The document outlines a program aimed at improving the mental health of the elderly, particularly in light of challenges posed by social isolation during the COVID-19 pandemic. It discusses measurement of outcomes, identifies effective measurement instruments, and emphasizes the importance of support from trained counselors to help clients develop coping skills for issues like depression and anxiety. Additionally, it highlights the need for culturally responsive educational approaches for young children regarding race and gender, stressing the importance of creating a safe environment for discussions around diversity.

1. 1- to 2-page paper in which you:
· Describe how you would measure the outcomes that you
identified in Discussion.
· Specifically, identify the
two best measurement instruments that you would use
and explain why.
· Include strengths and limitations, and consider criteria such as
usefulness, validity, reliability, precision, feasibility, and cost.
· Describe how you would collect the data and what you would
expect to learn from it.
This was my discussion for this week.
Program Goal and Intended Outcomes:
Due to the global pandemic COVID-19 we are experiencing a
historical challenge with the older population. The elderly is
being impacted by social isolation, loneliness, depression, and
anxiety. The goals of the program would be help clients cope
with their mental health issues. The quality of life for the
elderly will improve, and the community will become more
educated about the challenges they face.
Goal Statement for proposed Program
To achieve balance in the mental health for the elderly. To help
them learn coping skills for their depression, anxiety, and social
isolation.
Expected Outcomes:
Performance: To have trained counselors to hold individual and
group counseling sessions for the elderly.
Conditions: All staff will be fully trained to help elderly
population deal with their depression, loneliness, and anxiety.
To hold at least two to three group meetings a week.
Criteria: After three months of counseling the elderly are

2. learning new coping skills, the depression, loneliness, and
anxiety has improved, along with their quality of life.
How outcomes support goal:
The goal of the program is to help the elderly deal with
depression, loneliness, and anxiety. The outcomes support the
goal by having trained counselors giving individual and group
sessions to the elderly to teach them healthy coping skills. The
outcomes of the elderly’s quality of life have improved greatly
supports the goals of the program.
Learning Resources
Required Readings
Dudley, J. R. (2020).
Social work evaluation: Enhancing what we do (3rd
ed.). Oxford University Press.
· Chapter 7, “Crafting Goals and Objectives” (pp. 149–168)
· Chapter 9, “Is the Intervention Effective?” (pp. 215–250)
Noordink, T., Verharen, L., Shalk, R., van Eck, M., & van
Regenmortel, T. (2021). Measuring instruments for
empowerment in social work: A scoping review
. The British Journal of Social Work, 51(4), 1482–1508.
https://doi.org/10.1093/bjsw/bcab054
Walden University Library. (n.d.).
Tests & measures.
https://academicguides.waldenu.edu/library/testsmeasures

3. Virtual book
Username: Etallent9525!
Password: Landon2019!
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reproduction prohibited without permission.
When Boys Won't Be Boys: Discussing Gender with Young
Children
Katch, Hannah;Katch, Jane
Harvard Educational Review; Fall 2010; 80, 3; ProQuest One
Academic
pg. 379
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6. EDUC6358: Strategies for Working with Diverse Children
“Learning About Fairness Race and Gender”
Program Transcript
[MUSIC]
NARRATOR: Early childhood professionals must create
environments where it is safe for children
to talk about diversity, ask questions, and offer opinions. Listen
as educators Leslie Cheung, Eric
Hoffman, and ReGina Chavez, share their thinking and
experiences about young children, race,
and gender.
LESLIE CHEUNG: In the young children's classroom, race and
gender comes up quite a bit.
Children are at an age typically, in zero to five, that is
discovering I'm a boy, and I'm a girl. And
wow my skin color is different from your skin color, why is
that? How come Bobby's skin looks like
chocolate, but mine looks like this apricot? And why does Joey
have a penis, and I don't?
And a lot of these questions come up. And there's a lot of
stereotypes and biases that come
along with this. And sometimes that's a trickle down from the
way a family thinks about certain
things. Maybe a religion that they are a part of, an experience
they may have had. I have worked

