Applying Differential Diagnosis To Depressive And Bipolar Disorders

What is it truly like to have a mental illness? By considering clients’ lived experiences, a social worker becomes more empathetic and therefore better equipped to treat them. In this Discussion, you analyze a case study focused on a depressive disorder or bipolar disorder using the steps of differential diagnosis.

To prepare: View the TED Talk “Depression, the Secret We Share” (TED Conferences, LLC, 2013) and compare the description of Andrew Solomon’s symptoms to the criteria for depressive disorders in the DSM-5. Next review the steps in diagnosis detailed in the Morrison (2014) reading, and then read the case provided by your instructor for this week’s Discussion, considering the client against the various DSM-5 criteria for depressive disorders and bipolar disorders.

Post a 300- to 500-word response in which you address the following:

  1. Provide the full DSM-5 diagnosis for the client. For any diagnosis that you choose, be sure to concisely explain how the client fits that diagnostic criteria. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, medical needs, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
  2. Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
  3. Recommend a specific evidence-based measurement instrument to validate the diagnosis and assess outcomes of treatment.
  4. Describe your treatment recommendations, including the type of treatment modality and whether or not you would refer the client to a medical provider for psychotropic medications.

 

Morrison, J. (2014). Diagnosis made easier (2nd ed.). New York, NY: Guilford Press.
Chapter 11, “Diagnosing Depression and Mania” (pp. 129–166)

American Psychiatric Association. (2013e). Depressive disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm04

American Psychiatric Association. (2013c). Bipolar and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm03

Jain, R., Maletic, V., & McIntyre, R. S. (2017). Diagnosing and treating patients with mixed features. Journal of Clinical Psychiatry, 78(8), 1091–1102. doi:10.4088/JCP.su17009ah1c
Diagnosing and Treating Patients with Mixed Features by Jain, R.; Maletic, V.; McIntyre, R., in Journal of Clinical Psychiatry, Vol. 78/Issue 8. Copyright 2017 by Physicians Postgraduate Press. Reprinted by permission of Physicians Postgraduate Press via the Copyright Clearance Center.

Walton, Q. L., & Payne, J. S. (2016). Missing the mark: Cultural expressions of depressive symptoms among African-American women and men. Social Work in Mental Health, 14(6), 637–657. doi:10.1080/15332985.2015.1133470

Required Media

TED Conferences, LLC (Producer). (2013). Depression, the secret we share [Video file]. Retrieved from https://www.ted.com/talks/andrew_solomon_depression_the_secret_we_share

TEDx Talks. (2013a, May 23). Depression is a disease of civilization: Stephen Ilardi at TedxEmory [Video file]. Retrieved from https://youtu.be/drv3BP0Fdi8

Introduction To Psychology

Assignment:

This week you will utilize your understanding of critical thinking and the scientific method to test proverbs. For this assignment, you need to:

  • identify the theory that underlies the proverb or rule of thumb, and
  • generate a testable hypothesis, and suggest a possible strategy (descriptive, correlational, or experimental) to test the hypothesis. You need to fully explain your research strategy. If the method is experimental, you should identify independent and dependent variables and specify operational definitions.

Examples of proverbs include:

  • “Birds of a feather flock together.”
  • “Opposites attract.”
  • “The grass is always greener on the other side.”
  • “A letter takes three times as long to write as it does to say.”
  • “The more languages you know, the easier it is for you to learn a new one.”
  • “Wearing dark clothes on the bottom and light clothes on the top is usually more visually appealing than the reverse.”
  • “It takes four hours to come down from your last cup of coffee.”
  • “As family income rises, the ratio of women’s shoes to men’s shoes increases accordingly.”
  • “The self-employed are more likely to live to a ripe old age than those who work for others.”
  • “The shorter a word, the more meanings it has.”
  • “Don’t change your first guess on a multiple-choice test when checking over your answers.”

You are not limited to this list of proverbs, these are provided to give you some ideas.

