INSTRUCTIONS Select one (1) of the following essay questions and submit a respon

INSTRUCTIONS
Select one (1) of the following essay questions and submit a respon

INSTRUCTIONS
Select one (1) of the following essay questions and submit a response (Worth 20 points). Responses should be at least one (1) paragraph, but no more than two (2) paragraphs. Feel free to use course readings and videos to support points discussed in your response, but be sure to properly cite them and include a reference page, if applicable.
Define and explain the differences between an absolute measure of poverty and a relative measure of poverty. Provide two examples.
Work is highly valued in our society and considered the best way to achieve economic security and self-sufficiency. If that is true, explain how there can be people who are “working poor?” How can someone be working and poor at the same time? Does this contradict our beliefs in the value of work? What are the implications when developing anti-poverty strategies?
What conflicting values and beliefs influence our relations with other countries and our acceptance of immigrants and refugees?
Attached are materials from the course syllabus to use for citation

Describe how you would engage with an adult who has experienced trauma. Specific

Describe how you would engage with an adult who has experienced trauma. Specific

Describe how you would engage with an adult who has experienced trauma. Specifically:
Consider the questions you would ask to elicit information about the client’s trauma experience.
Explain how you would educate the client on the effects of trauma.
Explain what advanced-level clinical modality you would recommend and why.

PLEASE make sure to follow ALL of the directions. If you are not the best at APA

PLEASE make sure to follow ALL of the directions. If you are not the best at APA

PLEASE make sure to follow ALL of the directions. If you are not the best at APA formatting, then this may not be the assignment for you. This teacher is very picky when it comes to how the students turn in the assignments. You going to need to peer review references and this assignment can be written in simple language. No need to use the big fantasy wording. Let me know if I forgot to send a doc to you. Please let me know if you have any questions.

Based on Healy’s Figure 2.1 (p. 16), discuss how your practice purpose is influe

Based on Healy’s Figure 2.1 (p. 16), discuss how your practice purpose is influe

Based on Healy’s Figure 2.1 (p. 16), discuss how your practice purpose is influenced by the various social, environmental, and professional contexts shown. Identify your practice setting (agency, locale, state), and describe it in sufficient detail so that your fellow learners can identify with it.
Next, describe your practice purpose and use the social, environmental, and professional influences on that purpose. For example, providing infant mental health services in a small, not-for-profit, rural agency will differ from infant mental health services in a large, public, urban agency. The purpose of this service will also differ. Support your ideas with properly cited references from scholarly resources, which may include your text.

First, please read the GCU doctrinal statement in the Class Resources. Explain h

First, please read the GCU doctrinal statement in the Class Resources. Explain h

First, please read the GCU doctrinal statement in the Class Resources. Explain how GCU’s Christian heritage will make your academic experience different based on GCU’s Christian identity and heritage. (100-125 words minimum).
Next, discuss how your undergraduate and graduate experience (based on the provided readings) will be different given GCU’s Christian heritage and identity, as well as the narrow focus of graduate school. (100 -125 words minimum).