7. with families that have two moms, have two dad's, who have
one mom, one dad.
So as children are making these discoveries, parents don't
always know how to react. Sometimes
teachers don't always know how to react. When a child's sitting
at the toilet and all of a sudden
looks over and says, oh well you look different. And everyone
gets startled, grown-ups get
startled. We're experienced, we've been around this. We've had
experience looking at racism,
and looking at gender, and looking at sexual orientation, and
looking at all of these pieces in our
society that impact our children. And then in the classroom, you
have something very simple in
front of you. Very simple, it's simply noticing differences. And
that's all the children are doing,
without bias. It's us who bring that in going, oh you shouldn't
say that. But they should, they
should say that. They should say, well my skin colors different
from yours. And you say, it is. Your
skin looks like apricot or peach, and Bobby's looks like milk
chocolate. Isn't that beautiful?
ERIC HOFFMAN: Preschool children are so interested in how
the world works, they're trying to
figure it out. And one of the things that they look at is, how do
we categorize people? And more
importantly, which categories have strong emotions attached to
them? And gender and race are
two of the big ones. Preschoolers are particularly interested in
gender, it's one of what I call their
big questions. What does it mean to be a boy, what does it mean
to be a girl? Am I always going
to be that gender? If I'm a boy, do I have to behave in certain
ways? Can I play with girls? These

8. are all important questions for preschoolers.
And again I try not to step in and say, you're wrong about your
beliefs. Preschoolers are trying to
take the best information they can, and they come up with these
judgments about the world that
are often incorrect. My job is to give them real experiences, not
lectures, but real experiences that
might contradict the stereotypes that they've come up with. So I
had children who were telling
girls that they couldn't play basketball, because they were girls.
I happened to have one of the
parents who was on the college basketball team, the women's
basketball team, she brought a
few of her teammates over, they did a dribbling and shooting
demonstration. And that was the
end of that talk. And all of my talk to the children wouldn't
make a difference, but then having real
people that they watched made a difference. There were still
some children who insisted that girls
couldn't play it, but it lasted about two weeks before everybody
agreed that well, of course girls
can play basketball.
Page 1

9. So looking at these big things that adults are often afraid to talk
about, children are not afraid to
talk about it. They want to talk about it, they want to talk about
gender, they want to talk about
skin color, and it's our job to make it safe for them. Partly it's
by not just jumping into that, but
creating this atmosphere of we've talked about all these ways
people are similar and different.
And we're celebrating all of it. And skin color, and other racial
issues, gender, those are all things
that we're going to keep celebrating. And they're not huge
things to worry about.
One of the things that I like to do is to use dolls and puppets to
bring up these issues. Because I
can talk about some of the stereotypes children hold, without
talking about specific children. And I
find that children really want to talk about those with dolls and
puppets that they think are alive,
and part of their classroom. So one of the things I did was to
have a boy doll who liked to wear
pink. And I can tell you that I had to break up fist fights about
this, and to keep the discussion
safe. But it was an incredible discussion. With children saying
yes, he can do that. No he can't. It
really brought out what the underlying issues were.

10. REGINA CHAVEZ: If I walked into a classroom and I
pretended that race and gender didn't exist,
if I just deconstructed everything and was like that's a social
construction. And I'm going to ignore
that in my classroom. I would be doing a disservice to my
children and to the families. Because
it's the world that we live in. Where race, class, gender, those
things are socially constructed. And
it's part of the world that we live in. And knowing that, my job
as an educator, I get to help children
and families navigate how we're going to interact with that in
our classroom and in our space. And
how to make children and families feel safe, and worthy, and
loved. No matter what their race, or
class, or gender may be. But the human experience is messy and
complex, and our responsibility
as educators is to help children navigate that. Because they're
learning so much. And so they get
to learn all about this fascinating world, and children have a
really inherent sense of what's fair
and what's not fair.
And in my classroom, one of the activities that we've done
around gender specifically, we had
these capes. And there was one pink one. And this little girl was
saying, boys cannot wear the
pink cape. And the thing about teaching young children is you
need to be patient, and wait for the
teachable moment. And so it was great, because we got to build
curriculum around it. We got to
read Heroes and Heroines by Eric Hoffman. I got to do my final
board story, and have the
characters out. And so I had Juan, and he was wearing the pink
cape. And Carmenita was
saying, you cannot wear the pink cape. And Juan would tell her,