Assignment Expectations:

  • Length:
    • 500-750 words
  • References:
    • no references required
  • Format:
    • save your reflections as a Microsoft Word (.doc or .docx)

Social Psychology Research Paper

Stop, Frisk, and Assault? Racial Disparities in Police Use of Force During Investigatory Stops

Rory Kramer Brianna Remster

Black civilians are more likely to be stopped by police than white civilians net of relevant factors. Less is known about whether or not racial inequalities exist in police use of force during stops. Using data on over 2 million police stops in New York City from 2007 to 2014 and drawing on literatures on race, policing, and the Black Lives Matter movement, we test hypotheses regarding the associations between race, civilian behavior, age, and police use of force. We also investigate whether recent reforms reduced any observed inequality in police violence during stops. Findings show that Black and White civilians experience fundamentally different interactions with police. Black civilians are particularly more likely to experience poten- tial lethal force when police uncover criminal activity and this disparity is greatest for black youth compared to white youth. Overall, if there were no racial disparities in police use of force, we estimate that approximately 61,000 fewer stops of black civilians would have included police use of force and 1,000 fewer stops would have included potential lethal force from 2007 to 2014. Furthermore, while reform efforts substantially reduced the num- ber of stops annually, inequalities in police use of force persist.

Police make contact with nearly 44 million Americans annually in the United States (Hyland et al. 2015). While the overall rate of contact remained stable from 2002 to 2011, urban residents around the country experienced a substantial increase in investi- gative police stops, known as stop-and-frisks. In New York City specifically, the number of stop-and-frisks increased threefold from 2003 to 2009 and were disproportionately concentrated among racial and ethnic minorities (Meares 2014). Indeed, black NYC residents are approximately 2.5 times more likely to be stopped than white residents, net of germane factors including neighborhood context and crime rates (Gelman et al. 2007). Yet beyond the act of being stopped, less is known about whether inequality exists in terms of what happens once individuals are stopped.

As the state’s legitimized form of physical coercion over citi- zens, racial disparities in police use of force are perhaps one of

We thank Laurie Krivo, Chris Smith, and members of the Penn and Rutgers Sociology Colloquia for helpful feedback and Denise Wilson for research assistance.

Please direct all correspondence to Rory Kramer, Department of Sociology and Crimi- nology, 800 Lancaster Avenue, Villanova, PA 19085. rory.kramer@villanova.edu.

Law & Society Review, Volume 52, Number 4 (2018) © 2018 Law and Society Association. All rights reserved.

960

 

 

the most extreme examples of racial inequality. This is, in part, why accusations of racial bias in police use of force have been and continue to be a common focal point of civil unrest in the United States. From the 1960s in cities such as Detroit, Philadelphia, and Chicago, to the recent protests that coalesced under the #BlackLi- vesMatter moniker in response to the deaths of young black vic- tims such as Michael Brown in Ferguson, Freddie Gray in Baltimore, and Laquan McDonald in Chicago, and others, accusa- tions of unjustified use of force against black victims persist. Indeed, recent investigations by the Department of Justice into those cities found evidence of civil rights violations by police, as did investigations into Albuquerque, Cleveland, and Seattle police among others. Protesters assert that the well-documented racial inequalities in the likelihood of being stopped are exacerbated by policing bias in the likelihood that force is used during stops, and that the bias is particularly harmful for black youth. Public dis- course focuses on civilian behavior during police encounters, with many suggesting that black people are more likely to be doing something wrong at the time than white people, thus precipitating police use of force. In this scenario, civilian behavior, not racial bias, is thought to drive police use of force. Despite these compet- ing explanations for police use of force, no systematic research testing these propositions exists.

The dearth of research on this topic is in part due to data limi- tations; however, this has recently begun to change. Since the 1990s, data collection by police has become increasingly common, but agencies only began disseminating data in the last few years. The New York Police Department (NYPD) was among the first to publicly release detailed data on investigatory stops as part of a legal settlement (Daniels et al. v. City of New York 1999). Subsequent analyses of this data helped convince a federal judge to declare NYPD’s stop-and-frisk policy unconstitutional due to racial bias (Floyd v. City of New York 2013). Even before that ruling, New York began to roll back the use of stop-and-frisk. Stops dropped from a high of 685,724 in 2011 to under 50,000 in 2014. While critics considered NYPD’s shift away from stop-and-frisk and the court’s ruling to be monumental victories, it is unknown whether this dramatic drop reduced racial inequality in police violence during stops.

