1. Focus on the initial stage of the generalist interventions model engagement,

1. Focus on the initial stage of the generalist interventions model engagement,

1. Focus on the initial stage of the generalist interventions model engagement, interviewing, and initial assessment. Watch an episode on Hoarders or intervention
2. From one episode, choose 1 character/ client to use the focus on the biopsychosocial factors that may impact the client and engagement observed and discussed how that helping professional engaged and assesses this client/character then share how you would engage, assess, and formulate the initial treatment plan for the client based on the evidence-based practice.
3.paper structure film/ episode synopsis- 1 paragraph provide a brief summary of the video chosen make sure to cite video APA format at the end of your citations
* Character assessment describe the identified clients clinical presentations like a mini biocycle social. Provide information on appearance medical conditions economic situations developmental milestones intersectionality strengths challenges. What family environment told social or other factors are important to understand this client think Of the person in Environment perspective
* Engagement- what is your engagement plan for the client? given that you’ve mentioned the assessment section was specifically would you do to build relationship with the client? what therapeutic techniques would you use? how does bias power and privilege impact engagement with the client? how will you engage with the client’s family and or support system? how would you address resistance to Engagement?
* Therapeutic critique how did the therapist of the video engage with the client? how did the therapist engage with the client’s family and/or support system? what specific techniques can you identify the therapist using in the video? how did the client react to the engagement? what is your overall review of the work done by the therapist?
* Suggested Treatment Plan thinking ahead of the next stage of the generalist intervention model planning and implemtation provide a suggested treatment plan for the character based on the evidence-based approach. find at least two scholarly articles and one evidence-based program that support this model of treatment for the diagnosis suggested treatment for the family members if applicable.

Policy Brief (3-4 pages, single-single spaced) Applying the framework for policy

Policy Brief (3-4 pages, single-single spaced) Applying the framework for policy

Policy Brief (3-4 pages, single-single spaced) Applying the framework for policy analysis described in the Terrrell book, please develop and submit a policy brief. A policy brief is brief-concise and to the point.
1. Describe a problem or issue
2. Present a few options for dealing with the problem or issue (including the policy you identified in the social welfare problems history paper-see attachment)
3. Present and describe your recommendations on the best option.
Your recommendations could involve adjustments in any of the key areas of policy analysis: social allocation (who), social provision (what), social service delivery (how), and or financing (by what specifically, your brief should cover the following:
Descriiption of the problem
what is the problem, what is the scope of the problem
Descriiption of options for response
Present 3-4 possible ways to address the problem you have identified through public policies or programs
These could include policy options that have been tried in the united states or elsewhere, but could also include options that have not been previously tried.
what options for addressing the identified problem or issue are you recommending.
What are the goals and objectives
who is entitled or eligible to receive services under this policy
social allocation
What forms of benefits or services are to be delivered
social provision
How are services delivered? what is the administrative or organizational structure for service delivery?
By what means are these services to be financed
In what ways is the proposed response better than both the status quo and other plausible options?
Forecast how your changes might affect the social work profession.

Welfare Policy Essay, generally assessing the efficacy of a well-known social we

Welfare Policy Essay, generally assessing the efficacy of a well-known social we

Welfare Policy Essay, generally assessing the efficacy of a well-known social welfare program in helping a particular (singular) demographic of interest. Example) How safety-net hospitals have helped, and are limited in helping, Black Americans. Please refer to rubric for full writing instructions and grading/requirement details. Utilize citations already provided on my draft paper ONLY. DO NOT CITE any other sources other than the ones I have already provided

All the instructions have been outlined and attached in the assignment briefs be

All the instructions have been outlined and attached in the assignment briefs be

All the instructions have been outlined and attached in the assignment briefs below. Please follow the guidelines.
It is an off-shoot of a group work that has been attached.
The case study has been attached also.
Can you please use Harvard referencing.

