how important decisions are made. With the context that human beings are inherently spiritual beings, then they have a need for spiritual care in whatever stage of life.

Post 3 Rashmi

3 postsRe: Topic 5 DQ 1

Nurses work across the holistic domain and spiritual care is a critical aspect of care and care giving. Evidence shows that patients consider nurses as a good source of spiritual information and are able to fulfil patients’ spiritual needs (Ramezani, Ahmadi & Kazanjian, 2014). Spiritual care according to my understanding is a care that is provided not only to alleviate physical suffering but also to create an environment where patients can freely express their own spiritual anguishes like fear, hope, loneliness, sorrows and discomfort. spiritual care is the use of art and intuition in nursing believed that providing spiritual care indicates the true humanity and complete professional commitment of a nurse (Ramezani, et al 2014).

According the topic reading provided for this textbook spiritual care can be provided through the understanding and providing intervention to relieve spiritual distress. Through the proper assessment of the spiritual need the foundation of outlining the plan of action for spiritual care can be determined. I also concur with the description of spiritual care for the weeks topic as assessment is a valuable tool for us nurses to determine the best method to meet the spiritual care for the patient. Human beings are inherently spiritual beings, quality spiritual care is an important part of treating the patient holistically, attending to the body, mind and spirit (Evans, 2020)

What is the statistical test for examining the significant difference between two means from two unrelated groups?

/in /by

GRM 697 The Research Process TEST THREE
Multiple Choice Questions (Enter your answers on the enclosed answer sheet)
1. What is the correct order of steps in testing a hypothesis?
a. statement of null hypothesis, setting level of risk, selection of test statistic
b. statement of null hypothesis, computation of test statistic, selection of test statistic
c. selection of test statistic, comparison of obtained value to critical value, computation of test statistic
d. selection of test statistic, computation of test statistic, statement of null hypothesis
2. What is the statistical test for examining the significant difference between two means from two
unrelated groups?
a. t-test for dependent means
b. MANOVA
c. t-test for independent means
d. factor analysis
3. If the two groups you are comparing are related to each other, what test should you use?
a. factor analysis
b. MANOVA
c. t-test for independent means
d. t-test for dependent means
4. When examining whether group differences occur on more than one dependent variable, what should be used?
a. factor analysis
b. MANOVA
c. t-test for independent means
d. t-test for dependent means
5. When examining the significance of the relationship between two variables, what test should you
use?
a. t-test for dependent means
b. t-test for independent means
c. t-test for the correlation coefficient
d. analysis of variance
Unit 3 Examination
138
GRM 697 The Research Process
6. If Helen mistakenly accepts her null hypothesis when it should be rejected, what has occurred?
a. Type I error
b. Type II error
c. researcher bias
d. None of the above.
7. How can Type II errors be reduced?
a. decreasing sample size
b. homogeneous population
c. increasing sample size
d. heterogeneous population
8. The level of significance is similar to which of the following?
a. a Type I error
b. a Type II error
c. a bell curve
d. the null hypothesis
9. What does the central limit theorem enable researchers to do?
a. compare means from two independent samples
b. generalize the results from a sample to a population without knowing the exact nature of the population’s distribution
c. compute the significance of a relationship between two variables
d. reduce the possibility that chance accounts for variability in the variable of interest
10. What is the second step in developing an interview?
a. state the purpose of the interview
b. select an appropriate sample
c. develop questions
d. train the interviewers
11. When conducting an interview, what should you be careful NOT to do?
a. begin the interview cold
b. be direct
c. dress appropriately
d. use a tape recorder
Unit 3 Examination
139
GRM 697 The Research Process
12. Which is the weakest correlation?
a. + 0.76
b. + 0.21
c. – 0.01
d. – 0.88
13. What would a correlation of .35 be called?
a. moderate
b. weak
c. very strong
d. very weak
14. If your research does NOT include a treatment or control group, what type of research are you
conducting?
a. experimental research
b. causal-comparative research
c. descriptive research
d. quasi-experimental research
15. Which interview question is open-ended?
a. Do you smoke?
b. Are you married?
c. How old are you?
d. How do you feel about tests?
16. What is the third step of developing an interview?
a. selecting a sample
b. developing the questions
c. training the interviewers
d. stating the purpose of the interview
17. Which of the following is NOT an advantage of interviews?
a. You may obtain additional helpful information from the interviewee’s nonverbal be havior or the environment.
b. They are relatively inexpensive as they do not require much time.
c. You can use rapport to help put the interviewee at ease.
d. You can schedule the interviews at times that are convenient to you.
Unit 3 Examination
140
GRM 697 The Research Process
18. What type of research is sometimes called “research without the numbers”?
a. quantitative
b. qualitative
c. experimental
d. correlational
19. Which would NOT be considered a source of information for qualitative research?
a. tests
b. records
c. observation
d. interviews
20. The fifth step in conducting historical research is _______________.
a. evaluating authenticity and accuracy of evidence
b. formulating a hypothesis
c. defining a topic or problem
d. integrating data
21. What is data that is derived from sources at least once removed from the original event?
a. secondary sources
b. global sources
c. primary sources
d. informal sources
22. What is the criteria of authenticity also known as?
a. validity checks
b. external criticism
c. internal criticism
d. accuracy
23. What is another term for accuracy?
a. authenticity
b. secondary
c. internal criticism
d. validity
Unit 3 Examination
141
GRM 697 The Research Process
24. Which of the following is NOT a characteristic of participant observation?
a. It is time-consuming.
b. There is a risk of interfering with the natural process.
c. It is a primary method used in historical research.
d. It is a primary method used in ethnography.
25. Which of the following is NOT a qualitative computer research tool?
a. N6
b. SPSS
c. NVivo
d. HyperSEARCH