We fill these voids in existing research, focusing specifically on New York City. We test the claim, re-energized by the Black Lives Matter movement, that black civilians, especially black youth, are more likely to be subject to physical force during a police encoun- ter than white civilians, after adjusting for other factors related to police use of force. We also examine whether or not black individ- uals are more likely to experience police violence during stops

Kramer & Remster 961

 

 

that end in arrest and/or the recovery of contraband or a weapon than whites, as criminal behavior is a common alternative expla- nation for high profile instances of police use of force against black civilians. Additionally, we assess whether recent NYPD reforms to the use of investigatory stops as a policing practice and changes in officer training affect any observed inequalities in police use of force.

New York City is a compelling research setting because it is widely viewed as a model for proactive policing. In response to a crime wave in the early 1990s, the NYPD implemented an espe- cially visible aggressive stop-and-frisk policy which was then expanded into the next decade. Moreover, there is little reason to expect New York to be an outlier in the broader pattern of police use of force in the United States. In fact, given that the NYPD was subject to some of the strongest early contemporary critiques of racial discrimination after the police shooting of Amadou Diallo in 1999, which the City settled via lawsuit, and that New York was under judicial oversight for racial disparities in stop-and-frisk dur- ing our observation period, the city may represent a conservative test of racial disparities in police use of force. On the other hand, New York was also the site of several large Black Lives Matter pro- tests after Eric Garner’s death and the subsequent acquittal of Officer Pantaleo. Regardless, a recent report analyzing police use of force in a multicity sample found similar patterns across juris- dictions ranging in size, demographics, and region. Although cit- ies differ in the degree of racial inequality in police use of force, there is a general pattern of racial inequality across localities (Goff et al. 2016).

Prior Research on Police Stops and Use of Force

As the legal rulings regarding stop-and-frisk focused on its efficacy in finding weapons and preventing crime, so too has most of the research (for a review, see Meares 2014). However, the original case involved police using force against an individual (Terry) who had not yet performed a criminal act (he was prepar- ing to commit armed robbery when stopped). Stuntz (1998) argues that the Supreme Court and researchers mistakenly focus on the legitimacy of the search and not when police use force against individuals. Stuntz’s critique remains apt today, particu- larly because foundational scholars conceptualize police capacity for use of force as the defining characteristic of police work (Bittner 1970).

Although deadly police encounters are rare compared to police use of force in general, public interest may have steered

962 Racial Disparities in Police Use of Force

 

 

researchers toward the most severe form of force. In the broadest sense, research finds that communities with greater racial inequal- ity have higher rates of lethal violence by police (Jacobs and O’Brien 1998, but for a recent exception, see Klinger et al. 2016). Although recently, in part due to research showing that structural factors explain only a portion of police behavior and the rise in public awareness of specific incidents of police use of force, researchers shifted focus to police use of lethal force at the indi- vidual level.

These latest studies, which adapt data from the Bureau of Jus- tice Statistics and/or crowdsourced data, show racial inequalities in who is killed by police (e.g., Guardian n.d.; mappingpoliceviolence. org, n.d.). For example, one study finds that unarmed black people are 3.5 times more likely to be shot by police than unarmed whites (Ross 2015). Such research is useful for determining the scope of the issue, but conclusions are limited. For example, without a com- parison group such as nonfatal encounters, scholars cannot identify how these fatal shootings differ from other police encounters. Moreover, as these data do not contain many details of the encoun- ter, it is impossible to ascertain whether black individuals are more likely to be shot because of racial bias or due to some other reason. Indeed, there are a variety of competing explanations for why racial disparities may exist other than racial bias. While data limita- tions have hampered empirical work, scholars have long been theo- rizing about why observed disparities in police use of force might occur, highlighting a series of behavioral, contextual, and organiza- tional factors (Engel and Calnon 2004; Friedrich 1980; Geller and Toch 1996; Smith 1986; Smith and Alpert 2007).

