Identify State and federal policies and discuss their impact on the clients identified

Assignment 2: Policy and Client Impact Development

For this assignment, you are expected to identify a sub-population within the field agency, then research and discuss with your field coordinator the state and federal policies that may impact the identified clients. Finally, discuss if there is a possibility for you to advocate on behalf of those clients.

By Day 7

Submit a 2-3 page paper in which you:

  1. Identify the subpopulation
  2. Identify State and federal policies and discuss their impact on the clients identified
  3. Provide suggestions for the agency
  4. Discuss possibilities to advocate for the clients

Paper Grade By

Responsiveness

12.5 (25%)

Paper addressed each point of the assignment.

0 (0%)

Paper did not address each point of the assignment.

Identification of Policy

12.5 (25%)

Paper demonstrated ability to identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.

0 (0%)

Paper did not demonstrate ability to identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.

Assessment of Policy

12.5 (25%)

Paper demonstrated ability to assess how social welfare and economic policies impact the delivery of and access to social services

0 (0%)

Paper did not demonstrate ability to assess how social welfare and economic policies impact the delivery of and access to social services

Critical Thought

12.5 (25%)

Paper demonstrated student ability to apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

THE GOOD SEED DROP-IN,

Website – (goodseedcdc.org)

 

MISSION

Good Seed’s Mission Is to help youth not only live but thrive. We provide supportive, nurturing, specialized care for homeless young people in California through supportive housing, job training, comprehensive services, and individual planning. Good Seed creates an environment where youth, ages 18-25, can thrive and grow to achieve their full potential. Our aim is to ensure that youth have the tools they need to realize their goals and dreams, so that they may live healthy and meaningful lives.

Populations Served

Homeless, Previously, Currently

Teen & Young adults

Single adults

Mental Health

 

PROVIDE

· Temporary safety and basic supports for Seriously Emotionally Disturbed (SED) and Severe and Persistently Mentally III (SPMI) TAY who are living on the streets or in unstable living situations.

· Safe environments in which TAY can make new friends and participate in social activities.

· Linkage to Mental Health

· Employment Assistance

· Computer/Internet Access

DVD & Games

· Linkage to Substance Abuse Treatment

· Information Educational Services

Social Activities

 

PROGRAMS FOR CLIENT’S

· Supportive Housing Program

· Enhanced Emergency TAY Shelter

· Gain/Grow Program

· MTA: Homeless Youth Outreach

Ethical Case Study

A Minor (?) Client

 

Tommy, age 17, is brought by his parents to see Ben, a counselor in private practice. During the intake session with the parents and Tommy, the parents tell Ben that they are concerned about Tommy’s performance in high school as well as his overall social adjustment. Tommy had been an athlete throughout middle and high school, but about 6 months ago he was dismissed from the baseball team by the coach and school administrators. The situation that led to the dismissal involved an incident during a practice in which Tommy had an argument with a teammate. After practice, he got into a fight with the same teammate and another player in the locker room. Tommy was viewed by the coaching staff as the instigator of the argument, and observers supported this view. Tommy believed the coach did not like him and was singling him out, as other players had argued and scuffled without serious consequences. Within a few days of the fight, Tommy got into a verbal altercation with a teacher over a grade. These combined events led to him being dismissed from the team and suspended from school for a week.

 

Tommy’s school performance has declined from grades of A and B to failing or barely passing most classes. He also has changed his group of friends, spending his time with individuals his parents view as troublemakers and drug users. In fact, his parents have caught Tommy drinking and smoking marijuana several times, and they suspect additional drug use. He has become increasingly defiant with his parents by withdrawing from his family, staying out far beyond his curfew, and hanging out in dangerous areas of town.

 

Ben meets with Tommy individually after completing the intake with the parents present. Tommy denies that he is using any drugs except marijuana and states that he believes his parents are overreacting. He describes his drug use as “normal high school stuff.” He says that he plans to return to school, pull up his grades, and graduate on time and that he hopes to play baseball at a college or university. When Ben asks Tommy if he wants to continue in counseling, Tommy says that he does. When Ben gently questions whether Tommy’s response is motivated more by a desire to avoid further dissention with his parents than by a sincere desire to receive counseling, Tommy denies this.