Review this week’s Learning Resources on the behaviorist perspective and classical and operant conditioning.

/in /by

A classic example of bullying is a scenario in which a much larger, stronger bully physically intimidates and harasses a smaller, weaker victim to steal the victim’s lunch money. You might think that the obvious solution to the bullying in this example is to punish the bully to prevent the behavior from reoccurring. It would be nice if the solution were that simple, but it often is not. The bully may receive gains from the behavior (positive reinforcement; e.g., money to buy more food at lunch or respect from peers) that outweigh the punishment. Furthermore, if the bullying has occurred over a length of time with the same victim, the victim may also develop a conditioned response. For example, suppose that the school bell signaling that it is lunch time rings just before the bully approaches the victim for his lunch money. Initially the bell is a neutral stimulus that produces no specific response. Over time, the victim may associate the bell with the fear response of being bullied, such that the bell alone triggers a fear response in the potential victim. Now the bell is a conditioned stimulus because it elicits a conditioned response.

Classical and operant conditioning can be used to understand why bullying occurs, as illustrated in the previous example, and to design effective interventions to reduce bullying behavior. In this discussion, you will use classical or operant conditioning to propose a strategy to mitigate bullying.

To Prepare:

  • Review this week’s Learning Resources on the behaviorist perspective and classical and operant conditioning.
  • Pay particular attention to the meaning of the terms in each type of conditioning. Classical conditioning terms include: UCS (unconditioned stimulus), UCR (unconditioned response), NS (neutral stimulus), CS (conditioned stimulus), CR (conditioned response). Operant conditioning terms include positive reinforcers, and negative reinforcers, and punishers.
  • Select one conditioning approach and use it to propose a strategy to mitigate bullying.
  • Operationalize the characteristics of your strategy. For example, if you selected the classical approach, identify which aspects of your strategy represent the UCS, UCR, NS, CS, and CR.  If you selected the operant approach, identify which aspects (or operants) of your strategy represent positive reinforcers, negative reinforcers, and/or punishers.