A recent study that adjusted for a range of these factors did not find racial disparities in police shootings in Houston, but did find disparities in police use of force in general (Fryer 2016). However, Fryer compared police shootings to police encounters involving arrests in which police could have been legally justified in shooting (e.g., a person resisting arrest) and research suggests that these arrests are racialized; officers are more likely to per- ceive people of color as verbally abusive or noncompliant than whites (Geller and Fagan 2010). As a result, Fryer’s analytic strat- egy likely obscured any racial disparity in police shootings.

Unfortunately, data limitations such as those described above are not new, rather, studying police use of force has always been challenging. Because of this, most of the literature debates how to measure it and achieve representative estimates of use of force (see Garner et al. 2002; Geller and Toch 1996). For instance, most early work relied on trained observers accompanying officers on their shifts and recording any use of force, which is susceptible to bias (e.g., Terrill and Mastrofski 2002). Similarly, other work relies

Kramer & Remster 963

 

http://mappingpoliceviolence.org
http://mappingpoliceviolence.org

 

on surveys of individuals in custody (Garner et al. 1995, 2002). Additional research using surveys of the public or data collected by the police also lack enough information to rule out competing explanations (Engel and Calnon 2004; Goff et al. 2016). Also, aside from crowdsourced studies, most research to date relies on data collected in the 1990s. Taken together, these limitations may explain why previous research on racial disparities in police use of force has historically been mixed (Goff et al. 2016; Sun and Payne 2004; Terrell and Mastrofski 2002). The current study builds on previous work by (1) using contemporary data to assess disparities in police use of force, (2) using a comparison group, and (3) adjusting for competing explanations that prior research has not adequately considered, such as civilian behavior. We detail these explanations next.

Contextual Differences

A common rationale for racially unequal rates of police use of force is that black residents live in neighborhoods with higher poverty rates than white residents (Smith 1986). Given that the risk of police violence is higher in disadvantaged neighborhoods (Terrill and Reisig 2003), black people may be more likely to experience police violence than white people because of where they live. Here, structural factors should explain any racial dispar- ities in police use of force. In short, the combination of racial seg- regation and poverty concentration may explain any racial inequality in police shootings (Massey and Denton 1993). These race and class differences can also affect organizational strategies, such as whether or not to aggressively use stop-and-frisk as a policing practice, which could lead to higher or lower use of force during stops. Recent research finds that context did not explain the racial disparity, but rather moderated it. Consistent with racial threat theory, the racial disparity in police use of force is greatest in segregated precincts (Levchak 2017).

Behavioral and Situational Differences

Racial disparities in crime rates are perhaps the default expla- nation for any observed inequalities in policing (Goff et al. 2016; MacDonald 2011). For example, if police shootings occur at ran- dom during police interactions and black individuals are three times more likely to interact with police than white individuals because of a higher rate of involvement in violent crime (Sampson and Lauritsen 1997), we would expect black individuals to be three times as likely to be shot as whites. In this case, observed racial disparities in police shootings would be due to dif- ferential involvement in crime. As evidence, recent work shows

964 Racial Disparities in Police Use of Force

 

 

that violent crime rates broken down by race decreases but does not eliminate the racial disparity in police use of force (Goff et al. 2016).

Furthermore, civilian behavior during the stop may also explain racial differences in police use of force. One way civilian behavior may influence this is whether the stop is productive or not. A productive stop is one that results in an arrest or finds a weapon or other contraband (i.e., drugs). Because civilians involved in criminal activity may resist the stop in the hopes of avoiding sanctions, productive stops may require police use of force more so than unproductive stops. In other words, racial differences in the stopped person’s involvement in crime may explain any observed racial disparities. For instance, if black people are more likely to be arrested during investigatory stops, then accounting for the stop outcome might explain disparities in police use of force. On the other hand, the “hit rate” for find- ing weapons or drugs during a stop is lower for black than white civilians in NYC, thus, adjusting for the “success” of the stop could exacerbate any observed racial disparity in police use of force (Gelman et al. 2007). Unfortunately, data limitations pre- vent researchers from ascertaining the sequencing of police locating criminal activity and police use of force; police might exert force after finding a weapon or, use force and then dis- cover contraband.