Reflect on how you promoted difference and diversity in the foundation practicum

Reflect on how you promoted difference and diversity in the foundation practicum

Reflect on how you promoted difference and diversity in the foundation practicum.(please use I was able to use cultural competency and was aware of others differences)
Share how you can expand your advocacy for human rights in your local community. please use ( i would like to suport groups tht deal with the mental health and immigration. I would like to inform others in the community by having them aware.
Use the readings to support your discussion post.
please use this source https://www.socialworkers.org/About/Ethics/Code-of-Ethics
Bent-Goodley, T. B. (2014). Social Work: A Profession of Power, Passion, and Purpose. Social Work (New York), 59(3), 197–199. https://doi.org/10.1093/sw/swu019

Overview This final assignment is designed to give you the opportunity to develo

Overview
This final assignment is designed to give you the opportunity to develo

Overview
This final assignment is designed to give you the opportunity to develop a teaching module to share your expertise on a social work topic of your choice. The skills you will practice in this assignment will be useful if you aspire to teach in academia; these skills can also be applied by social work leaders in an agency or organization, who must share their expertise with fellow social workers or who are responsible for professional development training. Using the template linked in Resources, you will choose a topic on which you have expertise, and summarize the five-week learning module in which you will share your expertise. You will identify the competencies you want learners to acquire and create a cohesive plan for instruction and assessment, based on the adult learning models covered in the course.
Instructions
The Week 10 Assignment Template contains italicized instructions that support the following grading criteria. Save the template to your own files and use it for your assignment submission, replacing the italicized text with your unique information about your teaching module. Provide enough information or context with sufficient detail that any social work leader would be able to present essentially the same module based on the information and instruction you provide.
The eight main bullet points that follow correspond to the grading criteria for this assignment:
Define competencies that learners should acquire related to a chosen topic.
Describe five distinct (differentiated from each other) observable skills or knowledge sets that you could help learners to acquire and demonstrate through your teaching module.
Create a cohesive plan for instruction and assessment.
A “cohesive plan” will display alignment between and among the competencies and each element of the teaching module (objectives, readings, five-week lesson plan, talking points, technology, and assessments).
It should be easy to see how the planned instruction (readings, lesson plan, talking points, and technology) will enable learners to achieve the competencies.
It should be easy to see how each objective is a demonstration of the specific competency.
It should be easy to see how the planned assessments will allow the instructor to evaluate whether learners have achieved the competencies.
Explain strategies for the integration of technologies into course delivery.
Apply the technology knowledge that you have gained in this course to select 3–5 programs or applications that will help learners develop the competencies you identified for the module.
Provide specific justification for each technology, taking adult education models, learning styles, and abilities, as well as the desired competencies, into consideration.
Explain how you applied adult learning theories and models in your plans for the learning module.
Justify course activities (including competencies, objectives, instructional materials, lesson plans, technology, assessment, and so on) based on adult learning theories and models.
You are not expected to generate a theory-based justification for each activity; rather, you can choose from among your planned activities to show how your plans for the teaching module are grounded in what you have learned about adult learning theories and models in this course.
Integrate key aspects of diversity and social inclusion in teaching strategies.
Apply concepts from the diversity, equity, and inclusion statement that you developed for your Week 7 assignment.
Explain the role that diversity, equity, and inclusion played in the planning of your teaching module.
Explain how your teaching module could contribute to a culture of inclusion, equity, and diversity.
Integrate key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies.
Explain the role that the concepts covered in the NASW Code of Ethics and the NASW Standards for Technology played in the planning of your teaching module.
Write content clearly and logically, following the rules of grammar, usage, and mechanics.
“Grammar” refers to the basic rules for how sentences are constructed and how words combine to make sentences (such as word order, case, and tense).
“Usage” refers to correct word choice and phrasing, particularly with regard to the meanings of words and phrases.
“Mechanics” refers to correct use of capitalization, punctuation, and spelling.
Ensure that all material that reflects the thoughts, ideas, and words of other authors is properly cited and referenced using APA style.
Use in-text citations within each section of the template as appropriate to support your plan.
Include your reference list in the final section of the template where indicated.
Submit your paper to SafeAssign as a draft. Use your originality report to review your work and to ensure that all material that reflects the thoughts, ideas, and words of other authors is properly cited and referenced. Remember that when you submit your final assignment for your instructor to grade, it will automatically be submitted to SafeAssign one more time. Both you and your instructor will be able to see the final originality report.