For each reply, you will need to provide a well-written, thoughtful, friendly re

For each reply, you will need to provide a well-written, thoughtful, friendly re

For each reply, you will need to provide a well-written, thoughtful, friendly response to your
fellow student’s threads providing feedback, thoughtful analysis, strengths-based feedback, and
personal insights. Clarity is brought to issues being discussed, and each reply relates issues to
biblical principles and experience. You will need to use one scholarly source and one biblical source in each reply to be proficient. Proper writing skills, including proper grammar, must be used.
Please form 2 discusssion post replies to the following posts:
1. Lisa
Reflecting through the bible on victimization, discrimination and even being marginalization, I looked to my favorite book of the bible, Luke as I always do for direction and biblical examples of these trends. These scriiptures show example after example on how to present oneself despite being educated, knowledgeable, and even biblical. An example of this is how Jesus acknowledged his “daughter,” in Luke 8:48 (New International Version 1973/1984). The ostracized woman’s faith alone empowered her as she reached for his cloak and was healed (New International Version 1973/1984). She had been struggling with over a decade of constant bleeding, possible menorrhagia making her not fit to worship and needing to go through purification rituals before she is deemed “clean” (Miller p.340). These types of Jewish laws are noted in Leviticus 15:19 (Miller p.340).
There are still today cases after cases of woman being victimized, discriminated against, or marginalized by the rules that were laid forth in the Bible and then practiced over centuries of culture and lifestyle changes. While so many practices have changed and continue to change for woman. In our society today we still have opportunities for growth and understanding of what woman need to be successful with all our cultural needs and lifestyle changes. A peer reviewed article that caught my eye is a piece that focused on the secondary trauma caused by social workers who blamed mothers for their children’s current situation. Time and time again, woman seek to find support after failed relationships with their partners and need continued support for themselves and their children. By leaving domestic violence situations they then experience secondary trauma and pain with working with social workers while trying to sort out the best outcomes for their children. Interviews with mothers who had survived gender-based violence confirmed the lack of sensitivity and understanding they had encountered when working with child protective social workers and needing support (Fleckinger, 2020). These women are often left feeling the blame of the current needs of their children and lack the backing from their social workers to find ways to better themselves and the life of their children which in turns creates a secondary wave of trauma for them (Fleckinger, 2020).
Luke 6:45 say, “a good man brings good things out of the good stored up in his heart, and an evil man brings evil things out of the evil stored up in his heart. For the mouth speaks what the heart is full of’(New International Version 1973/1984). This scriipture from Luke can guide us in our social work with our clients. If we are to support our clients and their needs no matter what is presented to us, if we work from a place of good in our hearts then good work will come from the deeds we do.
They are examples after examples in Luke Chapter 6 that support how I believe and where I look to guide my professional values. We are shown in these scriiptures that we all have flaws and of our equal value. In this scriipture I reflect how I would like to present myself in my personal and professional life. My role in supporting people where they are and seeing them also as a son or daughter of the one true King. My work is no less or greater in the eyes of Jesus as a person who might be seen living a life of ostracism. We are of equal value to the father, and I hope to support them in that type of capacity as I serve them in their needs that are presented to me.
References
Fleckinger, A. (2020). The Dynamics of Secondary Victimization: When Social Workers Blame Mothers. Research on Social Work Practice, 30(5), 515-523. https://doi.org/10.1177/1049731519898525Links to an external site.
Miller, S. (2007) The Complete Guide to the Bible. Barbour Books
The Holy Bible, New International Version (1984) International Bible Society (Original work published 1973)
2. Anthony
For most the story of Ruth is one of redemption; however, a deeper dive reveals that Ruth is a story of perseverance over marginalization and triumph through faith. Ruth serves as an everyone woman in the bible. The role and position of women during the days of Ruth were fixed and also confusing at the same time. Ruth was the great-grandmother of the future King David; however, her life involved struggle. When she is offered favor by Boaz, she does not feel that she is worthy of it. (New International Version, 1978/2011, Matthew 15: 21-24). Ruth was a Gentile and as such she adhered to the class system prevalent at the time. Once her husband died, she was relegated to the margins of society. Her faith remained strong and she persevered. She did not experience victimization in a traditional sense; however, in a number of ways she was rendered invisible and therefore removed from society. She chose to focus on her mother-in-law Naomi. “Where you go, I will go, and where you stay I will stay.” Ruth: 1: 16 (New International Version, 1978/2011). Society during the time of Ruth often defined the woman by her husband. Thankfully, Ruth was not a traditional woman of her time. Her inner strength and resolve helped her to continue to do good works. God was the only thing she needed. During the time of Ruth, society was unapologetic in terms of worldview. Each person occupied a role and a space. Moving out of either was often met with the issues of victimization, discrimination and marginalization. “The LORD is a stronghold for the oppressed, a stronghold in times of trouble.” Psalm 9:9 (New International Version, 1978/2011).
A therapist working with Ruth would highlight her obvious strengths. Part of the developing therapeutic relationship would definetly involve the acknowledgement of her strengths when asking for the work ahead. Ruth’s story also highlights the importance of recognizing intersectionality in competence work with clients. It becomes so important to see the whole person when attempting to provide interventions. Modern day work with victims show how individuals can be discriminated against in one setting and celebrated in another. The concepts of victimization, marginalization and discrimination are overlapping issues that must be addressed holistically when working with clients. In today’s society, victims are often assessed for the role they played in seeking counseling (“what brings you to see me today?”). The culturally competent social worker who has achieved true cultural humility will understand the potential issues with asking this question to early in the contracting phase of work (Shulman 2020). “Whoever walks in integrity walks securely, but he who makes his ways crooked will be found out.” Proverbs 10:9 (New International Version, 1978/2011).
REFERENCES
New International Version. (2011). The New International Version online. www.biblegateway.comLinks to an external site. (Original work published 1978).
Shulman, L. (2020). The skills of helping individuals, families, groups and communities, enhanced. (8th ed.). Cengage.

After exploring this module’s Learn section, address the following: 1) What are

After exploring this module’s Learn section, address the following:
1) What are

After exploring this module’s Learn section, address the following:
1) What are the definition and goals of Psychological First Aid (PFA?). What are some of the action steps employed in PFA?
2) What are common traits/attributes of effective, competent crisis interventionists?
3) In what ways might religious/spiritual issues come up during crisis work?

As you progress in your research, evaluating each resource you plan to use can h

As you progress in your research, evaluating each resource you plan to use can h

As you progress in your research, evaluating each resource you plan to use can help you critically assess their value, develop your research goals, and contextualize your research (i.e., other issues or concepts related to a topic, impact of topic in the field, etc.).