Other scholars emphasize different forms of civilian behav- ior (Durna 2011; Friedrich 1980). This line of work suggests that any observed racial disparity in police use of force is due to the way black civilians behave compared to white civilians during a police encounter. Put differently, some research finds that black civilians are more hostile and noncompliant toward officers and such behaviors increase the likelihood of police use of force (Engel 2003; Garner et al. 2002). Similarly, officers are more likely to use force when a civilian is suspected of a violent crime, and given racial disparities in violent crime, black civilians may be more likely to be suspected of such than white ones (Worden 1996). In this case, unlike “hit rates,” police are more likely to report that black civilians were sus- pected of violent crime or noncompliant when stopped, thus accounting for these behaviors may decrease any observed racial disparity. Moreover, because these behaviors are racialized—officers employ racialized “scripts” for these kinds of behaviors and as a result are more likely to perceive black civilians as, for instance, noncompliant—adjusting for these behaviors will produce conservative estimates of any police vio- lence disparities (Geller and Fagan 2010; Muhammad 2010). Like with the outcome of the stop, ascertaining the timing of

Kramer & Remster 965

Ethical Standards For Social Workers

Place yourself in the role of supervisor. Using this supervisory lens, discuss, apply and synthesize what the current scholarly social work literature says about all of following content areas. Use the first person to write this paper -this is acceptable in APA format for this type of paper. Subheadings are required to organize the content. (ex. Definition, Concerns in the Supervisory Relationship, Concerns in Practice with Clients, Prevention and Management, Ethical Standards, Values Reflection). These are all main sections and would be considered first level headings per APA.

  1. Define the term dual relationships.
  2. Identify and discuss the concerns related to dual relationships in the supervisory relationship. Address concerns related to the ethical use of technology in supervisory practice. Provide specific examples.
  3. Identify and discuss the concerns related to dual relationships in practice with clients. Address any concerns related to the ethical use of technology in practice with clients. Provide specific examples.
  4. As a supervisor, what can you do to prevent these concerns? If prevention is not possible or unsuccessful, what can you do manage the situation? What are the recommended supervisory practices (e.g. ethical decision-making models, frameworks and theories) for maintaining professionalism within the supervisory relationship and how might you use these practices? How can you apply practices supported by the literature to assist your supervisees in maintaining professionalism with their clients? Be specific.
  5. What relevant standards from the 2017 Code of Ethics apply to this discussion? Describe how you would apply at least three of these standards when making decisions in your supervisory practice. How will you use these standards to guide your professional judgmeSignature Assignment SWK 610: Applying Ethical Standards in Supervision Paper

    Competency 1: Demonstrate Ethical and Professional Behavior

     

    Advanced generalist social workers are intentionally mindful of and integrate social work core values, ethical standards, and relevant laws and regulations in practice at all levels. Advanced generalist social workers critically select apply a variety of ethical decision-making models and frameworks that are appropriate to situation and context in practice, research, and policy arenas. Advanced generalist social workers are mindful of the impact of personal values on practice and utilize critical thinking and reflection to distinguish between personal and professional values to limit, when necessary, cases where their personal experiences and affective reactions exert undue influence their professional judgment and behavior. Advanced general social workers are mindful of and demonstrate respect for the profession’s history, its mission, and the roles and responsibilities of the profession and educate others about them while respecting and valuing the roles of other professions when engaged in inter-professional teams. Advanced generalist social workers commit to life-long learning and continually update their skills to ensure they are relevant and effective. Advanced generalist social workers also strive to learn and integrate emerging forms of technology for social work practice while adhering to the profession’s guidelines for ethical technology use. Advanced generalist social workers:

    · integrate social work core values, ethical standards, and relevant laws and regulations into practice at all practice levels;

    · utilize critical thinking to select and apply ethical decision-making models and frameworks that are appropriate to situation and context;

    · distinguish between personal and professional values to limit the influence of personal values that may be incongruent with social work values in all practice situations;

    · carry out the roles and responsibilities of the profession professionally and respectfully as participants in inter-professional teams;

    · learn and integrate emerging forms of technology in practice while adhering to the profession’s guidelines for ethical technology use; and

    · distinguish and articulate various ethical standards, models, and theories related to the use of supervision and consultation.