Resources
Unit 10 Assignment Template [DOCX] Download Unit 10 Assignment Template [DOCX].
SafeAssignLinks to an external site..
Week 10 Assignment – Teaching Module
Week 10 Assignment – Teaching Module
Criteria Ratings Pts
Define competencies that learners should acquire related to a chosen topic.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Defines competencies that learners should acquire related to a chosen topic; the competencies provide a sufficient descriiption of knowledge, skills, abilities, or attributes related to the topic.
17 to >14 pts
PROFICIENT
Defines competencies that learners should acquire related to a chosen topic.
14 to >0 pts
BASIC
Attempts to define competencies that learners should acquire related to a chosen topic, but some proposed competencies are unclear, not assessable, or contain redundancies.
0 pts
NON_PERFORMANCE
Does not define competencies that learners should acquire related to a chosen topic.
/ 20 pts
Create a cohesive plan for instruction and assessment.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Creates a cohesive plan for instruction and assessment; insightful details provide relevant, credible support for the plan.
25.5 to >21 pts
PROFICIENT
Creates a cohesive plan for instruction and assessment.
21 to >0 pts
BASIC
Attempts to create a plan for instruction and assessment, but some elements are missing, unclear, or misaligned.
0 pts
NON_PERFORMANCE
Does not create a plan for instruction and assessment.
/ 30 pts
Explain strategies for the integration of technologies into course delivery.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Explains strategies for the integration of technologies into course delivery, supported by insightful justification for each technology that takes adult education models, learning styles and abilities, and the desired competencies into consideration.
25.5 to >21 pts
PROFICIENT
Explains strategies for the integration of technologies into course delivery.
21 to >0 pts
BASIC
Attempts to explain strategies for the integration of technologies into course delivery, but it is not clear how the programs or applications will help learners develop the competencies identified for the module.
0 pts
NON_PERFORMANCE
Does not explain strategies for the integration of technologies into course delivery.
/ 30 pts
Explain how adult learning theories and models are applied in the plans for the learning module.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Explains how adult learning theories and models are applied in the plans for the learning module and identifies areas of uncertainty, knowledge gaps, and/or additional information that could be gathered for future improvement of the plan.
25.5 to >21 pts
PROFICIENT
Explains how adult learning theories and models are applied in the plans for the learning module.
21 to >0 pts
BASIC
Attempts to explain how adult learning theories and models are applied in the plans for the learning module, but the explanation lacks depth and adequate detail.
0 pts
NON_PERFORMANCE
Does not explain how adult learning theories and models are applied in the plans for the learning module.
/ 30 pts
Integrate key aspects of diversity and social inclusion in teaching strategies.
view longer descriiption
30 to >25.5 pts
DISTINGUISHED
Integrates key aspects of diversity and social inclusion in teaching strategies and clearly explains how the teaching module could contribute to a culture of inclusion, equity, and diversity.
25.5 to >21 pts
PROFICIENT
Integrates key aspects of diversity and social inclusion in teaching strategies.
21 to >0 pts
BASIC
Attempts to Integrate key aspects of diversity and social inclusion in teaching strategies, but explanations of the role of DEI lack depth or adequate detail.
0 pts
NON_PERFORMANCE
Does not Integrate key aspects of diversity and social inclusion in teaching strategies.
/ 30 pts
Integrate key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Integrates key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies, providing clear and insightful explanations.
17 to >14 pts
PROFICIENT
Integrates key aspects of the NASW Code of Ethics and the NASW Standards for Technology in teaching strategies.
14 to >0 pts
BASIC
Attempts to explain the role that the concepts covered in the NASW Code of Ethics and the NASW Standards for Technology played in the planning of the teaching module, but their integration is unclear.
0 pts
NON_PERFORMANCE
Does not explain the role that the concepts covered in the NASW Code of Ethics and the NASW Standards for Technology played in the planning of the teaching module.
/ 20 pts
Write content clearly and logically, with correct use of grammar, usage, and mechanics.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Writes content clearly and logically with expert use of grammar, punctuation, and mechanics, meeting professional publication standards.
17 to >14 pts
PROFICIENT
Writes content clearly and logically with correct use of grammar, punctuation, and mechanics.
14 to >0 pts
BASIC
Writes content with persistent or frequent errors in grammar, punctuation, and mechanics.
0 pts
NON_PERFORMANCE
Does not write content clearly and logically with correct use of grammar, punctuation, and mechanics.
/ 20 pts
Ensure that all source material used is properly cited in text and referenced using APA style.
view longer descriiption
20 to >17 pts
DISTINGUISHED
Ensures that all source material used is properly cited in text and referenced using APA style, exhibiting strict and nearly flawless adherence to APA formatting of in-text citations and references.
17 to >14 pts
PROFICIENT
Ensures that all source material used is properly cited in text and referenced using APA style.
14 to >0 pts
BASIC
Attempts to ensure that all source material used is properly cited in text and referenced using APA style, but there are numerous errors and/or omissions.
0 pts
NON_PERFORMANCE
Does not properly cite or reference material using APA style.
/ 20 pts