11. I can wear the pink cape and you
can use it when I'm done. In your classroom, you can build stuff
around that.
Page 2
In today’s society professionals working
with children want to provide what is
best for all children. This requires them
to be culturally responsive in their
approach to children and their families.
Part of being culturally responsive is to
be knowledgeable and sensitive to issues
of race and ethnicity. However, this is
difficult to do, because race and ethnicity
are concepts that young children simply
do not understand. However, psycholo-
gists, multicultural educators, and prac-
titioners know that race and ethnicity are
central components of each person’s
individual identity; further, that racism
in society can have a negative impact on
a child’s school success. Given all of
these realities, what are professionals
who work with diverse populations of
young children supposed to do?
Provide a culturally responsive
approach to children and their families
Each of us has created in our minds a
unique, complex identity based on the

12. interaction between many characteristics
(West, 2001). These characteristics include,
family, education, languages, abilities and
disabilities, religion, gender, community,
and race and ethnicity (Wardle, 1996). It is
critical that professionals help children
develop a secure and accurate identity,
and a sense of pride and respect in that
identity. Young children are beginning to
notice physical characteristics of them-
selves and their peers, and also beginning
to pick up some of society’s views and
attitudes around issues of race and ethnic-
ity. Here are some ideas to assist teachers
in this critical task.
Be knowledgeable and sensitive to
issues of race and ethnicity
The U.S. government has divided race
and ethnicity into five broad categories:
American Indian or Alaskan Native;
Asian or Pacific Islander; Hispanic (can be
any race); Black, not Hispanic; and White,
not Hispanic. However, sensitivity to race
and ethnicity requires us to go far beyond
these categories in several important
ways.
First, much of the world does not see race
as we do. For example, Brazilians do not
view themselves as Latinos, but rather as
Afro Brazilian, Amerindian, Asian, Euro-
pean, and Mixed-race (Carvalho-Silva et
al., 2000). Mayans from Guatemala are

13. also classified under the Latino category,
but view themselves as Indigenous
Peoples. With the increased number
of immigrant families attending our
programs, we must be sensitive to this
reality.
Secondly, the U.S. approach lumps
Japanese, Hmong, Koreans, Indians,
Chinese, Vietnamese, and many other
national groups into a general Asian
category. Yet these countries have long
been historical enemies, and each has it
own unique history, culture, language,
and identity.
And, thirdly, we must appreciate diver-
sity within diversity (Wardle & Cruz-
Janzen, 2004). It is a well-known fact that
there is much more diversity within any
large group than between two groups,
whether the group is based on gender,
race, ethnicity, income, age, ability, pro-
fession, or national origin. For example,
my wife is African American, her mother
was Catholic, she attended K-12 Catholic
schools, and her family has a proud
heritage of college graduates. She is
also enrolled in the Chickasaw tribe.
There are many ways we can honor this
wonderful complexity! On application
forms the race/ethnicity question can be
open-ended, so parents can record their
family identity.

14. 68 DIVERSITY
EXCHANGE MARCH/APRIL
2011
Francis Wardle, PhD, teaches
for the University of Phoenix
(online) and Red Rocks Com-
munity College. He has been a
Head Start director; he is cur-
rently a board member of Part-
ners of Americas International, and a founding board member of
Educação do Instituto Estrela do Mar (the Starfish Educational
Institute), which sponsors an annual teachers’ conference in
Maceió, Alagoas, Brazil. He is the director of the Center for the
Study of Biracial Children; his newest book, Approaches to
Early
Childhood and Elementary Education, was published in 2009.
Responding to racial and ethnic diversity
in early childhood programs
by Francis Wardle
Reprinted with permission from Exchange magazine.
Visit us at www.ChildCareExchange.com or call (800) 221-
2864.
Multiple use copy agreement available for educators by request.
DIVERSITY 69
MARCH/APRIL 2011
EXCHANGE
and dislikes. Also, since children this
age love to experiment with language,