    Competency # 1 Demonstrate Ethical and Professional Behavior

     

     

    Criteria 18-20 Points

    Capstone (A)

    16-17 Points

    Benchmark (B)

    14-15 Points

    Emerging Skill (C)

    0-13 Points

    Not Competent (D/F)

    Scoring

     

    APA:

    Title page (1 pts.)

    running head (1 pts.)

    page numbers (1 pts.)

    references page (6 pts.)

    in text citations (6 pts.)

    section headings (3 pts.)

    font (12pt Times New Roman) (1 pt.)

    margins and spacing (1 pt.)

    Successfully demonstrates mastery of 18-20 points of the criteria. Successfully demonstrates 16-17 points of the criteria. Demonstrates only 14-15 points of the criteria. Did not meet criteria. (0-13 points) Score this section:

     

     

    Criteria 27-30 Points

    Capstone (A)

    24-26 Points

    Benchmark (B)

    21-23 Points

    Emerging Skill (C)

    0-20 Points

    Not Competent (D/F)

    Scoring
    Writing:

    Spelling (3 pts.)

    grammar (5 pts.)

    word usage (5 pts.)

    page length (2 pts.)

    sentence structure (6 pts.)

    punctuation (5 pts.)

    appropriate sources (4 pts.)

    Successfully demonstrates mastery of 27-30 points of the criteria. Successfully demonstrates 24-26 points of the criteria. Demonstrates only 21-23 points of the criteria. Did not meet criteria. (0-20 points) Score this section:

     

    Criteria

    (Dimensions Measured)

    108-120 Points

    Capstone (A)

    96-107 Points

    Benchmark (B)

    84-95 Points

    Emerging Skill (C)

    0-83 Points

    Not Competent (D/F)

    Scoring
     

    DIMENSION ONE:

    · Knowledge

     

    Student provides a very detailed definition of the term dual relationships. (9-10 pts.)

     

     

     

     

     

     

    Student provides a definition of the term dual relationships that is lacking in detail. (8 pts.)

     

    Student provides a very basic definition of the term dual relationships. (7 pts.)

     

    Student does not provide a definition of the term dual relationships. (0-6 pts.)

     

    Score this section:

     

     

     

     

      Student provides a very clear and thorough discussion of the concerns related to dual relationships in the supervisory relationship that includes the use of technology and provides specific examples supported by relevant scholarly literature. (18-20 pts.)

     

     

    Student provides an above average discussion of the concerns related to dual relationships in the supervisory relationship that includes the use of technology and provides specific examples supported by relevant scholarly literature; however, this information is lacking detail in at least one area. (16-17 pts.)

     

    Student provides a very brief or basic discussion of the concerns related to dual relationships in the supervisory relationship that is missing significant detail in one or more areas or is not well supported by relevant scholarly literature. (14-15 pts.)

     

    Student provides an inadequate discussion of the concerns related to dual relationships in the supervisory relationship. (0-13 pts.)

     

    Score this section:

     

      Student provides a very clear and thorough discussion of the concerns related to dual relationships in practice with clients that includes the use of technology and provides specific examples supported by relevant scholarly literature. (18-20 pts.)

     

    Student provides an above average discussion of the concerns related to dual relationships in practice with clients that includes the use of technology, provides specific examples and is supported by relevant scholarly literature; however, this information is lacking detail in at least one area. (16-17 pts.)

     

    Student provides a very brief or basic discussion of the concerns related to dual relationships in practice with clients that is missing significant detail in one or more areas or is not well supported by relevant scholarly literature. (14-15 pts.)

     

    Student provides an inadequate discussion of the concerns related to dual relationships in practice with clients. (0-13 pts.)

     

    Score this section:

     

      Student provides a very clear and thorough discussion about how to prevent, address and manage concerns for dual relationships in the supervisory relationship and in the supervisees’ practice with clients. The discussion gives examples of how to apply recommended practices (e.g. ethical decision-making models, frameworks and theories) in supervision and is supported by relevant scholarly literature. (27-30 pts.)