Due Sunday by 11:59pm Points 50 Submitting a text entry box or a file upload U

Due Sunday by 11:59pm
Points 50
Submitting a text entry box or a file upload
U

Due Sunday by 11:59pm
Points 50
Submitting a text entry box or a file upload
Unit 2Movie Assignment
Unit 2: Introduction (1 of 4)
Unit 2: Reading and Activities (2 of 4)
Current Assignment: Unit 2: Movie Assignment (3 of 4)
Unit 2: Discussion The Impact of Traumatic Events (4 of 4)
Instructions
Choose a movie from: Movies – TeachTraumaLinks to an external site.
While watching the movie evaluate the trauma that occurs, to whom does the trauma occur, and the symptoms they are demonstrating due to the trauma.
Then evaluate how the trauma was addressed in the movie and by whom.
Was the treatment effective? Why or Why Not?
Provide a 1-2 page reflection paper that provides an analysis of the movie through a trauma-informed lens that answers the following points:
Name of the movie
How would you describe the trauma that occurs in the film
Who does the trauma occur to and what are the behaviors or symptoms they demonstrate that provide signs of a trauma response?
Evaluate how the trauma was addressed in the film.
What was the strategy (even if it is ignored).
Please provide detail on how it was addressed and by whom.
Then discuss if the treatment or the trauma was effective. Why or why not?
Provide at least one example on how you would provide a trauma-informed lens while working with the person/people experiencing the trauma.
Complete this assignment and submit it to this assignment dropbox by Sunday at 11:59 pm CT.
Estimated time to complete: 4 hours
Rubric
MSW626 Movie Assignment Rubric
MSW626 Movie Assignment Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent
15 ptsLevel 5
Clearly provides the name of the film, and robust description of the film, and a detailed description of the trauma symptoms displayed with specific examples provided
12 ptsLevel 4
Clearly provides the name of the film, and robust description of the film, and a detailed description of the trauma symptoms displayed
9 ptsLevel 3
Clearly provides the name of the film, and description of the film, and a detailed description of the trauma symptoms displayed
6 ptsLevel 2
Clearly provides the name of the film, description of the film, and a description of the trauma symptoms displayed
3 ptsLevel 1
Clearly provides the name of the film, a limited description of the film, and a limited description of the trauma symptoms displayed
0 ptsLevel 0
Does not provide detail about the film or the trauma symptoms demonstrated
15 pts
This criterion is linked to a Learning OutcomeAnalysis and Evaluation
15 ptsLevel 5
Evaluates how the trauma was addressed in the film by providing detail of the strategy (even if it is ignored). Discusses if the treatment or the trauma was effective with a clear analysis of why or why not.
12 ptsLevel 4
Evaluates how the trauma was addressed in the film by providing detail of the strategy (even if it is ignored). Discusses discuss if the treatment or the trauma was effective with somewhat of an analysis of why or why not.
9 ptsLevel 3
Evaluates how the trauma was addressed in the film by providing limited detail of the strategy (even if it is ignored). Discusses discuss if the treatment or the trauma was effective with a clear analysis of why or why not.
6 ptsLevel 2
Evaluates how the trauma was addressed in the film by providing limited detail of the strategy (even if it is ignored). Discusses discuss if the treatment or the trauma was effective
3 ptsLevel 1
Evaluates how the trauma was addressed in the film by providing limited detail of the strategy (even if it is ignored).
0 ptsLevel 0
Does not evaluates how the trauma was addressed in the film
15 pts
This criterion is linked to a Learning OutcomeTrauma informed lens
15 ptsLevel 5
Provides at least one example on how you would provide a trauma-informed lens while working with the person/people experiencing the trauma. Includes a clear example and research to back the example
12 ptsLevel 4
Provides at least one example on how you would provide a trauma-informed lens while working with the person/people experiencing the trauma. Includes a clear example
9 ptsLevel 3
Provides at least one example on how you would provide a trauma-informed lens while working with the person/people experiencing the trauma.
6 ptsLevel 2
Provides an example that is not clearly linked to the people experiencing the trauma
3 ptsLevel 1
Strategy is not trauma informed
0 ptsLevel 0
Does not provide a trauma informed strategy
15 pts
This criterion is linked to a Learning OutcomeWriting Conventions
5 ptsLevel 5
The paper exhibits a superior command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.
4 ptsLevel 4
The paper exhibits a stronger command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling that impair the flow of communication.
3 ptsLevel 3
The paper exhibits a command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.
2 ptsLevel 2
The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.
1 ptsLevel 1
The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.
0 ptsLevel 0
The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.
5 pts
Total Points: 50

Instructions Submit a concept map that illustrates existing knowledge you have a

Instructions Submit a concept map that illustrates existing knowledge you have a

Instructions Submit a concept map that illustrates existing knowledge you have acquired in conducting the systematic review. In your conceptual map present the key/main topic of your systematic review (problem), relevant subtopics, and their connections/relationships through to the existing knowledge you have acquired. Pay close attention to the words you use to connect concepts and explain how they are related. A concept map allows you, the researcher, to tell a story as you see it via the logical relationships and connections you identify. Helpful Resources: https://creately.com/guides/how-to-create-concept-maps/ https://www.mindmanager.com/en/features/concept-map/
NOTE***************************** I need ONe Conceptual Map created with the information that is attached as a Word Document titled SLR Paper and PLEASE PLEASE USE THE RUBRIC to meet the guidelines!
Please follow the example of the model that the examples show. Please make this strong and professional!