15. we can use this to explore issues of
empowerment, support, kindness, and
hurtful expressions.
All age-appropriate activities can sup-
port this effort. Activities that are par-
ticularly helpful in developing and
solidifying children’s identity include,
painting, music, dance, dress-ups, dra-
matic play, face painting and hair care,
looking at picture books, reading (and
being read to), crafts, writing songs,
writing personal journals, painting
murals, and creating literary and photo-
graphic records of the family and of the
community. Various technology proj-
ects, from biographies and families his-
tories, to photographic documentaries
and creating a website, can be created
by older children.
Finally, we must make sure all of our
children are successful in as many activ-
ities as possible. Self-image at this age is
largely based on what children can do
(Erikson, 1963; Wardle, 1993). We must
never limit what a child can do because
of a disability, gender, race/ethnicity, or
because they have not completed an
assigned task. A central role for identity
development is to enable children to be
successful in as many ways as possible.
Start with the child to learn about
their family and community

16. We must always start with the individ-
ual child, and not a racial, ethnic, cul-
tural, or other group. Further, we cannot
automatically assign a child with the
characteristics or attributes assumed to
be stereotypical of a group, be it racial,
disability, gender, income, and so on.
What we should do is learn about indi-
vidual children, their families, commu-
nities, and the other important ecologi-
cal contexts of the child and his family
(Bronfenbrenner, 1979).
We can ask families to provide us with
books, artifacts, songs, and other aspects
of their unique backgrounds; and we
can learn about the wonderful diversity
of each of our children and their fami-
lies. Each of us also needs to expand our
own understanding of global diversity
beyond the limitations of our American
view.
Help children develop a secure and
accurate identity and a sense of pride
in that identity
When my son, Kealan, traveled to Bra-
zil, he left as a black person (his mother
is African American) but arrived as a
mixed-race person (the Brazilin govern-
ment’s category for people of European,
Indian, and Black heritage). Race and
ethnicity are socio-political category
systems. This means they are created
and maintained for social and political

17. reasons.
Further, young children do not under-
stand race as adults do. Sure, they notice
physical differences (i.e., skin color,
height, body build, eye shape, etc.) and
they also pick up language and behavior
used by peers and adults. But they don’t
understand what this means in racial
terms. In fact, race is very confusing to a
young child! The other day a little girl
from Bangladesh asked in puzzlement,
“I am darker than Johnny, does that
make me black like him?” And when
told by a peer from México that she was
black and he was not, my own biracial
daughter asked, “How come I’m black
and he’s not, when he is darker than
me?” Therefore, we must find ways to
help children see how they are similar
to and different from other children.
And we must help them feel good about
their unique physical characteristics.
Since children this age are concrete
learners, we should focus on concrete
aspects of skin and hair color, eye color
and shape, physical abilities and dis-
abilities, and natural expressions of likes
Early childhood professionals are good
at focusing on individual children. We
carefully observe children to determine
their strengths and areas where they
need extra assistance (Wardle, 2003).
Emergent curriculum approaches require

18. that we carefully observe children in nat-
ural settings — play, peer interactions,
private speech — to discover their inter-
ests, language, past experiences, and dis-
positions; the Reggio Emilia philosophy
focuses on each child documenting her
strengths, development, and progress
(Edwards, Gandini, & Forman, 1998).
These skills should be used to determine
the child’s family, community, and over-
all national, racial, linguistic, and ethnic
contexts.
Let the child and his family inform us
about their values, behaviors, and
beliefs
We need to extend our observations and
insights of the child and family men-
tioned above to inform us about values,
behaviors, and beliefs important to them.
n How does the child acknowledge and
celebrate his skin color and nation of
origin?
n How do parents want their child’s first
language to be acknowledged?
n How does the family support the
child’s race and ethnicity outside the
school or child care program?
n How does the family want children to
respond to older people, to people
outside their community, and to

19. people in authority?
The child and her family can inform us
about their community: religion, food,
traditions, male and female roles, impor-
tance of grandparents, role of the child in
the home, etc. Again, a variety of meth-
ods can be used in collecting this infor-
mation:
n Questionnaires
n Questions on application forms
n Open discussions at parents-teacher
70 DIVERSITY
EXCHANGE MARCH/APRIL
2011
Teach another language to
English-speaking students
It is interesting to note the number of
early childhood experts who advocate
for bilingual activities in our early child-
hood programs and schools (Nieto,
2004; York, 2003). While all these recom-
mendations are for programs to teach
the child’s home language and English,
to be truly diverse we must also teach a
second language to English-speaking
students; further, that second language
should be one of the world’s major lan-
guages. These include Russian, Japa-
nese, Chinese, Portuguese, and French.