 

During the next six weekly sessions, Tommy remains marginally engaged in the counseling process: He answers questions and carries on a conversation but will not actively explore his internal struggles, feelings, or actions that led to his current situation. Ben structures some sessions as family sessions and sometimes sees Tommy individually. In both situations, Tommy maintains the same stance: “I’m fine, my parents are simply overreacting.” By contrast, Tommy’s parents believe his substance abuse is more serious than he admits. They have removed all alcohol from the house to prevent him from drinking it and report that they discovered he has used Xanax recreationally. Also, they state that Tommy was once involved in a situation in which someone pulled a gun on him and friends when (the parents assumed) they were at a house to purchase drugs. Taking into account the parents’ report, Ben diagnoses Tommy with a substance use disorder and submits paperwork for reimbursement to the family insurance company. Ben also includes a diagnosis of an adjustment disorder with conduct disturbance.

When the family receives notification from their insurance company about the claim, they are upset to learn that a diagnosis of a substance use disorder was given. They are concerned that such a label will follow Tommy and negatively affect his future. Tommy, also, is very concerned, fearing that such a diagnosis might prevent him from being able to play baseball at a college or university. Tommy is particularly upset because he disagrees with the diagnosis, maintaining that his substance use is “normal” and that he isn’t “stupid enough to get into trouble with drugs.”

A complicating factor in the case is that Tommy turned 18 during the 6 weeks he was in counseling, making him legally responsible for remaining in counseling and confounding the question of who gives consent for treatment. Initially, Tommy’s parents had reviewed and signed the consent for treatment documents, and Tommy had given his assent. The parents had paid for counseling services. Ben was unaware of the birthday, although the information was in the client file.

2-1 Worksheet: Cultures And Artifacts Worksheet

HUM 100 Cultures and Artifacts Worksheet

 

Complete this template by replacing the bracketed text with the relevant information.

 

Part 1

In the first column, list three cultures you are a part of or that you identify strongly with, and rank them from most to least significant in your life. These can be national, ethnic, religious, regional, or local, and they can include subcultures or groups related to your personal interests.

In the second column, identify one representative object for each of the cultures you identify with on your list.

In a few words, explain how the cultural object reflects the culture in which it exists. Consider which aspects of culture have relevance for each object: politics, history, religion, social perceptions, technology, media, education, and so on.

 

Culture/Subculture Object Influence of Culture on the Object
[Insert text.] [Insert text.] [Insert text.]
[Insert text.] [Insert text.] [Insert text.]
[Insert text.] [Insert text.] [Insert text.]

 

 

Part 2

To complete the second table, select three reasons for creating an artifact from the resources provided, or provide your own reasons.

 

1. In the first column, state the reason for creating an artifact.

In the second column, provide an example of an artifact that could have been created for the reason presented.

In the third column, state whether the artifact was created by an individual or a group, and provide the name(s) of the creator(s).

 

Reason

Example of Artifact Creator
[Insert text.] [Insert text.] [Insert text.]
[Insert text.] [Insert text.] [Insert text.]
[Insert text.] [Insert text.] [Insert text.]

 

 

Select one of the artifacts and answer one of the following questions in one to two paragraphs:

 

Do you believe the creator was successful in achieving their purpose? Why or why not?

 

 

How do think the artifacts and the culture in which they were created influenced each other? Explain.

 

[Insert your one- to two-paragraph response.]

 

 

HUM 100

 

Cultures and Artifacts

Worksheet

 

 

Complete this template by replacing the bracketed text with the relevant information.

 

 

Part

1

 

1.

 

In the first column, list three cultures you are a part of or that you identify strongly with, and

rank them from most to least significant in your life. These can be national, ethnic, religious,

regional, or local, and they can

include

 

subcultures or grou

ps related to your personal interests.

 

2.

 

In the second column, identify one representative object for each of the cultures you identify

with on your list.

 

3.

 

In a few words, explain how the cultural object reflects the culture in which it exists. Consider

which

 

aspects of culture have relevance for each object: politics, history, religion, social

perceptions, technology, media, education, and so on.

 

 

Culture/Subculture

 

Object

 

Influence of Culture on the Object

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

 

Part

2

 

 

To complete the second table, select three reasons for creating an artifact from the resources provided,

or provide your own reasons.