Rewrite the paper attached below using the feedback posted by the professor the

Rewrite the paper attached below using the feedback posted by the professor the

Rewrite the paper attached below using the feedback posted by the professor the feedback is found below dated 10/27/23, and use at least two references from the course reading attached below, please use the questions listed as subheaders. The questions are located below found in sections I, II, and III below. READ FEEDBACK CAREFULLY BEFORE REWRITING THE PAPER.
Section I: A brief statement naming and describing the research problem
What is the problem?
What are two to three components of this problem?
Who are the people and communities that are affected by this problem??
Why is it a problem that this particular group of people is experiencing this problem?
What makes this a social work problem?
What do you want to know about this problem?

Sources Note: This section is where the demographic information is placed. For instance, characteristics regarding who is affected, how they are affected, how many people are affected, and where or what geographical information may be most affected is shared.

Section II: A brief background placing the importance of the research problem in the context of social work service delivery.
What is the history of this problem?
How has this problem (or ones similar to it) been addressed in the past?

Source Note: This section is where sources about the history of the problem and other studies that have explored this problem are placed.

Section III: A discussion of why it is important to study this problem with respect to social work practice.
Will greater research into this problem area will benefit social workers and or social work clients? If so, explain how.

10/27/23 7:43 PM Feedback from Professor
Well done. The writing is strong and the paper is coming along. For Mini-Assignment 3, please be sure to:
1. Correct the Reference Page by making sure that the appropriate information in each of the reference page citations is italicized, such as Journal Titles.
2. Use at least two (2) sources from the SW 307 course.
3. Great that you use the main sections from the Mini-Assignment outline as the headers. Please make sure to also use the questions as sub-headers for the paper, not just their accompanying letters, such as a., b., c..
These sources may be of use:
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://apastyle.apa.org/instructional-aids/reference-examples.pdf

ignature assignment for the course A literature review/conceptual/think piece pe

ignature assignment for the course
A literature review/conceptual/think piece pe

ignature assignment for the course
A literature review/conceptual/think piece pertinent to the student’s choice of research area. The aim of completing this paper is to: become familiar with the literature in your area, begin the process of the literature review for the student’s future dissertation AND to work towards producing work of a publishable standard. Students will select an appropriate target journal for publication and format the paper according to their submission guidelines. Attach the guidelines to the paper. The paper should be between 15 and 25 pages, not including the abstract, references or tables.