20. There are a variety of approaches that
programs can take to implement foreign
language efforts in their programs
(Neugebauer, 2005).
Evaluate curricula and policies and
differentiate activities for all students
All policies, procedures, curricular con-
tent, and curricular materials and activi-
ties should be carefully evaluated to
determine if they are good for all chil-
dren, and not just for specific groups of
children. Criteria to consider in this
evaluation include the use of all of
Gardner’s eight learning styles (1983),
use of field dependent and field inde-
pendent approaches to learning, cooper-
ative and individual activities and proj-
ects, hands-on learning, technology
learning, and enactive, iconic and
abstract-symbolic learning.
Differentiation for gifted students,
special needs students, and twice
exceptional students must also be inte-
gral to the curriculum and activities.
These changes, adaptations, and new
approaches should not be designed for
groups of children, but rather for indi-
vidual children. This requires a flexible
approach to time and schedules, with
the possibility of advanced students
pursuing projects and tangential activi-
ties, while other students might need to
move on to new activities. Further, it

21. their community work well here. But of
most importance is not to isolate race
and ethnicity, and not to use curricula
approaches that focus on these factors
above all others. My ecological and anti-
bias model (Wardle, 1996) can be used
effectively in this process.
Do not impose your ideas of
race/ethnicity on the child
Never, ever, impose your ideas of race
or ethnicity on a child. This includes
forcing a child to select a specific federal
racial category. Further, a child should
never be prejudged based on their racial
or ethnic identity, including behaviors,
academic expectations, or specific skills
and dispositions. Allow the child — and
his family — to define herself, and to
define her own values, dispositions,
likes and dislikes, and behaviors.
Clearly this mandate also includes
children with complex elements that
create unique identities (multiethnic
and multiracial), adopted children, and
the increasing number of children who
do not fit neatly into the U.S. census cat-
egories. It is not our job to define a child
or to determine that child’s behaviors,
predispositions, and world view. This
does not mean children do not have
racial, ethnic, and cultural attributes
that impact their behavior and learning.
But it means that we must follow the

22. child’s (and the family’s) lead.
One of the best ways to encourage
children to be everything they can be is
through modeling. Modeling includes
books, pictures and posters on the
walls, visitors to the classroom, and
visits to the community — workplaces,
museums, stores, etc. I work with a
school in Brazil that serves poor
children from the local favelas (slums).
Central to their curriculum is a Profes-
sional Day. The purpose of this activity
is to model to these children that people
like them can be successful.
conferences
n Input from parents during parent-
education activities
n Casual, informal discussions between
teachers and parents
n Visits to the communities where your
children live, both through field trips
and by frequenting local stores and
cultural centers.
When I was a Head Start director, we
had a large influx of Hmong families.
No one in the program knew much
about these children and their families.
I discovered a Hmong church in their
community where the elders provided
us with a great deal of helpful informa-

23. tion and support.
Always view the whole child with all
the factors that make up his identity
All the factors that make up a child’s
identity — race, ethnicity, language,
personality, income, gender, family
structure, and so on — should be inte-
grated throughout the curriculum. Do
not use a tourist approach; do not use a
curriculum by celebration approach,
either. These approaches are not inclu-
sive and are not developmental.
And we should not engage in what is
called essentialism — just focusing on a
few components of a child’s full identity
(Fish, 2002). We should always look at
all the aspects that make-up the child’s
identity, and also look at the sum of the
these parts — the Gestalt. Martha West
reminds us that children construct their
own meaning of their unique realities
(2001). This includes their social and
contextual reality. Teachers can support
this developmental effort that continues
throughout a child’s entire school life.
Provide multiple opportunities for chil-
dren to explore all the factors that make
up their unique identity, and the inte-
gration of these factors into their over-
all, unique Gestalt. A variety of activities
that engage children in exploring them-
selves, their family background, and