 

 

1.

 

In the first column,

 

state the reason for creating an artifact.

 

2.

 

In the second column, provide an example of an artifact that could have been created for the

reason presented.

 

3.

 

In the third column, state whether the artifact was created by an individual or a group, and

provide

the name(s) of the creator(s).

 

 

Reason

 

Example of Artifact

 

Creator

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

[Insert text.]

 

 

Select one of the artifacts and answer

one

of the following questions in

one to two paragraphs

:

 

 

·

 

Do you believe the creator was successful in

achieving

 

their purpose? Why or why not?

 

 

 

·

 

How do think the artifacts and the culture in which they were created influenced each other?

Explain.

 

 

[Insert

your one

 

to two

paragraph response.]

 

 

 

 

HUM 100 Cultures and Artifacts Worksheet

 

Complete this template by replacing the bracketed text with the relevant information.

 

Part 1

1. In the first column, list three cultures you are a part of or that you identify strongly with, and

rank them from most to least significant in your life. These can be national, ethnic, religious,

regional, or local, and they can include subcultures or groups related to your personal interests.

2. In the second column, identify one representative object for each of the cultures you identify

with on your list.

3. In a few words, explain how the cultural object reflects the culture in which it exists. Consider

which aspects of culture have relevance for each object: politics, history, religion, social

perceptions, technology, media, education, and so on.

 

Culture/Subculture Object Influence of Culture on the Object

[Insert text.] [Insert text.] [Insert text.]

[Insert text.] [Insert text.] [Insert text.]

[Insert text.] [Insert text.] [Insert text.]

 

Part 2

To complete the second table, select three reasons for creating an artifact from the resources provided,

or provide your own reasons.

 

1. In the first column, state the reason for creating an artifact.

2. In the second column, provide an example of an artifact that could have been created for the

reason presented.

3. In the third column, state whether the artifact was created by an individual or a group, and

provide the name(s) of the creator(s).

 

Reason Example of Artifact Creator

[Insert text.] [Insert text.] [Insert text.]

[Insert text.] [Insert text.] [Insert text.]

[Insert text.] [Insert text.] [Insert text.]

 

Select one of the artifacts and answer one of the following questions in one to two paragraphs:

 

 Do you believe the creator was successful in achieving their purpose? Why or why not?

 

 

 How do think the artifacts and the culture in which they were created influenced each other?

Explain.

 

[Insert your one- to two-paragraph response.]

Evolution And Mating Practice

I have attached the case study description at the bottom so that you can read it to write the paper.

Please watch the following YouTube video (https://www.youtube.com/watch?v=OXQwtTOnLvg) which complements the material covered in the evolutionary perspective chapter, the psychosocial perspective chapter(s), and the first article about which you will write a review paper this semester. In the linked video, Dr. Puts describes the evolution of some important gender differences in mating behavior. For example, he describes why men evolved to secure and provide resources and why women evolved to prefer men who can provide consistent resources. He also describes how evolutionary theory helps us understand why women’s mate preferences change over the course of their menstrual cycle and why men (should and do) care for their own children and not other men’s children.

After you have viewed the video (and taken notes), please 1) read the attached Case Study description

(and 2) answer the application questions noted below. You will type your answers in a separate document and upload it in this drop box for credit. Please remember to enumerate your list of answers and to NOT copy and paste the questions into your paper.

  1. According to evolutionary psychology, to what type of women should men be most attracted? Why?
  2. According to evolutionary psychology,  to what type of men should women be most attracted? Why?
  3. How could evolutionary psychology explain what would make Dylan’s first wife, Whitney, stay with him even though she knew about his infidelities?
  4. According to evolutionary psychology, what would a woman married to Dylan have to do in order to make Dylan initiate a divorce?
  5. Why does Dylan not use birth control, according to evolutionary psychology?
  6. Using an evolutionary psychological perspective, make the case for why Dylan’s ‘side pieces’ would use birth control when they are with him. Then, make the case for why Dylan’s ‘side pieces’ would NOT use birth control when they are with him. Be specific and explain your answer clearly.
  7. What are some problems with the evolutionary psychology explanations noted here?
  8. Use Freud’s theory to explain Dylan’s promiscuity. How does the focus of Freud’s theory differ from that of evolutionary psychology?