Discussion: Family Systems in Social Work Practice Families are as unique as the individuals who form them.

Discussion: Family Systems in Social Work Practice

Families are as unique as the individuals who form them. While you may utilize the same or similar techniques, while working with family systems (through the steps in the GIM and related practice skills), it is also important to recognize that each family has its own unique needs and experiences in the world. The empowerment perspective states that an essential aspect of working with individuals and families is to address their feelings of powerlessness and oppression. Empowerment is a process; and one part of that process is to gain an awareness of the oppressive structures evident in our society. Oppression, in the form of racism, sexism, classism, and homophobia, can impact a family’s quality of life and ability to thrive. Empowerment practice includes discussing potential societal barriers that may have contributed to the family’s concerns.

For this Discussion, review this week’s Resources. Select a diverse family system, such as a family with differences in sexual orientation, a family with differences in race or ethnicity, or a family with members who are managing a disability. Then, consider potential barriers they might encounter in society. Finally, think about how a social worker might address one of these barriers on an individual, family, organizational, group, or community level.

Post a brief description of the diverse family system you selected.

Then explain a potential barrier they might encounter in society.

Finally, explain one skill a social worker might use to address this barrier on an individual, family, organizational, group, or community level.

 

References

 

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2015). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning.

  • Chapter 9, “Understanding Families: Family Assessment” (pp. 330-360)
 

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Design a behavior support plan template to provide to special education teachers as they develop individualized education

Design a behavior support plan template to provide to special education teachers as they develop individualized education programs. This plan can be done with a word processor or as a chart for documentation purposes. Include information on who is the person responsible for completion of each assignment and an estimated due date. The purpose of the plan is to guide teachers through the process of developing a behavior plan. Include the following, with a set of instructions to help teachers complete each section:

 

  1. Timeline for Start and Completion Dates
  2. Functional Behavior Assessment
  3. Environmental Assessment
  4. Social and Emotional Goals and Benchmarks
  5. Academic Goals and Benchmarks
  6. Behavior Intervention Plan
  7. Manifestation Determination Meeting (if applicable)
  8. Timeline for Implementation

Length: 3-5 pages not including reference page
References: minimum of 7 scholarly resources required

 

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Planning for transition services includes preparing school personnel for the responsibility of providing services

Planning for transition services includes preparing school personnel for the responsibility of providing services to students with disabilities. To prepare for this responsibility, prepare a presentation that you could give to a superintendent’s leadership team to document the provision of an appropriate transition program. Utilize any type of technology or other documentation procedures you prefer to accomplish this task. Information pertaining to all of the questions below is addressed in Kochhar-Bryant & Greene (2009).

Be sure to include the following:

  1. What kinds of goals and transition formats must be created to help teachers develop good transition plans? (Be sure to provide actual or hypothetical examples.)
  2. What meetings need to be conducted with school personnel for training purposes?
  3. What professionals will be involved in the transition program training sessions?
  4. How will you provide for the four transition pathways for students with disabilities?
  5. How will you prepare students to conduct student-directed IEP transition planning meetings?
  6. What follow-up and follow-along procedures and practices will be used to monitor post-school IEP services?
  7. How will you evaluate the quality of the transition program?
  8. How many of the ten steps in planning to implement interagency agreements for transition will you utilize?
  9. What best practices in transition for culturally and linguistically diverse youth with disabilities will you utilize?
  10. Any additional topics to address? Include them in your final summary.

In your PowerPoint Slides – or other technology-enhanced presentation – please be sure to include:

  • Appropriate animations, transitions, and graphics
  • Speaker notes of 200-350 words for each slide (You may use brief paragraphs or bulleted lists.)
  • Include 12-15 PowerPoint slides, not including the title slide and at least one slide containing references used for the slideshow presentation.
  • Information addressing all five sections, as outlined above.
  • At least 5 relevant scholarly resource references.
  • Citations for quotations and paraphrases with references in APA format and style.
  • Save the file as PPT with the correct course code information.

Your presentation should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your paper should reflect scholarly writing and current APA standards. Review APA Form and Style.

 

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Assignment 1.2: Conflicting Viewpoints Essay – Part II

Assignment 1.2: Conflicting Viewpoints Essay – Part II

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking.

The assignment is divided into two (2) parts.
For Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts.
* Remember that in the Week 2 Discussion, you examined the biases discussed in Chapter 2 of the webtext.

In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas.

Part II – Writing
Write at three to four (3-4) page paper in which you:
1. State your position on the topic you selected for Assignment 1.1.
2. Identify (3) three premises (reasons) from the Procon.org website that support your position    and explain why you selected these specific reasons.
3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.
4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.

5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.
6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

The paper should follow guidelines for clear and organized writing:

·         Include an introductory paragraph and concluding paragraph.

·         Address main ideas in body paragraphs with a topic sentence and supporting sentences.

·         Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

·         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.

·         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

You must follow these submission guidelines:

·         Submit the essay to Turnitin.com and then submit the originality report and final essay with any needed revisions to Blackboard.

The specific course learning outcomes associated with this assignment are:

·         Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.

·         Create written work utilizing the concepts of critical thinking.

 

·         Use technology and information resources to research issues in critical thinking skills and informal logic.

 

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Human Development and Educational Psychology in Children’s Television Programming

Human Development and Educational Psychology in Children’s Television Programming

Allocate a total of 1.5 hours to complete this part of the Clinical Field Experience.

Select and watch a Saturday morning children’s television program and the commercials that air during this program. Complete a 250-word reflection that addresses the following:

  1. A description of the programming and advertising.
  2. What is the targeted age range for the programming and advertising? Describe specific visual and auditory aspects of the programming and advertising that support your conclusions. Defend your response with support from the various theories covered in this course related to cognitive, linguistic, social, emotional, and physical development.

Prepare this assignment according to the APA guidelines found in the APA Style Guide

 

  • Rubric:  Description judiciously and clearly describes programming and advertising in terms of the children being targeted.
  •  candidate thoroughly reflects on theories as they apply to cognitive, linguistic, social, emotional, and physical development of elementary-age children being targeted by television programming and advertising .
 

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