24. DIVERSITY 71
MARCH/APRIL 2011
EXCHANGE
Gardner, H. (1983). Frames of mind: The
theory of multiple intelligences. New York:
Basic Books.
Neugebauer, B. (Ed.). (2005). Literacy: A
Beginnings Workshop book. Redmond,
WA: Exchange Press.
Nieto, S. (2004). Affirming diversity. The
sociopolitical context of multicultural edu-
cation (4th edition). Boston: Allyn and
Bacon.
Wardle, F. (2003). Introduction to early
childhood education: A multidimensional
approach to child-centered care and learn-
ing. Boston: Allyn and Bacon.
Wardle, F. (1996). Proposal: An anti-bias
and ecological model for multicultural
education. Childhood Education, 72(3)
152-156.
Wardle, F. (1993, March). How young
children build images of themselves.
Exchange, 104, 44-47.
Wardle, F., & Cruz-Janzen, M. I. (2004).
Meeting the needs of multiethnic and multi-
racial children in schools. Boston: Allyn

25. and Bacon.
West, M. M. (2001). Teaching the third
culture child. Young Children, 56(6),
27-32.
York, S. (2003). Roots and wings: Affirm-
ing culture in early childhood programs
(Revised edition). St. Paul: Redleaf
Press.
requires us to allow students to be suc-
cessful at what they are good at, not
what the standards or curriculum say
they should be good at.
Conclusion
It is important for professionals working
with young children to be sensitive to
issues of race and ethnicity. We can do
this by always beginning with the indi-
vidual child and his family, viewing
race as one of the child’s many ecologi-
cal contexts (Bronfenbrenner, 1979), and
understanding that children actively
construct their own reality, including
their racial and ethnic identity (West,
2001). We must never automatically
respond to a child as a member of a
racial or ethnic group; rather, we must
respond to the child as a unique indi-
vidual with a dynamic identity that
includes, but is not limited to, race and
ethnicity. Our goal is to provide the best
possible environments, curricula, activi-

26. ties, and interactions for all the
children we serve.
References
Bronfenbrenner, U. (1979). Context of
child rearing: Problems and prospect.
American psychologist, 34, 844-850.
Carvalho-Silva, D. R., Santos, F. R.,
Rocha, J., & Pena, D. J. (2000). The phy-
logeography of Brazilian Y-Chromo-
some Lineages. American Journal of
Human Genetics, 68.
Edwards, C., Gandini, L., & Forman, G.
(1998). The hundred languages of children:
The Reggio Emilia approach — advance
reflections (2nd edition). Greenwich, CT:
Ablex Publishing Co.
Erikson, E. (1963). Childhood and society
(2nd edition). New York: Norton.
Fish, J. M. (Ed.). (2002). Race and intelli-
gence: Separating science from myth. Mah-
wah, NJ: Lawrence Erlbaum Associates.
Copyright of Exchange (01648527) is the property of Exchange
Press, Inc and its content may not be copied or
emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission.

27. However, users may print, download, or email articles for
individual use.
Pamela, 4 years old, is in foster care. Her file says her birth
mother was African American and
her birth father was Latino. It identifies her as “Black/African
American” and she looks African
American. She has never known her parents. Pamela’s friends in
preschool are Latino, and she
tells them that she is too and pretends to speak Spanish. Her
foster parents are African
American. They want to support her in the best way possible but
are not sure how to. They want
to talk with Pamela about this issue, which has come up a
number of times at home and at
school. They ask you to give them ideas on how to handle this
important issue.
What would you tell Pamela’s foster parents?
Max and Tina, a White couple, adopted a 2½-year-old girl from
China, whom they named Jean.
One day Jean is still finishing snack when her parents come to
pick her up. You have a few
minutes to chat with them. You mention that they now have a
“multiracial” family. They are quick
to respond: “There aren’t any differences—she’s American now,
like us.” . . . “Jean doesn’t see
race; and we see everyone as equals, so we’re not making it an
issue.”
Do you agree with Max and Tina’s views? Why or why not?
How would you respond?
Jilly and Sam are playing on the outdoor climbing structure.
Jilly says, “Sammy, who is your
mommy?” Sam looks upset because he has been asked this

28. questions many time before and
says, “You know my mommy, she brought the cupcakes
yesterday.” Jilly replies, “She can’t be
your mommy; she’s white, and you’re brown.” Sam starts to
cry. One of the teachers overhears
the conversation and comes quickly over. She squats down at
Sam’s eye level, puts her arm
around him, and pats him a couple of times. He stops crying.
“Look,” she says enthusiastically,
“Miss Diane is setting up a new activity in the yard, Let’s all go
try it out.”
Would you have handled this situation between Jilly and Sam
differently? Why or why not?