     

    Student provides an above average discussion about how to prevent, address and manage concerns for dual relationships in the supervisory relationship and in the supervisees’ practice with clients. The discussion gives examples of how to apply recommended supervision practices (e.g. ethical decision-making models, frameworks and theories) and is supported by relevant scholarly literature. The information provided is lacking detail in at least one area. (24-26 pts.)

     

    Student provides a basic discussion about how to prevent, address and manage concerns for dual relationships in the supervisory relationship and in the supervisees’ practice with clients. The discussion gives examples of how to apply recommended supervision practices (e.g. ethical decision-making models, frameworks and theories). The information provided is lacking detail in more than one area or is not well supported by relevant scholarly literature. (21-23 pts.)

     

    Student provides an inadequate discussion about how to prevent, address and manage concerns for dual relationships in the supervisory relationship and in the supervisees’ practice with clients. Significant detail is missing in more than one area or examples of how to apply recommended supervision practices (e.g. ethical decision-making models, frameworks and theories) are not present. (0-20 pts.)

     

    Score this section:

     

      Student cites at least three relevant NASW Code of Ethics standards and provides a thorough and clear description of how they will use these standards when providing supervision to others. The discussion includes specific examples. (36-40 pts.)

     

    Student cites at least three relevant NASW Code of Ethics standards and provides an above average description of how they will use these standards when providing supervision to others. The discussion includes specific examples, however, the information provided is lacking some detail. (32-35 pts.)

     

    Student cites fewer than three relevant NASW Code of Ethics standards OR provides a minimal description of how they will use these standards when providing supervision to others. The discussion includes specific examples, however, the information provided is lacking significant detail. (28-31 pts.)

     

    Student does not cite relevant NASW Code of Ethics standards OR provides an inadequate description of how they will use these standards when providing supervision to others that does not include examples. (0-27 pts.)

     

    Score this section:

     

      Total Dimension One Score:

    (round decimals up)

     
    Criteria 27-30 Points

    Capstone (A)

    24-26 Points

    Benchmark (B)

    21-23 Points

    Emerging Skill (C)

    0-20 Points

    Not Competent (D/F)

    Criteria
     

    DIMENSION TWO:

    · Values

     

    Student provides a thorough and introspective reflection about their personal values and the alignment with professional social work values as described in the 2017 NASW Code of Ethics. Student explains in detail how these values will contribute to their professionalism in social work practice, as a supervisor, and as a participant on an inter-professional team (in other words, with team members who are not social workers). Student also describes how they would limit the influence of personal values that may be incongruent with social work values.

     

     

    Student provides a meaningful reflection about their personal values and the alignment with professional social work values as described in the 2017 NASW Code of Ethics. Student explains how these values will contribute to their professionalism in social work practice, as a supervisor, and as a participant on an inter-professional team (in other words, with team members who are not social workers). Student also describes how they would limit the influence of personal values that may be incongruent with social work values, however, this entire discussion is lacking in detail.

     

    Student provides a basic reflection about their personal values and the alignment with professional social work values as described in the 2017 NASW Code of Ethics. Student explains how these values will contribute to their professionalism in social work practice, as a supervisor, and as a participant on an inter-professional team (in other words, with team members who are not social workers). Student also describes how they would limit the influence of personal values that may be incongruent with social work values, however, this entire discussion is significantly lacking in detail.

     

    Student provides an inadequate reflection about their personal and professional values or does not provide any reflection or does not explain how these values will contribute to their professionalism in social work practice, as a supervisor, and as a participant on an inter-professional team (in other words, with team members who are not social workers). Discussion of how they would limit the influence of personal values that may be incongruent with social work values is also missing. Score this section:

     

      Total Dimension Two Score:

    (round decimals up)

     
      TOTAL ASSIGNMENT SCORE:

    (total of sub-scores)

     

    uence of personal values that may be incongruent with social work values.

This 8-10-page paper requires a minimum of six scholarly sources that address the social work profession. At least three of these sources must be different from the articles assigned for reading in the course. Scholarly writing in the School of Social Work requires the accurate use of APA 6th Edition. Students must use Times New Roman 12-point font. An abstract is not required for this assignment.